General Information

Description:
A triple-jump exam is a case study based series of questioning and answers occurring in three phases over at least two days. The exam is designed such that students are required to document their thought processes while solving a problem. In the course of solving the problem, they employ various research instruments and are required to communicate their answers to the different sections of the exam in both hand-written and typed formats. The students demonstrate ability in at least 3 of the 9 Competencies (Problem-Solving, Life-long Learning, and Communication), and the exam may be adapted to assess other Competencies as well.

Sequence:

Step One:  In a classroom-testing situation, students are presented with a problem (a clinical scenario) then asked to form hypotheses about it, explain their reasoning, and identify additional pieces of information they require (the students may be asked specific questions to guide their thinking as well). They are then provided with more information regarding the scenario and the above process is repeated. This is typcially done 4 times in a given Triple Jump exam.

Step Two:  After the last cycle of Step One, the students are asked to research the problem, consult resources, and gather information for some period of time which is appropriate for that center (at least one night, and no more than five), then provide a more formal response prepared on computer or other word processing device.

Step Three:  In a classroom-testing situation, the students are again presented with the cycle of data, hypothesis generation and questions regarding the problem. However, since they have had an opportunity to research the problem in more depth, they are expected to have developed greater insight and understanding. The questions and grading reflect this expectation, and are thus more difficult than in Step One. Typically, there are 3 cycles in Step Three (including a wrap-up).

Assessment of Competencies:

Evaluators at each center score student responses relative to the competencies that are being evaluated on bubblesheets. This information is subsequently forwarded to the appropriate Competency Directors, and the data saved for examination. The bubblesheets are evaluated based on scoring guides that provided criteria for interpreting student responses relative to the 3 Competencies evaluated, with the recommendation that multiple evaluators score each student response.

Explanation of Scoring:

Please note that on the bubblesheet and scoring guide, items 1 thru 4 assessed Communication Skills (C1), items 4 thru 6 Lifelong - Learning (C4) and items 7 thru 9 Problem - Solving ability (C9). The circled numbers on the Scoring Guide are the points associated with the assigned evaluation (i.e. “No” = 1 point, “Superior” = 3 points etc.). These points were summed to give the total score for each Competency. Evaluator ratings were averaged to determine the student’s mean score for each item. Values were then combined as described above to yield a point total for each competency.

Four statewide program sites (Indianapolis, Lafayette, Northwest and Terre Haute Centers) use the exam for a class grade in addition to the competency grade. Faculty from these centers grade the entire exam for content as well as competencies. Score obtained from some questions relate to specific aspects of problem solving including hypothesis generation, confirmation/testing, and resolution.