Guided by the principle that assessment should be in line with the teaching methodology used, triple jump is one assessment strategy that is appropriate in problem-based learning (PBL). Triple jump assessment shares similar principles with those observed in problem-based learning. In this chapter, we argue that problem-based learning facilitates development of key professional capabilities and process learning skills in addition to specialist knowledge. Triple jump assessment is an effective way of assessing these three elements of learning. The triple jump assessment exercise is a unique and comprehensive method of measuring the aims of problem-based learning, as well as the specific learning outcomes set forth for students in a particular problem. In this chapter we use nursing and health as the curricular context for exploring this form of attachment. Triple jump assessment is a three-stage assessment process. Stage one assesses the students’ ability to explore the person-health-context-nursing dimensions of a clinical situation and to develop tentative hypotheses and plans of action. Stage two assesses the students’ ability to seek and to use appropriate evidence-based knowledge in refining the initial hypotheses and in developing multidimensional, theoretically sound nursing responses and anticipated health outcomes. Stage three assesses the students’ ability to present stage two data and to reason the connections between the original hypotheses and nursing responses, the refined hypothesis, and nursing responses and the anticipated health outcomes. We will provide you with one model of triple jump assessment, strategies for implementing this form of assessment, and examples from our PBL practice. As PBL practitioners, you can adapt these assessments strategies for your own contexts.