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The purpose of this study was to demonstrate that developments in cognitive theories of problem solving, and in assessment, measurement and reporting, can form the basis of valid assessments of problem solving performance. A further purpose was to investigate the relationship between demonstrated problem solving performance and learning within a course. A new approach to the assessment of problem solving has been developed. This approach is embodied in an assessment tool, the problem solving assessment instrument, and in the method of its administration. The instrument was trialled in this study.