We describe the summative assessment of role-play scenarios that we previously developed to teach central topics in the responsible conduct of research (RCR) to graduate students in science and engineering. Interviews with role-play participants, with participants in a case discussion training session, and with untrained students suggested that role-playing might promote a deeper appreciation of RCR by shifting the focus away from wanting to simply “know the rules.“ We also present the results of a think-aloud case analysis study and describe the development of a behaviorally-anchored rating scale (BARS) to assess participants' case analysis performance.
role-play, assessment, responsible conduct of research
Higher Education | Psychology
Accountability in Research
Taylor and Francis
SEILER, Stephanie N., BRUMMEL, Bradley J., ANDERSON, Kerri L., KIM, Kyoung Jin, WEE, Serena G., GUNSALUS, C. K., & LOUI, Michael C..(2011). Outcomes assessment of role-play scenarios for teaching responsible conduct of research. Accountability in Research, 18(4), 217-246.
Available at: http://ink.library.smu.edu.sg/soss_research/1064
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