Publication Type

Journal Article

Version

Postprint

Publication Date

7-2011

Abstract

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.

Keywords

role-play, assessment, responsible conduct of research

Discipline

Higher Education | Psychology

Research Areas

Psychology

Publication

Accountability in Research

Volume

18

Issue

4

First Page

217

Last Page

246

ISSN

0898-9621

Identifier

10.1080/08989621.2011.584760

Publisher

Taylor and Francis

Additional URL

http://doi.org/10.1080/08989621.2011.584760

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