Publication Type
Journal Article
Version
acceptedVersion
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
Citation
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: https://ink.library.smu.edu.sg/soss_research/1064
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Additional URL
https://doi.org/10.1080/08989621.2011.584760