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Outcomes Assessment of Role-Play Scenarios for Teaching Responsible Conduct of Research

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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: assessment; responsible conduct of research; role-play

Document Type: Research Article

DOI: http://dx.doi.org/10.1080/08989621.2011.584760

Affiliations: 1: Department of Psychology,University of Illinois at Urbana-Champaign, UrbanaIllinois, USA 2: Department of Psychology,The University of Tulsa, TulsaOklahoma, USA 3: Procter & Gamble, CincinnatiOhio, USA 4: Department of Teacher Education,Arkansas State University, JonesboroArkansas, USA 5: School of Social Sciences,Singapore Management University, Singapore 6: College of Business and Coordinated Science Laboratory,University of Illinois at Urbana-Champaign, UrbanaIllinois, USA 7: Department of Electrical and Computer Engineering, and Coordinated Science Laboratory,University of Illinois at Urbana-Champaign, UrbanaIllinois, USA

Publication date: July 1, 2011

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