Knowledge Surveys as an Assessment Tool of Simulation Course Outcomes

Autor/in	Stapleton, Patricia A.
Titel	Knowledge Surveys as an Assessment Tool of Simulation Course Outcomes
Quelle	In: Journal of Political Science Education, 16 (2020) 4, S.413-429 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stapleton, Patricia A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2018.1526089
Schlagwörter	Political Science; Simulation; Assignments; Student Evaluation; Student Surveys; Outcomes of Education; Outcome Measures; International Relations; Introductory Courses; College Students; College Instruction; Massachusetts + Suchen Sie Ihr Suchwort? Staatslehre; Politikwissenschaft; Politische Wissenschaft; Simulation program; Simulationsprogramm; Assignment; Auftrag; Zuweisung; Schulnote; Studentische Bewertung; Schülerbefragung; Lernleistung; Schulerfolg; Internationale Beziehungen; Einführungskurs; Collegestudent; Hochschullehre; Master-Studiengang
Abstract	One challenge faced by instructors incorporating simulations and games into political science courses is how to assess learning outcomes from non-"traditional," pedagogical methods. Positive or anticipated simulation outcomes do not necessarily indicate positive learning outcomes for students. And, using more traditional methods of assessment (quizzes, exams, research papers, etc.) may not align well with the intended outcomes and work related to the simulation. This article presents a range of assignments used to assess learning outcomes for GOV 1320: Topics in International Politics, an introductory international relations course at Worcester Polytechnic Institute. The course employs "International Relations in Action: A World Politics Simulation" in half of the class sessions as a method to engage students with the course material. In order to assess whether participation in the simulation and completion of the related assignments result in positive learning outcomes for students, I have included knowledge surveys as one assessment tool. In this article, I review frameworks for simulation development and assessment, as well as the existing literature on the usage and "success" of using knowledge surveys as an assessment tool. In addition, I present the intended outcomes of GOV 1320 in general and of the simulation specifically, and the assignments and activities used to assess student learning outcomes. Finally, I examine the use of knowledge surveys in the course. Because knowledge surveys rely on self-reported levels of confidence on course material, the article also includes a comparison of students' understanding of their knowledge to the actual outcomes as measured by course grades. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01