Objective Assessment of Pedagogical Effectiveness and the Human Rights Foreign Policy Simulation Game

Autor/inn/en	Robinson, Andrew M.; Goodridge, Michelle
Titel	Objective Assessment of Pedagogical Effectiveness and the Human Rights Foreign Policy Simulation Game
Quelle	In: Journal of Political Science Education, 17 (2021) 2, S.213-233 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Robinson, Andrew M.) ORCID (Goodridge, Michelle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2019.1623048
Schlagwörter	Instructional Effectiveness; Civil Rights; Foreign Policy; International Trade; Political Science; Game Based Learning; Simulation; Games; Course Objectives; Introductory Courses; Student Evaluation; College Freshmen; Student Attitudes; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Bürgerrechte; Grundrechte; Zivilrecht; Außenpolitik; Trade; International relations; Handel; Internationale Beziehungen; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Simulation program; Simulationsprogramm; Game; Spiel; Spiele; Einführungskurs; Schulnote; Studentische Bewertung; Studienanfänger; Schülerverhalten; Ausland; Kanada
Abstract	Literature on simulation games stresses both the need for objective assessment of pedagogical effectiveness and the concern that such assessment may not be happening because it is too difficult. This article speaks to both points by presenting an approach to objectively assess the effectiveness of a simulation called the Human Rights Foreign Policy Game (HRFPG). After describing the HRFPG and its learning objectives, the article explains this approach to assessment. This approach applies and extends upon insights from earlier approaches, especially Shaw, by using a pretest/posttest design and open-ended questions. By performing a thematic analysis of students' posttest descriptions of what they learned, we identify incidents of learning related to the game's learning objectives and then increase our confidence in this assessment by conducting a student-specific turnover analysis to eliminate any claimed learning that had already been expressed on the pretest. We then demonstrate how the resulting data can be used in basic quantitative analyses to ask further interesting questions. Three main conclusions are reached. First, the HRFPG generates objectively assessable learning. Second, the HRFPG does not systematically disadvantage students according to gender or attitudes toward competitive games or group work. Finally, the assessment methodology, while time-consuming, is practicable. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01