Abstract
One of the big challenges in bringing simulations into the classroom is the question of how (or even whether) to assess them. In this chapter, I will consider the underlying logics of simulations, which in turn suggest a number of assessment strategies. These include assessing knowledge acquisition, skills development and critical reflection. Beyond that immediate challenge, the chapter will also throw some light on related questions of feedback and simulation design.
This paper was originally presented at the International Studies Association Conference, Toronto, March 2014. Many thanks to Chad Raymond, Amanda Rosen, Victor Asal, Nina Kollars, Peter Bursens and others for comments.
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Usherwood, S. (2018). Assessment Strategies in Simulation Games. In: Bursens, P., Donche, V., Gijbels, D., Spooren, P. (eds) Simulations of Decision-Making as Active Learning Tools. Professional and Practice-based Learning, vol 22. Springer, Cham. https://doi.org/10.1007/978-3-319-74147-5_9
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