Department of Psychology, University of Illinois at Urbana-Champaign, USA.
Account Res. 2011 Jul-Aug;18(4):217-46. doi: 10.1080/08989621.2011.584760.
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.
我们描述了角色扮演场景的总结性评估，这些场景是我们之前为科学和工程专业的研究生教授负责任研究行为（RCR）的核心主题而开发的。对角色扮演参与者、案例讨论培训参与者和未接受培训的学生的访谈表明，角色扮演可能通过将重点从仅仅“了解规则”转移开来，促进对 RCR 的更深入理解。我们还介绍了出声思维案例分析研究的结果，并描述了行为锚定评分量表（BARS）的开发，以评估参与者的案例分析表现。
