Event Title
The role of simulations in assessing learning: Re-thinking the capstone project
Location
Auditorium A
Format
Workshop
Start Date
26-1-2013 1:00 PM
End Date
26-1-2013 2:00 PM
Abstract
INTRODUCTION: Dr. Bucker is an accomplished author in the field of instructional technology and distance education. With over 40 publications, he has a clearly defined research agenda and leadership role within the Abraham S. Fischler School of Education at Nova Southeastern University.
PURPOSE: The session will summarize the findings of an exhaustive analysis and review of the use of simulations in assessing student learning at the Abraham S. Fischler School of Education.
METHODOLOGY: The session will be conducted as an overview of a simulation course required of all NSU students in graduate programs in Education. Data were collected over four years which represent the impact of the simulation on student learning.
RESULTS: Simulations have been used university-wide in an attempt to provide cuttingedge, real-world scenarios used to supplement instruction. Student feedback has been overwhelmingly positive and students have asked for additional simulation experiences, which are forthcoming.
CONCLUSIONS: While capstones have been traditionally used as a primary method of summative assessment, effective, additional opportunities to measure course learning outcomes through alternative assessment is both warranted and welcomed.
The role of simulations in assessing learning: Re-thinking the capstone project
Auditorium A
INTRODUCTION: Dr. Bucker is an accomplished author in the field of instructional technology and distance education. With over 40 publications, he has a clearly defined research agenda and leadership role within the Abraham S. Fischler School of Education at Nova Southeastern University.
PURPOSE: The session will summarize the findings of an exhaustive analysis and review of the use of simulations in assessing student learning at the Abraham S. Fischler School of Education.
METHODOLOGY: The session will be conducted as an overview of a simulation course required of all NSU students in graduate programs in Education. Data were collected over four years which represent the impact of the simulation on student learning.
RESULTS: Simulations have been used university-wide in an attempt to provide cuttingedge, real-world scenarios used to supplement instruction. Student feedback has been overwhelmingly positive and students have asked for additional simulation experiences, which are forthcoming.
CONCLUSIONS: While capstones have been traditionally used as a primary method of summative assessment, effective, additional opportunities to measure course learning outcomes through alternative assessment is both warranted and welcomed.
