Evaluating Our Evaluation: Rethinking Student Assessment in Negotiation Courses

Noam Ebner

Creighton University School of Law – Werner Institute for Negotiation and Dispute Resolution

Yael Efron

Zefat Academic College – School of Law; Hebrew University – Faculty of Law

Kimberlee K. Kovach

Houston College of Law.

2012

N. Ebner, J. Coben & C. Honeyman (Eds.), Assessing our Students, Assessing Ourselves: Vol.3 in the Rethinking Negotiation Teaching Series. St Paul, MN: DRI Press

Abstract:

Surveying the history of the first thirty years of assessment of negotiation students, the authors find a great deal of creativity, but also a great deal of illogic. To set the stage for the detailed chapters which follow, the authors analyze the multiple purposes behind assessment, and outline a range of possibilities. They also identify seven criteria which any responsible evaluation system should try to satisfy, and discuss a key distinction: the different purposes of formative and summative assessment. It is essential, they contend, that modern systems of assessment address both.

Evaluating Our Evaluation- Rethinking Student Assessment in Negotiation Courses