From FOI Noam Ebner (Creighton):
Assessing our Students, Assessing Ourselves, published this spring and unveiled at the American Bar Association’s Section on Dispute Resolution’ Spring Conference in Washington, D.C, is the third and most recent volume in the Rethinking Negotiation Teaching Project series. Edited by Noam Ebner (Creighton University), James Coben (Hamline University) and Christopher Honeyman (Convener Conflict Management), the book sets out to explore the topic of student assessment in negotiation courses. The book is available at Amazon and you can download individual chapters for free at Hamline’s Dispute Resolution Institute’s site.
As opposed to other issues in negotiation teaching such as course content or teaching methods, teachers’ approaches to student assessment have always varied widely. What does this indicate regarding our underlying assumptions about the purposes of assessment? Furthermore, what do our assessment practices indicate about our views regarding what it means to ‘teach’ students? How can teachers utilize a process of reconsidering their assessment methods in order to examine their pedagogical approach? In addition to addressing these important issues, over a dozen negotiation teachers from around the world offer their own rethinking of familiar assessment methods, alongside innovative techniques teachers can apply in their own classrooms.
While the book focuses on negotiation courses, its content should appeal equally to teachers of related fields, including mediation and alternative dispute resolution.
