Developments in Business Simulation and Experiential Learning, Volume 25, 1998
THE SIMULATION AND CLASSROOM ASSESSMENT TECHNIQUES
Denise R. Markovich
University of North Dakota
BankExec, an interactive bank simulation, is used
to illustrate how a simulation may be adapted to
assessment. Based on Classroom Assessment
Techniques and feedback from students and
practitioners it appears the BankExec experience
contributes to student learning more so than
quantitative measures indicate.
Simulations require students to apply concepts
they have learned and often they serve an
integrative function. In capstone courses they are
disciplines. How effectively simulations enhance
learning is subject to some debate. Richard L.
Dukes (1994) describes gaming as “a masterpiece
of teaching, learning, and scholarship” whereas
Malik, Howard & Morse (1996) challenge the
effectiveness of simulations as a learning tool.
To assess student learning, most studies rely on
objective measures such as stock price; however,
this paper explores Classroom Assessment as a
way of evaluating student learning.
CHARACTERISTICS OF CLASSROOM
approach to evaluating student learning which is
participation and evaluation, is typically brief,
ongoing, anonymous and ungraded. According to
Angelo and Cross (1993), to qualify as a good
CAT, a technique should be context sensitive, be
an appropriate technique in many disciplines,
provide information on ways to improve learning
during the semester, be easy to administer,
provide feedback that is easy to organize and use,
and enhance learning.
CLASSROOM ASSESSMENT PROJECT
CYCLE AND TECHNIQUES
The project cycle for Classroom Assessment
responding. The first table provides examples for
each cycle and illustrates how BankExec satisfied