The Unique Challenges Posed by Mock Trial: Evaluation and Assessment of a Simulation Course

Abstract

Simulations in political science and pre-law courses are used as a tool for student engagement and classroom interaction and to get students interested in politics and law by engaging them in either the political or legal process. Much of the literature addresses how to conduct various simulations for particular classes, what the students learned from this hands-on experience, and how the simulation compares to a more traditionally taught course. Student assessment is typically based on a reflective paper or may include questions on an exam. This paper diverges from “student reaction” assessments and attempts to fill a gap in the literature by building an assessment and evaluation model in order to assign a fair grade for Mock Trial, a simulation-based course that spans two semesters and January term.

Keywords:

• assessment
• evaluation
• mock trial
• simulations

Notes

Additional Comments.

From 1994–2004 Mock Trial was registered as a student organization but for the last two seasons could not keep students actively involved and had to withdraw from regionals consequently costing the college to lose registration fees and to pay penalties.

Bradley University; Eastern Kentucky University.

Benedictine University.

Eastern Kentucky University.

Bradley University.

The other text most commonly used is by Lubet, Modern Trial Advocacy, Law School Edition (2000).

Wayne State University.

Wayne State University.

The worksheets we eventually developed to assess student exercises was to some extent based upon assessment indicators provided in the Trial Advocacy syllabi.

Duke University.

DePaul University; Wayne State University.

Wayne State University.

University of Arkansas.

Duke University.