To Grade or Not To Grade? That Is The Question!

5 Negotiation Examples You Can Use To Evaluate Your Students

October 24, 2014 By Warren Dent
Harvard Law School Program on Negotition (blog)

Whether to grade student role-play performance, process and outcomes is a tricky question. Jim Lawrence, a long-time PON contributor, simulation author, attorney and practicing mediator with Frost Brown Todd LLC, recently shared his thoughts on the value and purpose of grading students participating in negotiation simulations.

“If graded, students may opt for a more dependable strategy to get a higher grade rather than experiment with new strategies that they have not tested. Grading, on the other hand, permits an objective determination of a student’s ability to achieve a good outcome.”

In an effort to encourage students to be creative and try out new negotiation techniques, Jim likes to grade“those aspects of the simulation which the student controls and which are less, if not at all, dependent on the shared outcome of the exercise.” Here are some examples of how he applies his grading process to negotiation exercises and role-play simulations that PON sells through the Teaching Negotiation Resource Center (TNRC). 

To read the full article, click here.

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