Linking the Doing to the Thinking: using criterion-based assessment in role-playing simulations

This paper uses a case study to show how we developed a criterionbased assessment instrument in the context of a postgraduate level module in a South African University.The module's pedagogy is based on three inter-linked active learning strategies.The 'African Catchment Game' is a role-playing simulation game and is the focus of this article.The other activities were a portfolio and a computer simulation. The assessment was designed to promote conceptual understanding after each activity and so can be positioned within Kolb's experiential learning cycle. Evaluations from the learners in 2003 showed that the module had been successful in developing their ability to relate experiences from simulations to the theoretical literature.