Assessing Our Students, Assessing Ourselves: Volume 3 in the Rethinking Negotiation Teaching Series


Assessing Our Students, Assessing Ourselves: Volume 3 in the Rethinking Negotiation Teaching Series


Download Table of Contents (2930 KB)

Download Chapter 1: Introduction: Assessment as Mirror (717 KB)

Download Chapter 2: Evaluating Our Evaluation: Rethinking Student Assessment in Negotiation Courses (780 KB)

Download Chapter 3: Pop Quiz: Do You Use This Evaluation Method? (911 KB)

Download Chapter 4: Reflective Journal Assignments in Teaching Negotiation (760 KB)

Download Chapter 5: The Black Box of Student Evaluation: Course Participation (795 KB)

Download Chapter 6: Using Video Recordings: A Mirror and a Window on Student Negotiation (716 KB)

Download Chapter 7: Negotiating the Assessment Criteria (696 KB)

Download Chapter 8: Interviews as an Assessment Tool (798 KB)

Download Chapter 9: Simulation Design for Learning and Assessment (720 KB)

Download Chapter 10: Empowerment and Recognition: Students Grade Each Other’s Negotiation Outcomes (806 KB)

Download Chapter 11: Making Reputation Salient: Using the Reputation Index with Law Students (729 KB)

Download Chapter 12: Assessing the Adventure (748 KB)

Download Chapter 13: Evaluating Email Negotiations (689 KB)

Download Chapter 14: Assessing Negotiation Competitions (995 KB)

Download Chapter 15: A Competition Without Winners or Losers? The Ontogeny of a New Negotiation Event Format (872 KB)

Download Chapter 16: A Benchmarking System for Assessment: An Experiment in Creating More Transparency in Grading (772 KB)

Download Chapter 17: Portfolio Evaluation: Kaleidoscopic Insights Into Learning Effectiveness and Change (759 KB)

Download Ackknowledgements (596 KB)

Download Epilogue: Assessing Ourselves (659 KB)


In May 2010, more than 50 of the world's leading negotiation scholars gathered in Beijing, China for the Rethinking Negotiation Teaching project’s third international conference designed to critically examine what is taught in contemporary negotiation courses and how we teach them, with special emphasis on how best to "translate" teaching methodology to succeed with diverse, global audiences. We chose China is the ideal venue to conclude our project’s inquiry, not only because of its own long history with negotiation, internal and external to the country, but because it is a nation with which, tensions or no tensions, every other nation must negotiate in the future. Yet, China has been almost unrepresented in the modern literature – at least, in the literature that is expressly about “negotiation.” Chinese scholars and practitioners also have yet to assert much influence in the global negotiation training market. Our hope was that the conference would serve as a springboard for the entry into this field, at a sophisticated level, of Chinese and other Asian scholars whose deep experience in many related subjects has yet to be fully felt in their implications for the field of negotiation. The contents of this volume, as well as the fourth and final volume in this teaching series – Educating Negotiators for a Connected World (Honeyman, Coben, and Lee 2012), suggest we may have succeeded in that particular goal.



Publication Date



DRI Press


Saint Paul



Assessing Our Students, Assessing Ourselves: Volume 3 in the Rethinking Negotiation Teaching Series