simulation, Hazelton High at REST (HHR), with embedded performance-based
assessments and Likert-type survey questions was created to assess preservice
teacher recognition of racial and gender intolerant behaviors. The simulation
was modeled after the Racial Ethical Sensitivity Test (REST), a reliable
video-based assessment, measuring professionals’ ethical sensitivity for
cultural competence and recognition of intolerant behaviors in school settings.
Ethical sensitivity skills, based on education professional ethics, are used to
determine knowledge of ethical responsibility and professional attitudes and
behaviors. A mixed-methods comparison study was conducted between HHR and the
REST-video with 31 preservice science education students to investigate the
effect of each on their ethical sensitivity. A post-simulation assessment was
also conducted to determine and the usability and perception of HHR. It was
hypothesized; HHR, an immersive simulation, would affect perspective taking of
preservice science teachers and indirectly influence their ethical sensitivity.
Data analysis determined ethical sensitivity score (EES) for HHR and REST-video
using a survey and performance-based assessments. Post-simulation interview
helped inform how a participant perceived the HHR. Results indicate the
REST-video group had a significantly higher EES than the HHR group.
Performance-based assessments within HHR showed a more comprehensive and
complex picture of participant EES. The implication of this work for science
education programs to use professional codes as a guide for evaluation and
development of candidate disposition concerning cultural competency and the use
of Serious Educational Games (SEGs) as ethical sensitivity assessments.
|Publication Date||January 15, 2019|
|Published in Issue||Year 2019 Volume: 5 Issue: 1|