There are many opportunities
to assess performances for students who use case-based learning
approaches. You may evaluate the quality of student work during
work activities, ask specific questions, or choose among numerous
assessment strategies. You may find
it helpful to gather information from students on how they view
learning with cases. Here is a sample field
students engage in as they work on their investigations
and contribution to work in groups
- identification of issues,
- development of questions,
- proposal of investigations,
- location of resources,
- carrying out investigations,
- production of materials, and presentations.
you may wish to ask
- actively acquiring information about
an appropriate topic within this problem space?
- re-organizing this information?
- using strategies to select resources beyond
- using a problem-oriented approach? (Is
there a question for investigation?)
- collaborating with other individuals in
problem posing or problem solving?
- choosing among alternative approaches to
- negotiating, arguing, or attempting to
- generating graphs, tables, charts, or other
- presenting conclusions?
- presenting evidence to support their conclusions?
- generating further questions as a result
of this activity
Faculty may decide to evaluate
any of the following (note: student products are in bold):
students at work with a task check list to include general items
such as communicates clearly and/or specific items
such as successfully rotates molecule in Protein Explorer,
- evaluate a product students create such
as a brochure on their case question targeting a specific audience,
- use a case-based exam (Students might be
asked to individually analyze the same case and generate
questions, identify what they need to know, carryout an investigation,
and/or present a product.),
- require peer evaluations of a presentation
such as a poster session or an in class debate request
a group self-evaluation such as assignment of group points
to individual members for their contributions,
- and include traditional examination questions
that cover the content and process objectives of the cases.
the Case for Teaching
need to take opportunities to reflect on their own practice. There
are many opportunities to assess teaching with cases. You may find
the attached form
helpful in summarize how teaching with this case is changing your
questions to ask once the case has been used:
well does the case work as a learning tool with students?
were stumbling blocks for the students?
the students led "down the wrong path" by anything in
the time allotted for case study adequate?
the students able to generate questions that they could investigate?
Was there a problem with the case in this regard (too vague, difficult,
student discussion generally address the objectives of the case?
Were there any other important objectives that should be included?
the students able to locate useful additional resources? Were
the resource materials and readings useful?
well did the case study fit with other elements of the course
(lectures, labs, discussions, recitations)?
worked especially well?