| There are many opportunities to evaluate students' performances when
they are using case-based learning approaches. Here are some assessable
activities students might engage in as they work on their investigations:
- their participation and contribution to work in
- the kinds of issues they identify,
- the questions they develop,
- the investigations they propose,
- where and how they locate resources,
- how they conduct investigations, and
- the presentations they make.
You may wish to ask if learners are:
actively acquiring information about
an appropriate topic within
this problem space?
re-organizing this information?
using strategies to select resources beyond text materials?
using a problem-oriented approach? (Is there a question for investigation?)
collaborating with other individuals in problem posing or problem
choosing among alternative approaches to solve problems?
negotiating, arguing, or attempting to convince others?
generating graphs, tables, charts, or other graphics?
presenting evidence to support their conclusions?
generating further questions as a result of this activity
There are many ways to formally and informally evaluate the quality of student work on these kinds
of activities, including:
- observations of students at work,
- evaluations of the products they create,
- case-based exams (in which students individually analyze a case
- peer evaluations of presentations,
- group self-evaluations, and
- traditional examinations that cover
the objectives of the cases.
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