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Using Case Studies in Assessments

Strategies for leveraging the relevant and meaningful case studies in your assessment

Case studies based on real-world situations or simulated scenarios provide opportunities for students to develop and demonstrate their ability to apply theoretical knowledge in pragmatic or even novel ways. Case studies can be incorporated into larger assessments such as exams or group projects, or they can be designed as stand-alone assessments.

UCalgary Assessment Principle A

"Assessment meaningfully supports student learning and growth, is grounded in disciplinary context and highlights applicability and relevance."

Well-designed case studies demonstrate relevance of course-based learning and inspire growth in students’ abilities to apply and adapt their skills and knowledge.

Also consider Principle D and Principle I.

Benefits

Case study assessments are widely used and adapted across many disciplines as well as in transdisciplinary contexts as they effectively support critical and flexible thinking in light of complex realities.

Help students bridge the gap between theoretical concepts and practical application skills (Hershey & Walker, 2006; Sümen & Adibelli, 2024)
Strengthen students’ ability to view an issue from multiple perspectives, include multiple content areas, and address ethical issues (Herreid, 2011; Yadav et al., 2007)
Can be used effectively in large enrolment classes with technology such as clickers or online polls (Herreid, 2011)
Promote deep approach to learning with students focused on understanding and analysis rather than memorization (Rosier, 2022; Swanson & Morrison, 2010)

*Those marked with an asterisk are readily adaptable for large enrolment classes.

Developing case studies

*Draw upon discipline-specific banks of outstanding case studies
*Consider using GenAI to design effective case studies. You can provide Co-Pilot with a complete example of a case study in your field and prompt it to mimic the structure for a different case study.
*Include compelling narrative elements as cases that include emotional engagement may promote the greatest learning (Herreid, 2011)

Implementing case studies

Revisit your course learning outcomes to determine how case studies will support student learning, whether as an in-class activity or graded assessment
*Use brief case scenarios (1-2 paragraphs) for quick in-class analysis and discussion in small groups
*Provide structured frameworks to scaffold student analysis. The simplest is a problems-remedies-prevention approach which asks students to identify the problems in the case, identify potential solutions, and discuss how the problems could have been prevented (if applicable).
*Have groups of students create their own cases based on current events or field experiences

Evaluating student learning through case studies

*Use short cases and small group discussions during class to get a broad sense of students’ ability to apply their learning.
*There are several examples of grading rubrics online including for group oral presentation of case study analysis, individual or group written case study evaluation and recommendations, and clinical case studies.
Case study assessments often include criteria related to analysis, application of course theories, evidence- or research-based recommendations, logical structure, and clear communication.

Reflection questions:

Include 3-5 questions for instructors to think about as they consider using this strategy

What current events or real-world scenarios would resonate with students and illustrate key course concepts?
How can you help students understand how to think critically about the nuance and complexities in case studies?
Problem-solving is rarely done in isolation. How might you design case study assessments to be done in groups?

Queen’s University Centre for Teaching and Learning. Case-based learning. (n.d). https://www.queensu.ca/ctl/resources/instructors/instructional-strategies/case-based-learning

Herreid, C.F. (2011). Case study teaching. New Directions for Teaching and Learning, 2011, 31–40.10.1002/tl.v2011.128

Hershey, L., & Walker, S. (2006). Using the CPPD method of analysis for teaching case studies in the marketing management class. Marketing Education Review, 16, 45–57.10.1080/10528008.2006.11488959

Queen’s University Centre for Teaching and Learning. Case-based learning. (n.d). https://www.queensu.ca/ctl/resources/instructors/instructional-strategies/case-based-learning

Rosier, G. (2022). The case method evaluated in terms of higher education research: A pilot study. The International Journal of Management Education, 20(3), 1-9. https://doi.org/10.1016/j.ijme.2022.100660

Sümen, A., & Adibelli, D. (2024). The effect of case‐based teaching method on professional competence and clinical decision‐making levels of public health nursing students: A sequential explanatory mixed‐methods study. Public Health Nursing, 41(3), 446–457. https://doi.org/10.1111/phn.13301

Swanson, D.A., & Morrison, P.A. (2010). Teaching business demography using case studies. Population Research Policy Review, 29, 93–104.10.1007/s11113-009-9155-4

Yadav, A., Lundeberg, M., DeSchryver, M., Dirkin, K., Schiller, N.A., Maier, K., & Herreid, C.F. (2007). Teaching science with case studies: A national survey of perceptions of the benefits and challenges of using cases. The Journal of College and Science Teaching, 37, 34–58. https://www.jstor.org/stable/42992528