Assessment of case study courses

Abstract

Objective assessment of educational and training courses has proven to be difficult in the past, and methods employed seldom provide the type of information needed by instructors to make meaningful changes to their teaching methods. This problem has proven particularly difficult for non‐traditional case study courses in which group learning is an important and integral part. The most commonly used approach is to obtain students opinions on how the course was presented and structured. This student based approach is neither objective nor meaningful because it is biased by grades, personalities, and by rigorousness. This research was an attempt to find or develop an assessment model that reduces these biases and provides instructors with meaningful feedback. The research shows that the model is more objective than student based assessments, and provides descriptive input and process information, and output information on individual and group performance and development.

Citation

Peterson, P.A. and Quarstein, V.A. (2001), "Assessment of case study courses", Quality Assurance in Education, Vol. 9 No. 1, pp. 46-53. https://doi.org/10.1108/09684880110694754