Assessment Methods with Case Studies

1. Non-Standard Assessment Methods

2. Case Studies

Case study analysis is a useful activity in online teaching. Case studies may be simple or complex, and completed individually or in groups.

Features of a high-quality case study include:

• requires critical and analytical processing of the content in order to propose solutions
  
• includes sufficient information for thorough analysis
  
• does not have a single correct answer
  
• enables the integration of knowledge from different courses or fields

Why use them?
Case studies allow students to apply theories in real-world contexts, develop critical thinking, and collaborate with peers in searching for solutions.

Strategies:

• pose initial discussion questions
  
• introduce additional information later to encourage a new perspective
  
• clearly explain how the case study will be assessed

Example of use in higher education:

In the course Business Ethics, students were assigned a case study about an ethical dilemma in an international company facing market pressures and sustainability challenges.
Students worked in small teams (3–5 members) to analyse the situation using the theoretical model of ethical decision-making covered in the course. In the first phase, they discuss the challenges on the forum, then create a proposed solution in a shared Wiki, and finally submit it to the Workshop for peer and instructor assessment.

3. Reflection

Reflective writing does not involve only summarising what has been learned, but also thinking about one’s own learning process—what worked, what could have been done differently, and how one’s understanding of something has changed.

Why use reflection?
It helps students become aware of their progress and develop the ability for self-assessment.

Strategies:

• post-exam reflection – along with reviewing their answers, students write about what they will change in their approach to learning
  
• learning journals – recording unclear parts and posing questions
  
• shift in perspective – comparing initial and final understanding of a topic
  
• before-and-after checklist – self-assessing knowledge and skills.

Example of use in higher education:

In the course Didactics, students keep a learning journal throughout the semester in which they record their reflections on the effectiveness of teaching approaches they tried during their school practicum. After each activity, they note what was effective, what they would change, and how the pupils responded.
At the end of the semester, students write a final reflection in which they compare their initial and current understanding of teaching and outline concrete steps for their own professional development.

4. Infographics

An infographic is a visual representation of information (graphs, diagrams, icons) combined with text and colour to support easier understanding.

Why use them?
They develop critical thinking and communication skills and are suitable when students need to connect information and summarise it visually.

Strategies:

• use tools such as Canva™ and Piktochart™
  
• include a short written commentary alongside the infographic
  
• communicate expectations clearly and provide examples of good and poor practice
  
• allow choice of topic and include student reflection.

Example of use in higher education:

In the course Educational Technology, students create an infographic on the topic “Advantages and Risks of Using Artificial Intelligence in Education.” The aim of the task is to present key concepts in a concise and visually appealing way, linking theoretical knowledge with practical examples.

Students use tools such as Canva™ or Piktochart™, and they attach a short written commentary in which they explain their choice of concepts, the structure, and the visual elements.

The infographics are published in Moodle through a Forum so that students can comment on and compare their peers’ approaches, thereby fostering the development of communication and visual presentation skills.

5. Online Discussion

Online discussions enable meaningful and reflective student participation, whether teaching takes place online or in person. They allow students who might not engage in live discussions to express their opinions.

Examples of discussion topics:

• analysis of case studies
  
• peer feedback
  
• sharing resources
  
• critique of articles, websites, or news
  
• "Ask me anything" sessions with guest speakers

Why use online discussions?
They encourage active and collaborative participation, provide time for reflection, and allow repeated access to discussion threads.

Strategies:

• Embed them in the course design: Clearly state the objectives and plan time for discussions.
  
• Divide students into smaller groups: The recommended size is 15–20 students.
  
• Select discussion questions carefully: Each discussion should have a clear purpose.
  
• Communicate expectations and moderate the discussion: Set rules for behaviour; do not respond to every post—encourage dialogue with prompting questions.
  
• Explain how participation will be assessed: Will each post be graded, or the overall contribution?

Example of use in higher education:

In the course Project Management, students participate in an online discussion on the topic “What are the main causes of project failure and how can they be prevented?” Each student analyses one real-world example (from personal experience, literature, or media) and publishes a short post describing the situation and proposing a solution. They then comment on at least two posts by their peers, comparing approaches and highlighting alternative risk management strategies. The discussion takes place in a Moodle forum over the course of one week, and the instructor provides a summary of key conclusions at the end of the activity.

Assessment is based on the quality of contributions, their connection to theoretical concepts of project management, and the constructiveness of communication.

6. Student Presentations

Presentations can be individual or group-based, delivered live, via online platforms (e.g., Zoom), or pre-recorded.

Why use presentations?
They allow students to express knowledge through speech, gestures, and visual elements, and they support the development of skills related to communicating and conveying ideas.

Strategies:

• Choose the format (live/recorded, individual/group, visual/poster).
  
• Plan technical support and provide instructions for using the tools.
  
• Clearly define assessment criteria and time limits.
  
• Teach students what makes an effective presentation.
  
• Be flexible: online presentations take longer due to technical considerations.
  
• Engage the audience: define their task (e.g., peer feedback).

Example of use in higher education:

In the course Contemporary European History, students prepare a thematic presentation in pairs on the topic “Post-war Reconstruction of Europe and the Role of International Organisations.” The task includes researching sources, creating a visual presentation, and delivering a 10-minute oral presentation via Zoom or in the classroom.

After each presentation, a brief discussion follows in which other students ask questions, and the instructor moderates the discussion and encourages comparisons of different historical interpretations.

Assessment includes the accuracy and relevance of sources, the quality of argumentation, the clarity of delivery, and critical reflection on historical processes.

7. Podcast

A podcast is an audio narration through which students express their ideas and analyses. It is not simply reading an essay aloud, but a creative media task.

Why use podcasts?
They encourage expression and analysis in an alternative format and may include interviews, sound effects, music, and similar elements.

Strategies:

• Have students listen to examples and discuss them.
  
• A simple version: record 3–5 minutes on a phone using a prepared script.
  
• Use rubrics for assessment (content, organisation, performance, and creativity).
  
• Ensure all students have access to the necessary technology.

Example of use in higher education:

In the course History of the 20th Century, students create a short podcast (3–5 minutes) on the topic “Everyday Life During the Second World War.” The task includes selecting a focus (e.g., food, schooling, family life), developing a script based on sources and literature, and recording and editing using simple tools such as Vocaroo or Audacity.

Students may include excerpts from interviews, music clips, or their own narration to bring the topic to life and demonstrate understanding of the context.

The podcasts are published in a Moodle forum where peers provide comments and suggestions for improvement, and assessment is based on criteria such as content accuracy, organisation and clarity of message, creativity, and expressiveness of performance.

8. Open-Book Exams

Open-ended exams encourage higher-order thinking (analysis, synthesis, evaluation) and connect theory with practice.

Why use this format?
They allow students to make deeper connections between concepts and are more flexible in terms of time.

Strategies:

• Clearly communicate the expected duration of the exam.
  
• Break the exam into sections to make it easier to track progress.
  
• Limit the word count for each task.
  
• Focus on higher-level questions (e.g., “What would happen if…?”).
  
• Provide clear instructions for citing sources.
  
• Decide whether you will answer students’ questions during the exam.

Example of use in higher education:

In the course General Physics II, students take an open-book exam in Moodle consisting of three problem-based tasks with questions targeting higher levels of cognitive learning outcomes. One question reads: “What would happen to the dynamics of planetary motion if the gravitational constant were doubled? Explain the physical consequences and provide real-world examples in which a similar effect might occur.” Students may use notes, literature, and digital sources, but must cite every source for any data or formula used.

The exam lasts 90 minutes and is submitted through a Moodle assignment. Responses are assessed based on the accuracy of explanations, logical coherence of arguments, ability to apply concepts, and the quality of linking theory to practice.

9. Oral Group Exams

Oral exams may serve as an independent assessment method or as a supplement to a written exam. In addition to individual oral exams, they can also be conducted simultaneously for a small group of students (3–4) or for a student team that worked on the same project task.

Why use oral exams?
They are authentic in certain professional fields (e.g., law, healthcare), enable verbal expression of knowledge, and reduce the risk of inauthentic answers.

Strategies:

• Standardise the procedure (time, number of questions, rubrics).
  
• Use familiar technology (e.g., the same platform used for consultations).
  
• Provide an informal “trial” question before formal assessment begins.
  
• If possible, include multiple assessors to increase objectivity.
  
• When combined with a written component, ask students to explain their solutions.

Example of use in higher education:

In the course Linear Algebra, after completing the written exam, students participate in a 30-minute group oral exam. A group of three students – who previously worked together on a project involving the application of matrices in economic models – jointly explains their solution process, while the instructor asks additional questions about the mathematical foundations and the interpretation of results. During the discussion, students are encouraged to complement each other’s answers and justify their reasoning, which allows assessment not only of knowledge but also of collaboration skills and the ability to communicate mathematical ideas.

 The exam is conducted in the classroom or via Zoom, and the assessment is based on criteria including accuracy and clarity of explanations, active participation of all members, application of mathematical concepts to new situations, and critical reflection on procedures.

10. Annotated Bibliography

An annotated bibliography is a task in which students locate and summarise relevant literature on a specific topic, thereby developing their skills in searching, analysing, and concise academic writing.

Why use this format?
Students learn how to find scholarly sources, assess the quality of articles, understand arguments, and present them clearly in a concise form. It can function as an independent assignment or as preparation for a larger research project. 

Strategies:

• Provide students with a list of course-related topics so they may choose an area of interest.
  
• Invite a librarian to deliver a session on search strategies and citation practices.
  
• Ask students to first formulate a research question or thesis and then create the bibliography based on it.
  
• Before a larger assignment, students may share their bibliographies in an online space as a shared resource.

Example of use in higher education:

In the course Research Methodology, students work in pairs on the task “Create an annotated bibliography on the topic of ethical challenges in research involving artificial intelligence.” The assignment requires finding six scholarly articles published in the last five years in Scopus or Google Scholar (three selected by each student).
For each source, students jointly create an annotation (150–200 words) that includes: a summary of the research aim, methods, and main findings; an evaluation of the source’s credibility and relevance to their own work; and a shared reflection on how the article contributes to understanding the ethical aspects of research.

The pair submits the joint bibliography through a Moodle assignment and then compares their approaches with other pairs in a forum, highlighting similarities and differences in the criteria used to select sources.
Assessment includes the quality of analysis and reflection, critical thinking, consistency in citation (APA style), and balanced collaboration between partners, which is assessed through a brief joint reflection on the working process.

11. Media Analysis

A media analysis assignment requires students to critically examine a current media source (article, song, video, blog, etc.) related to the course topic.

Why use this format?
It helps students connect theory with everyday life, develop the ability to distinguish credible sources, express viewpoints, and construct arguments.

Strategies:

• Show an example of a critique of a media article and discuss its key components.
• Ask students to find two media sources with opposing viewpoints and compare them.
• Allow students to publish their critiques in a discussion forum and organise peer feedback.
• Permit alternative forms of expression (e.g., video, infographic).

Example of use in higher education:

In the course Pharmacology and Public Health, students analyse how the media report on new medicines and therapies.
The task reads: “Choose two media articles covering the same topic – for example, the use of new medications to treat depression – but presenting different viewpoints on their effectiveness and risks.” In a written commentary (up to 600 words), students should: summarise the main claims from each article; assess the credibility of the sources and authors; compare the claims with data from scientific literature (e.g., PubMed); and provide their own evidence-based conclusion.

The critiques are published in a Moodle forum where students comment on at least two of their peers’ submissions, focusing on argumentation and the use of sources.
Assessment includes critical thinking, accuracy in interpreting scientific facts, quality of argumentation, and ethical communication in the online environment.

12. E-portfolio

An e-portfolio is a digital collection of student work that demonstrates their progress and learning within a course or programme. It may include various formats: written assignments, recordings, presentations, mind maps, and similar materials.

Why use an e-portfolio?
It enables students to reflect on their learning, connect content from different courses, and demonstrate progress. It is also useful for assessing competencies and for professional purposes or accreditation.

Strategies:

• Introduce the assignment at the start of the course and provide an assessment rubric.
  
• Apply the Collect – Select – Reflect – Connect approach:
  • Collect: students gather artefacts.
  • Select: they choose the most representative pieces of work.
  • Reflect: they write a reflection on what they learned and why it matters.
  • Connect: they identify links between their work and course themes.
• Clearly communicate which types of work are suitable for the portfolio (e.g., forum posts, blogs, videos, infographics).
  
• Set boundaries: minimum and maximum number of items, word count for the reflection, introduction, and summary.

Example of use in higher education:

In the course Stage Interpretation, students maintain an e-portfolio throughout the semester to document their process of developing a character and stage expression. The portfolio is created in digital form (e.g., Moodle, Mahara, OneDrive) and includes: video excerpts from rehearsals and performances (at different stages of preparation); reflective entries on role development (approaches to text, emotions, and movement); a character analysis with theoretical references; photographic materials and notes on collaboration with the director and classmates; and a final reflection on personal development of acting skills and the use of received feedback.

At the end of the semester, students select three video excerpts and two reflective entries that best demonstrate their artistic and professional progress.
Assessment includes authenticity of expression, depth of self-reflection, creativity in presenting materials, and alignment with the course learning outcomes (e.g., character interpretation, expressiveness, stage presence).

13. Self-Assessment and Reflection

Self-assessment questions

1. Which assessment methods encourage critical thinking and the application of theory in practice?

2. What do methods such as reflection, e-portfolios, and annotated bibliographies have in common in terms of developing metacognitive skills?

3. What is the main advantage of open-ended exams compared with traditional closed-book tests?

4. In what ways can online discussions and podcasts contribute to the development of students’ communication and analytical competences?

5. Which of the methods presented in this material would be easiest to integrate into your course without major changes to the course structure?

Reflection questions

1. How could you combine two or more of the presented methods (e.g., a case study and reflection) to achieve a more authentic assessment in your course?

2. What challenges would you expect when using methods that require a higher level of student autonomy, such as e-portfolios or annotated bibliographies?

3. In what ways could media critique or an infographic help students better connect theoretical concepts with current events or practical contexts?

4. How could you ensure objectivity and fairness in methods that involve creative forms of expression (e.g., podcast, presentation, e-portfolio)?

5. If you had to choose one non-standard assessment method to implement next semester, which one would you choose and why – considering the learning outcomes, type of course, and student profile?