(e.g. 2nd yr Human Life Science)
(with thanks to Janine Tarr)
OUTLINE OF METHOD
The case is used here for summative assessment, with the additional function of summarising and contextualising previous study.
The example case included here is given to students two weeks ahead of the assessment deadline, in WebCT format, to give them adequate chance to research the topic and make sure they have covered the appropriate theory. Then the assessment questions (multiple choice) are put up on the WebCT site with ample time (a few days) for students to consider and submit their answers. Collaborative work is accepted, but each student has to make their own individual submission. The lecturer finds, in fact, that even following group discussion students often submit different answers as they may disagree with their peers.
When group work occurs in this way, it is obviously benefitial to the learning process and there is no reason for it to be disallowed. This may represent the most meaningful topic discussions the students have on the subject!
BENEFITS AND LIMITATIONS
What is this method
good for? |
Limitations |
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Assessment is used to consolidate and contextualise learning.
Group problem-solving is identified as an important part of the process.
Can be used with any size of class.
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If anyone does not contribute to discussion, or relies on others to do the work, then only the students can monitor this.
Needs careful construction of case for WebCT use.
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 Case example: 'Mr M - Ulcerative colitis leading to renal failure', 2nd yr Human Life Science (provided by Janine Tarr)
This model shown as a flow chart
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