Case Studies
This page describes an implementation of an assessment method by a lecturer or group of lecturers. The content of the page is the result of an interview conducted through the RAFT project in DIT in the 2013-14 Academic Year.
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Lecturer and Contact Details
Programme and year on which assessment was offered
BSc Biomedical Science, Year 4
Description
A series of case studies (2 or 3) are presented to the student. They are given initial test results and they have to ask for further test to complete investigations on the patient. Depending on the results of each test a different set of further tests may or may not be required. The cases are Blood Transfusion laboratory cases.
Why did you use this Assessment?
I find it the ideal way to assess the student overall understanding of the day to day principles of the work and their ability to work in a ‘real world environment’.
Why did you change to this form of assessment?
There was a dissertation on a advanced or currently topical topic. This type of assessment is more about assimilation or information and writing skills, which I felt were adequately assessed via other examinations on the course.
How do you give feedback to students?
They write on the sheets provided answering a number of questions in relation to what test they have requested and why? If they don’t understand what needs to be done, they don’t request the correct test( ie go down the wrong path of investigation) and therefore don’t get marks. They receive their correct assessment sheet showing marks in a couple of weeks.
What have you found are the advantages of using this form of assessment?
- Its very versatile, different case studies can be developed to discern the student understanding of laboratory investigation algorithms from simple to very complex and in between.
- It is a reflection of their ability to work in the ‘real world’ environment.
- It required theoretical as well as practical understanding
- It can be adapted to any level
- It allows effective examination of a students capabilites
- Its cheaper that wet practicals as no reagents, labs etc. are used and no clean up or risk involved
What have you found are the dis-advantages of using this form of assessment?
- It requires a lot of preparatory work on behalf of the lecturer. There are many sheets or results which must be carefully organised in cases so a student doesn’t receive any info they haven’t specifically asked for.
- It is labour intensive to correct.
If another lecturer was using this assessment method would you have any tips for them?
Prepare very well. Have a easy, medium and difficult scenario as intially it may be much harder for students than you expect. Allow sufficient time. Ensure all papers are gather and staple together to avoid mis ups.
Do you have any feedback from students about this assessment?
They find it very challengening but are aware that it gives an accurate measure of their abilities. It is an assessment where there is no place to hide, as one of them said to me.
Any additional comments?
Marking varies depending on complexity. With higher marks the further the student goes towards completion of the investigation and how thorough their understanding is in the written part. It is subject but clear at the same time.
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