How to Improve Written Case Analysis and Reduce Grading Time: The One-Page, Two-Case Method
Abstract
Teaching with cases, especially at universities where cases are not a regular part of the curriculum, poses challenges for both faculty and students. The results in this research present an effective and manageable method to introduce the case analysis process and to facilitate written case analysis for both students and faculty. Experiment 1 compares the effectiveness of a semistructured one-page written case analysis over a traditional case analysis and finds the shorter assignment results in shorter grading time and better student grades. A two-case method introducing the case analysis process is tested in Experiment 2 and finds that a short lecture introducing the case analysis method and an initial small group practice case further improves student grades. Theoretical reasoning and directions for future research are discussed.
Faculty Members
- Kirsten A. Passyn - Citadel Military College of South Carolina, Charleston, SC, USA
- M. J. Billups - Salisbury University, Salisbury, MD, USA
Themes
- Student performance improvement
- Higher education curriculum development
- Faculty challenges in education
- Theoretical implications in education
- Grading efficiency
- Educational strategies
- Case-based teaching
Categories
- Teacher education
- Curriculum and instruction
- Business
- Educational assessment, evaluation, and research methods
- Business administration and management nec
- Higher education evaluation and research
- Business administration and management
- Education research
- Teacher education, specific levels and methods
- Education