Standardised Assessments are designed for uniformity and comparability, focusing on objective measurement and consistency across test takers. Their conceptual framework is relatively recent, dating back to the beginning of the 20th century and put an emphasis on attaining maximum reliability and fairness under the assumption that ensuring similar testing conditions and non-subjective marking will ensure equitable outcomes[1]. Another important advantage of standardised assessments is that, when compared to alternative assessments, they tend to be less demanding and time consuming in terms of scoring or marking (with some forms of standardised assessment allowing for completely automated scoring). On the other hand, standardised assessments are considered more vulnerable to “gaming”[2] when compared to alternative forms of assessment and tend not to capture the full range of expression of the construct[3] they are evaluating, focusing solely on simpler expressions that rely mostly on long-term memory, like providing bits of information or performing tasks the student has already some degree of familiarity with.

Alternative Assessments provide a broader and more nuanced view of student learning, allowing to evaluate more complex expressions of the underlying construct that rely on higher order cognitive processes[4] like creativity, critical thinking, and real-world skills. They allow for more personalized and in-depth evaluation but are generally time-consuming, demanding and subjective to score, which may constitute a challenge for teachers and educators or when it is necessary to assess a large number of subjects. Since alternative assessments often involve real-world tasks and applications, the feedback[5] is often more contextually relevant and practical, helping subjects see the direct application of their learning.

A possible alternative form of assessment is Assessment by Case Studies and Scenarios that depict real-life situations in which problems need to be solved. In this form of assessment, test-takers are presented with real-world or simulated scenarios, requiring them to apply their knowledge, skills, and critical thinking to analyse, solve problems, and make decisions. This type of assessment allows for the examination of the subject's abilities to integrate and apply what they have learned in practical, often complex, contexts.

For those interested in knowing more on how to conduct this type of assessment, the University of New South Wales Sidney’s Assessment Toolkit webpage (https://www.teaching.unsw.edu.au/assessment-case-studies-and-scenarios) provides a comprehensive guide on how to implement Assessment by Case Studies, including some videos of a real-life case study, which I thoroughly recommend.

 

Some key benefits of Assessment by Case Studies and Scenarios include:

· Real-World Application:
Case studies allow students and professionals to apply theoretical knowledge to real-world scenarios, bridging the gap between theory and practice.

· Development of Critical Thinking:
Analysing and solving case studies fosters critical thinking and problem-solving skills, as individuals must evaluate complex situations, identify issues, and propose effective solutions.

· Engagement and Motivation:
Working on case studies can be more engaging than traditional forms of assessment, as they often involve interesting and relevant problems that capture the interest of participants.

· Enhancement of Communication Skills:
Presenting case study findings requires clear and effective communication, both written and oral, which is a valuable skill in many fields.

· Integration of Multiple Disciplines:
Case studies often require knowledge and skills from various disciplines, encouraging a more integrated and holistic approach to learning and assessment.

· Collaborative Learning:
Many case studies are designed for group work, promoting collaboration and teamwork. This mirrors professional environments where collaborative problem-solving is essential.

· Assessment of Practical Skills:
They provide a means to assess practical and soft skills, such as decision-making, ethical reasoning, and interpersonal abilities, which are often difficult to measure through traditional exams.

· Reflective Learning:
They encourage reflective learning, as participants often need to think about their decision-making processes and the implications of their solutions.

· Feedback and Improvement:
Detailed feedback on case studies can help learners understand their strengths and areas for improvement, facilitating continuous learning and development.

While some of the challenges and issues associated to the application of this methodology in the educational context include:

· Subjectivity:
The evaluator's interpretation can introduce bias, affecting the objectivity of the assessment process. Personal perspectives and preconceived notions may influence the evaluation.

· Time-Consuming:
Conducting a thorough case study can be very time-consuming, requiring significant effort in data collection, analysis, and reporting.

· Potential for Overemphasis on Singularities:
There is a risk of overemphasizing unique or exceptional aspects of the case, which may not be applicable to other situations..

· Analysis Paralysis:
The abundance of detailed data can sometimes overwhelm the students being assessed, especially if they lack experience in research, leading to difficulties in identifying key findings and drawing clear conclusions.

A more detailed discussion of the advantages and disadvantages of Case Studies and Scenarios as an assessment and learning methodology can be found in Case Study Research: Foundation and Methodological Orientations (https://www.qualitative-research.net/index.php/fqs/article/view/2655)

Finally, I would like to mention an interesting application of the Case Studies methodology applied to Ed Tech (Simulation and interactive technologies) developed by the University of Leeds: Teaching Using Scenario Based Simulations-Case Study (https://www.youtube.com/watch?v=IvNq5RfeB0o)

[1] For a more thorough discussion of reliability and equity in standardised testing please refer to American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. (https://www.testingstandards.net/uploads/7/6/6/4/76643089/standards_2014edition.pdf)

[2] "Gaming an assessment" refers to strategies and tactics employed by students to achieve high scores or favourable outcomes on assessments without genuinely mastering the content or skills being tested.

[3] Construct in the context of psychology, psychometrics or education refers to the latent trait or ability under evaluation (e.g. mathematical or scientifical reasoning or literacy).

[4] A list of interesting articles on higher order cognition can be found on https://www.sciencedirect.com/topics/psychology/higher-order-cognition

[5] For an interesting review on the role of feedback in the learning and assessment processes please refer to https://www.gla.ac.uk/t4/learningandteaching/files/PGCTHE/BlackandWiliam1998.pdf