Page 34 - How not to cheat
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4/5: Issues/Assessment
A question set by a lecturer and sent by a student to a
solution provider is generally straight forward in terms of
what is called for in solution generation. The parameters
of the question are generally quite obvious to the expert
in the field. It is probable that the expert will have
answered this question before or a variation of it.
Case study assessment is more complex. A case study
has embedded in it multiple issues any of which can be
the focus for an individual question. The lecturer using
the case study will be influenced when setting his
assessment questions by a variety of elements such as:
A. what theory he or she has been focussing on in
lectures/
B. what diagnostic tools have students been introduced
to?
C. what analytical techniques have been stressed?
D. is the assessment individual or group based?
E. is it essay or report format?
Moreover, the case study is by its nature a complex,
unstructured body of work with no definitive solution.
Questions set on this body of work are embedded in an
interlinked matrix where any single action will impact
upon multiple elements and result in multiple
interpretations of the result from this single action. In
addition, exploration of the impact on other players and
an appreciation of their motivation is a pre-requisite to
good case answer development.
