Check
List for the Evaluation of Case-Study Problems
CHEM-643 Intermediary Metabolism
Because the format of a case study problem is
different
than for a term paper, the criteria for evaluation must also be
different.
Case studies used as problems in the course can be used as models for
the
format. Professor Clyde "Kipp" Herreid at SUNY Buffalo has a web site
for
Case
Studies in Science that also can provide guidance. The following is
a check list of questions that I use to evaluate the quality of a case
study problem. Not all apply for particular cases and, depending on the
audience and purpose intended, other questions would be important.
- Is the title informative,
appropriately creative, and/or does it provoke curiosity?
- Has a significant topic in
intermediary metabolism been selected or has a specific topic been
given general significance? (e.g. something worth learning and knowing)
- Has the case study been presented
in an interesting or creative way? e.g. Does it tell a story? Involve a
controversy? Or present a dilemma?
- Is there an introductory overview
for the entire case before the first stage?
- Are the stages of the problem
developed logically and clearly?
- Does the first stage draw and
build on general knowledge and promote discussion?
- Are the questions and assignments
realistic? Open-ended? And presented in a logical order?
- Do the questions and assignments
require group participation? Involve thinking? And promote the use of
resources beyond the text and the classroom?
- Does the problem represent an
"original synthesis" in its identification and presentation of
important subtopics represented by each stage?
- Does the problem exhibit an
appreciation of the experimental evidence on which conclusions are
based?
- Are significant experimental data
(preferably from classic experiments) presented for student analysis in
at least two stages?
- Does the content displayed in the
Teaching Notes for each stage come primarily from peer-reviewed
scientific publications rather than Internet web-site that lack
experimental documentation?
- Is there a final assignment in
which students display what they have learned and can do?
- Is the information presented
accurate?
- Is the problem well written?
- Was the problem proofread?
- Are any illustrations clear,
instructive, and properly cited, if not original?
- Are chemical structures,
reactions, and pathways presented in original figures using ChemDraw or
similar programs?
- Are the pedagogical objectives
described in the accompanying Case Summary well defined and
appropriate?
- Does the Case Summary provide
support the problem structure and content?
- Are the citations up-to-date?
Presented in a standard format including full titles?
- Do the references display a
thorough study of the subject? e.g., Are any important references
missed?
- Were at least 10 primary
references used in the project? In particular, are classic articles on
the topic included?
- Was the problem handed in on
time?
Bottom Line: What
is the pedagogical value of this problem? Could it replace a problem
used in
the course or be considered for publication?
Return to
Department's
Home Page, CHEM-643
Home Page, or Hal
White's
Home Page.
Last updated 19 November
2006
by Hal White
Copyright 2006, Harold B.
White, Department of Chemistry and Biochemistry, University of
Delaware,
Newark, DE 19716