You are on page 1of 4

Case Discussion – Expectations & Grading Rubric “Learning is not a spectator sport.

Students do not learn much just by sitting in class listening to teachers, memorizing packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives. They must make what they learn part of themselves.” (Chickering and Gamson, 1987)
The course will be taught largely through cases. All students are expected to participate in class

discussions. You are expected to be fully prepared with prescribed case and the relevant readings from the prescribed text book to engage in active learning through discussion and interaction. Learning with cases involves your active participation. Cases put you in the position of doing analysis and deciding on courses of action. The attributes that will be considered for evaluation during a case discussion:     The ability to identify the core issues/problems and demonstrate clear understanding of the same. The ability to link the theory with the big ideas presented in the case and make appropriate, insightful and powerful connections between the two. The ability to make realistic and relevant recommendations/solutions to the issues/problems if required in the case. The ability to demonstrate leadership and initiative during the discussion.

The following are some suggestions you may find useful in preparing cases, and for discussing them in class. a) For Case Preparation  Try first to get a quick sense of the whole case. What can you learn from the title, headings, and outline? What do the introduction and conclusion (if present) reveal about the problem? If this is a case requiring a decision, who is the key decision maker? What decision does s/he have to make? What are the objectives of the decision maker? Who are the other actors in the case? What are their objectives? At this point, it might be helpful to reread the case carefully, underlining or highlighting key facts. Try to identify the key problems on a piece of paper. Then go through the case again, sorting out the relevant information for each problem. What are the resources and constraints associated with each problem? What are the possible courses of action for the decision maker? Endeavor to identify and rank alternative policies. What are the likely short and long term consequences of the policies that you have identified?

 

 

Any case point made after the case discussion is over will not be considered for evaluation. Discussion would require you to build up. Keep an open mind. If you want to raise an issue that is completely different from the one the class is discussing. consider waiting until the class is ready to move to another issue. Come prepared with practical implementable solutions. At the same time. be equally prepared to listen to the comments of your classmates. A grade ‘A’ means you have performed as ‘A’ on at least three of the four parameters. . Repetition of the idea already discussed is non-acceptable for a case discussion.       The Class Participation Rubric is defined below to help you assess your performance and improve it in class. compare or contradict the previous point. b) For Class Participation At the heart of learning from cases is their discussion in class. The weightage for the four components is outlined in the table. and to support them with as much care and persuasion as you can. This is a collective exercise. and do not hesitate to incorporate ideas of other students when you find them persuasive.  Be prepared to present your ideas with conviction. There will be ‘cold calls’ as well Participate with relevant points and speak precisely with clarity. Please raise your hand and wait to be called before you speak.

Shows no interest in class discussion and appears distracted Behavior (20%) Can assist the leader in streamlining the class discussion once initiated by the leader and also assists the leader in diffusing conflicts Is a mere spectator to a wayward point and keeps away from conflict situations Goes back to an issue after it is already been discussed and settled. Is unable to relate concepts across cases & to other related disciplines Occasionally offers responses. or single word responses. Merely paraphrases ideas already expressed C Is rarely prepared for the class D Is almost never prepared for the class Offers limited or no responses. Possesses the ability to diffuse conflicting situations B Is usually prepared for class with assigned reading material Offers consistently appropriate responses and occasionally creative or original responses.Class Participation Rubric A Preparation (20%) Quality of Input in Discussion (30%) Is well prepared for class with assigned reading material Voluntarily & frequently offers creative or original responses / interpretations / observations. Offers matter of fact responses and seldom builds on others’ ideas. Is consistently able to connect theory to the case. nothing that really challenges the class to think beyond the obvious. Is frequently able to connect theory to the case. Is neither able to build on others’ ideas nor able to comprehend or consolidate content discussed thus far Level of Engagement in Class (30%) Never raises any questions. Does not give enough opportunity to assess class participation . Is unable to connect theory to the case. Is occasionally able to relate concepts across cases & to other related disciplines Responds to others’ questions but does not raise any pertinent questions. Raises unrelated points and disrupts the flow of the class. Is consistently able to relate concepts across cases & to other related disciplines Involves others in class discussions by asking questions and seeking others’ responses. Is unable to relate concepts across cases & to other related disciplines Rarely raises any questions. Offers follow up responses. Is weakly able to connect theory to the case. builds on other ideas. Enhances class learning by consolidating ideas expressed at different points of time during the discussion Demonstrates leadership by being able to bring the class back on track during wayward discussions.