Case Studies in Summative Assessment of 16 to 19 Year Olds - Writing Unseen Case Studies

Oct 20, 2026

Case studies are discussed as instructional tools whose cognitive processes include problem solving directed by classroom-taught tools, shaped by learners’ current understanding, and inferred through observable behaviour and examination scripts. The literature links case studies with deep learning, higher-order skills, and reflective learning, commonly used in tertiary education for formative assessment. It contrasts this with AQA’s use for closed-book summative exams: unseen materials, individual candidate assessment, and specific item formats. Guidance for writing unseen case studies emphasizes removing unnecessary information, logical or chronological ordering, and designing assessments that target defined skills while avoiding irrelevant context.

LanguageEnglish

CategoryExam

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Case studies as cognitive and learning tools

Cognitive processes in problem solving

Case studies in formative assessment

AQA summative assessment context

Closed-book exams and candidate conditions

Types of AQA case study items

Guidance for writing unseen case studies

Evidence on desired characteristics

Information design: relevance and ordering

Assessment instrument design principles

Defining skills to be assessed

Contextualisation of questions

Avoiding irrelevant context

1. Cognitive – the problem solver undertakes a number of cognitive processes which can only be inferred from either their behaviour or the contents of the examination script. 2. Process-based – the procedures and processes used to manipulate and transform internalised knowledge from learning and the information provided in the case study. 3. Directed – the problem solver aims to solve the problem they are presented with using the tools for the task that they have been taught about in the classroom. 4. Personal – the ability to solve a particular problem is dependent on the current state of the candidate’s learning in and understanding of the subject. The literature suggests that case studies are used mainly in the tertiary education sector and primarily for formative assessment (Erskine, Leenders, & Mauffette-Leenders, 2003)1 . Case studies provide teachers and students with the a “bridge between theory and practice”(Pindiprolu, Peck Peterson, Rule, & Lignugaris/Kraft, 2003, p. 1) . Their use encourages students to access deep learning, apply higher order skills (such as analysis, evaluation and synthesis) and become reflective learners (see, for example, Wee, Alexandria, Kek, & Kelley, 2003) . Most of the evidence supporting this assertion is anecdotal in nature, such as that found in Pearce (2002) . Naumes and Naumes (2000) and Erskine et al. (2003) identify some desirable characteristics of case studies. The identification is based on their own experiences whilst using case studies to teach business and management to undergraduates and graduates. Naumes and Naumes (2000) favour long (in excess of ten pages) and complex case studies. They consider complexity to be the result of the inclusion of redundant information plus the incorporation of gaps into the information available in the case study. The objective of the information gaps is to encourage students to state any assumptions that they need to make when analysing the remaining data. Erskine et al. (2003) prefer the inclusion of pertinent information with few or no gaps. Both sets of researchers agree that for case studies to engage students they should be real rather than fictional, possess a narrative and contain characters with which students are able to identify. Given the length of these case studies, assignments based on them are completed in days or weeks for formative assessment purposes. Students usually work in teams and the measured outcomes are, for example, team presentations and class discussions. As Wee et al. (2003) point out, with reference to both formative and summative uses of case studies, the assessment may include self-and peer-evaluation, as well as teacher evaluation. The open book format is favoured when case studies are used in summative assessment (Parkinson, 2008) . In contrast, the case studies provided by AQA are intended for use in closed-book summative assessment examinations lasting between one and two hours. They are also intended to assess the cognitive processes of candidates working on their own rather than as part of a group. Further, most case studies are unseen prior to the examination. Taking the business subjects suite of GCSE and GCE qualifications as an example, nearly one third (18 out of 62) of the available assessments are examinations that use at least one unseen case study. Nearly 100,000 students at GCSE and GCE A Level prepare for and take these case study-based examinations annually. 1 Further examples can be found in Lyons (2008) for management; Kim, Utke, & Hupp (2005) and Kleinfeld (1990) for teacher education; Henson, Kennett, & Norman Kennedy (2003) for marketing; and, Gagnon, Charlin, Lambert, Carriere, & Van Der Vleuten (2009) for medicine. 2 There are three types of case study item used in AQA’s question papers. 1. An unseen case study provided at the start of the question paper. 2. A series of shorter unseen case studies within the question paper. There may be a single theme connecting

FAQs

What cognitive processes are associated with case-study problem solving in examinations?

The discussion frames problem solving as involving cognitive processes inferred from the candidate’s behaviour and from the examination script. It highlights directed aims, reliance on taught tools, and dependence on the candidate’s current learning state.

How are case studies used differently for formative versus summative assessment?

Case studies are described as mainly supporting formative assessment in tertiary education, encouraging deep learning and higher-order skills. In contrast, AQA’s case studies are intended for closed-book summative exams lasting one to two hours, assessing candidates working individually.

What types of case study items appear in AQA question papers?

The text lists three types: an unseen case study at the start of the question paper, a series of shorter unseen case studies within the paper (connected by themes or independent scenarios), and pre-released case studies sent to schools and colleges about one month before the examination.

Oct 20, 2026

Uploaded by Quinn Holloway