Evaluate a Case Study

Essential Details

Interaction Type People Time Stakes

✖ Learner-to-Learner


★ Learner-to-Content


 With Others







Most case studies have the following elements:

  • A decision-maker who has a problem to be solved
  • A description of that problem’s context
  • Supporting evidence

Students review a case study. They evaluate the issue, key facts, the goal of the case study, the context of the problem, the alternatives available, and make a conclusion on their recommendation in the circumstance. They can write down their answers or discuss them.


This example (“Peppered Moths and the Industrial Revolution”) includes questions as a part of the case study. Here are the examples of questions asked:

  • Define a hypothesis and prediction regarding moths and the post-Industrial Revolution environment.
  • How would you alter Kettlewell’s experimental design to test his research question: do birds preferentially prey upon moths with respect to the moths’ resting backgrounds?

Bloom's level

The level indicates this activity’s place within Bloom’s Taxonomy of learning (Cognitive Domain). Higher-levels contains lower-levels within it. 

Level Action




★ Evaluate

Fourth Analyze
Third Apply
Second Understand
First Remember


Evaluate, Conclude


  • Canvas Discussion
  • Canvas Assignment
  • Zoom Conference

Teaching Goal

The one main teaching goal for your activity

Practice New Skills or Concepts


Using Case Studies to Teach » Center for Teaching & Learning | Boston University. (n.d.). Retrieved October 22, 2019, from https://www.bu.edu/ctl/teaching-resources/using-case-studies-to-teach/

Peppered Moths and the Industrial Revolution—National Center for Case Study Teaching in Science. (n.d.). Retrieved October 22, 2019, from http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=1046&id=1046

QUT cite|write—Writing a case study response. (n.d.). Retrieved October 22, 2019, from https://www.citewrite.qut.edu.au/write/casestudy.jsp