• Learning Environments

Using 'case-based' questions in assessment tasks

Dr Chris Deneen , Senior Lecturer in Higher Education Curriculum & Assessment, from the Melbourne Centre for the Study of Higher Education (MCSHE) shares some insights into using case-based questions in teaching and assessment.

Introduction

As we explore new ways to engage with our students, conducting effective assessment remains a key priority. We must adopt and promote approaches to assessment that elicit novel, authentic and thoughtful responses. This article focuses on one approach, case-based assessment (CaBA - note: CaBA is used as an acronym rather than CBA to prevent confusing case-based assessment with curriculum-based assessment).

What is case-based assessment?

Case-based assessment (CaBA) uses a scenario (i.e. the case) that the students familiarize themselves with and respond to. The assessed response can be almost anything ranging from a set of multiple-choice questions (MCQs) to an extended written/oral response. CaBA aligns with a broad range of assessment intentions and formats. CaBA can, for example be used on an examination to organize a set of MCQ items. On the other end of the spectrum, students might engage with a complex, lengthy case as part of a semester-long, problem-based learning project. The assessed response might involve developing and presenting a group-based, novel solution to that problem.

A common and essential element of CaBA is that the assessed responses are tethered to the case. Therefore, picking or developing a good case is essential to conducting effective CaBA. A few principles to start from:

The case should be:

  • Understandable to a student in that subject, at that level. The vocabulary, concepts, setting and other aspects of the case should not rely on knowledge or skills outside what you may reasonably expect of the students you are assessing.
  • Highly relevant to what you are assessing. Generally, this means there should be a strong alignment between the case and subject outcomes you are assessing. More specifically, the case should set up the student to be assessed on the specific knowledge and skills you are targeting.
  • Novel. The student should not have encountered the exact same case previously. Alternately, a previously encountered case can be used, but in a way that requires the students to respond in a novel way. This also means you should not be using cases that students could find through a Google search.
  • In ‘the Goldilocks zone.’ The case must contain enough information for a well-prepared student to successfully address the corresponding assessment, but not so much information that a less prepared student can guess their way to the answers. Remember, a fundamental purpose of assessment is to distinguish between those who know, and those who don’t.
  • As authentic as possible. CaBA presents us with an opportunity to introduce students to real situations they may encounter professionally and personally. By developing or picking cases with strong authenticity, we are helping our students make connections between what they learn in the classroom and how they will apply that in the rest of their lives.

Who uses case-based assessment?

CaBA can be used in any discipline, but it is strongly associated with disciplines that have a significant clinical and/or practicum component. CaBA is one way to introduce students to applying their subject and program knowledge in a workplace setting. Taken this way, CaBA presents a low-risk approach to help students make the jump from responding as a student to responding as a developing professional. It is therefore unsurprising that CaBA is a technique used frequently in the medical professions. CaBA is, however a very flexible approach that can be adapted to any discipline and many subjects within those disciplines. In the next section, we’ll look at three discipline-crossing considerations in CaBA and the rationales behind each.

How can case-based approaches work for me and my students?

Open-book and/or online exams.

Increasingly, people are using open-book exams . This is for a few reasons including the constraints of teaching during COVID, increasing concerns over the efficacy of remote proctoring and a desire to move away from assessments that require basic memorisation as a hurdle requirement to success.

At the same time, people are rightly concerned that open-book exams create the opportunity for students to simply ‘look up’ the answers. This seems especially true when open-book exams are handled remotely. In-person, we have some control over the resources a student brings into an examination. When the student is taking an exam in their home, over the internet, it is difficult and often counterproductive to try and exercise this degree of control .

One of the principles for case development is novelty. That is, the scenario or what you ask the students to do with that scenario should not be something directly encountered in the subject or discoverable through an internet search. The novelty of CaBA allows the principle of ‘open book’ to operate as intended. That is, students may use materials to assist in coming to an original answer. That is a fundamentally different operation with deeper cognition than what happens when students simple look up an answer.

Using novel cases has the additional effect of decreasing the likelihood of a student recalling a memorized set of responses. Presenting an original case pushes the student to apply knowledge and skills in a novel scenario. In doing so, this has the additional, desirable effect of moving the student’s cognition away from surface level and towards exhibition of deeper thinking.

Thus, CaBA allows for novel use and synthesis of assessable knowledge and skills. This decreases likelihood of ‘textbook’ answers and may fortify the academic integrity of the exam.

Enhancing authenticity

A common concern or complaint around many assessments is that they often solicit knowledge in ways decontextualized from their application in ‘real world’ settings. In a perfect world, we might redesign all our assessment tasks for greater authenticity. A common characteristic of authentic assessment however, is that the way in which we assess the learner (i.e. the task) replicates a ‘real world’ situation . This can be a complex, time-consuming process. Challenges can emerge in the planning, execution, and marking. Therefore, it is not always practical to change the actual assessment task design to a more authentic modality. Sometimes, we have to use traditional assessment formats, like exams.

CaBA can help us get past some of the challenges in making our assessments more authentic. Having students respond to an authentic case allows us to enhance the authenticity of an assessment, even when we may not be able to revise the actual task design. CaBA allows you to place the student in a real-life/work scenario and requires them to apply subject knowledge/skills to the scenario. An added benefit to this approach is that it allows you to position the student in different ways relative to the scenario, eliciting different types of responses: e.g., analyze the scenario, solve it, offer an alternative, etc.

Using MCQs to develop and determine deep learning

MCQs are often seen as a necessary evil in assessment. We use them when we have to cover a huge breadth of content knowledge. Along with this is the tacit and sometimes explicit assumption that MCQs are for determining surface-level learning.  CaBA allows us to do some ‘myth busting’ and demonstrate that in fact, you can use MCQs as a route to students demonstrating characteristics of deep learning.

In these examples from The Center for Teaching at Vanderbilt University, we can see how a case-based approach shifts the nature of the MCQs from ‘right answer’ to ‘best answer.’ With this shift in focus comes a shift in cognition. Students are not being asked to apply a correct, rote piece of information. Instead, they are being challenged to analyse the elements of the case and prioritize the information therein. Thus, CaBA offers us the opportunity to use MCQs in ways that may align with more sophisticated subject outcomes and push students to do more than demonstrate memorization.

One proviso- writing good MCQs is challenging. Writing deeper learning MCQs is very challenging. I strongly recommend getting some experience and deepening your own knowledge of MCQ writing before attempting this. Of course, you are always welcome to reach out to me or one of my colleagues at MCSHE or Learning Environments to discuss how to advance in this!

Further learning and application

This article provides a brief overview of CaBA. To learn more about CaBA and some of the related topics touched on in this article, here are some resources and opportunities.

  • The Melbourne Centre for the Study of Higher Education features a host of relevant guides and resource materials. One in particular is ‘Multiple Choice Questions: An introductory guide.’ This guide demonstrates ways in which MCQs can be developed for deeper/higher level thinking.
  • UNSW’s Teaching Gateway provides a comprehensive overview of case-based assessment approaches and resources, as well as examples of how UNSW have integrated CaBA into their subjects.
  • TEQSA’s Expert Advice Hub features several relevant short guides, including a guide to adopting open-book exams and using authentic assessments in online delivery modes.
  • Vanderbilt University’s guide to writing better MCQs features several CaBA examples.
  • I am always happy to talk with colleagues about assessment. You can drop by for one of my Q&A Sessions on assessment , or attend one of the many workshops that LE and MCSHE host.

General resources

  • Formative, developmental quizzes as assessment .
  • Workshops: 'LMS Quizzes and Question Banks' and 'Design for online learning: Designing great quizzes' are presented periodically - keep an eye on the workshop schedule for the next available sessions.
  • LMS guides .

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Case-based learning.

Case-based learning (CBL) is an established approach used across disciplines where students apply their knowledge to real-world scenarios, promoting higher levels of cognition (see Bloom’s Taxonomy ). In CBL classrooms, students typically work in groups on case studies, stories involving one or more characters and/or scenarios.  The cases present a disciplinary problem or problems for which students devise solutions under the guidance of the instructor. CBL has a strong history of successful implementation in medical, law, and business schools, and is increasingly used within undergraduate education, particularly within pre-professional majors and the sciences (Herreid, 1994). This method involves guided inquiry and is grounded in constructivism whereby students form new meanings by interacting with their knowledge and the environment (Lee, 2012).

There are a number of benefits to using CBL in the classroom. In a review of the literature, Williams (2005) describes how CBL: utilizes collaborative learning, facilitates the integration of learning, develops students’ intrinsic and extrinsic motivation to learn, encourages learner self-reflection and critical reflection, allows for scientific inquiry, integrates knowledge and practice, and supports the development of a variety of learning skills.

CBL has several defining characteristics, including versatility, storytelling power, and efficient self-guided learning.  In a systematic analysis of 104 articles in health professions education, CBL was found to be utilized in courses with less than 50 to over 1000 students (Thistlethwaite et al., 2012). In these classrooms, group sizes ranged from 1 to 30, with most consisting of 2 to 15 students.  Instructors varied in the proportion of time they implemented CBL in the classroom, ranging from one case spanning two hours of classroom time, to year-long case-based courses. These findings demonstrate that instructors use CBL in a variety of ways in their classrooms.

The stories that comprise the framework of case studies are also a key component to CBL’s effectiveness. Jonassen and Hernandez-Serrano (2002, p.66) describe how storytelling:

Is a method of negotiating and renegotiating meanings that allows us to enter into other’s realms of meaning through messages they utter in their stories,

Helps us find our place in a culture,

Allows us to explicate and to interpret, and

Facilitates the attainment of vicarious experience by helping us to distinguish the positive models to emulate from the negative model.

Neurochemically, listening to stories can activate oxytocin, a hormone that increases one’s sensitivity to social cues, resulting in more empathy, generosity, compassion and trustworthiness (Zak, 2013; Kosfeld et al., 2005). The stories within case studies serve as a means by which learners form new understandings through characters and/or scenarios.

CBL is often described in conjunction or in comparison with problem-based learning (PBL). While the lines are often confusingly blurred within the literature, in the most conservative of definitions, the features distinguishing the two approaches include that PBL involves open rather than guided inquiry, is less structured, and the instructor plays a more passive role. In PBL multiple solutions to the problem may exit, but the problem is often initially not well-defined. PBL also has a stronger emphasis on developing self-directed learning. The choice between implementing CBL versus PBL is highly dependent on the goals and context of the instruction.  For example, in a comparison of PBL and CBL approaches during a curricular shift at two medical schools, students and faculty preferred CBL to PBL (Srinivasan et al., 2007). Students perceived CBL to be a more efficient process and more clinically applicable. However, in another context, PBL might be the favored approach.

In a review of the effectiveness of CBL in health profession education, Thistlethwaite et al. (2012), found several benefits:

Students enjoyed the method and thought it enhanced their learning,

Instructors liked how CBL engaged students in learning,

CBL seemed to facilitate small group learning, but the authors could not distinguish between whether it was the case itself or the small group learning that occurred as facilitated by the case.

Other studies have also reported on the effectiveness of CBL in achieving learning outcomes (Bonney, 2015; Breslin, 2008; Herreid, 2013; Krain, 2016). These findings suggest that CBL is a vehicle of engagement for instruction, and facilitates an environment whereby students can construct knowledge.

Science – Students are given a scenario to which they apply their basic science knowledge and problem-solving skills to help them solve the case. One example within the biological sciences is two brothers who have a family history of a genetic illness. They each have mutations within a particular sequence in their DNA. Students work through the case and draw conclusions about the biological impacts of these mutations using basic science. Sample cases: You are Not the Mother of Your Children ; Organic Chemisty and Your Cellphone: Organic Light-Emitting Diodes ;   A Light on Physics: F-Number and Exposure Time

Medicine – Medical or pre-health students read about a patient presenting with specific symptoms. Students decide which questions are important to ask the patient in their medical history, how long they have experienced such symptoms, etc. The case unfolds and students use clinical reasoning, propose relevant tests, develop a differential diagnoses and a plan of treatment. Sample cases: The Case of the Crying Baby: Surgical vs. Medical Management ; The Plan: Ethics and Physician Assisted Suicide ; The Haemophilus Vaccine: A Victory for Immunologic Engineering

Public Health – A case study describes a pandemic of a deadly infectious disease. Students work through the case to identify Patient Zero, the person who was the first to spread the disease, and how that individual became infected.  Sample cases: The Protective Parent ; The Elusive Tuberculosis Case: The CDC and Andrew Speaker ; Credible Voice: WHO-Beijing and the SARS Crisis

Law – A case study presents a legal dilemma for which students use problem solving to decide the best way to advise and defend a client. Students are presented information that changes during the case.  Sample cases: Mortgage Crisis Call (abstract) ; The Case of the Unpaid Interns (abstract) ; Police-Community Dialogue (abstract)

Business – Students work on a case study that presents the history of a business success or failure. They apply business principles learned in the classroom and assess why the venture was successful or not. Sample cases: SELCO-Determining a path forward ; Project Masiluleke: Texting and Testing to Fight HIV/AIDS in South Africa ; Mayo Clinic: Design Thinking in Healthcare

Humanities - Students consider a case that presents a theater facing financial and management difficulties. They apply business and theater principles learned in the classroom to the case, working together to create solutions for the theater. Sample cases: David Geffen School of Drama

Recommendations

Finding and Writing Cases

Consider utilizing or adapting open access cases - The availability of open resources and databases containing cases that instructors can download makes this approach even more accessible in the classroom. Two examples of open databases are the Case Center on Public Leadership and Harvard Kennedy School (HKS) Case Program , which focus on government, leadership and public policy case studies.

  • Consider writing original cases - In the event that an instructor is unable to find open access cases relevant to their course learning objectives, they may choose to write their own. See the following resources on case writing: Cooking with Betty Crocker: A Recipe for Case Writing ; The Way of Flesch: The Art of Writing Readable Cases ;   Twixt Fact and Fiction: A Case Writer’s Dilemma ; And All That Jazz: An Essay Extolling the Virtues of Writing Case Teaching Notes .

Implementing Cases

Take baby steps if new to CBL - While entire courses and curricula may involve case-based learning, instructors who desire to implement on a smaller-scale can integrate a single case into their class, and increase the number of cases utilized over time as desired.

Use cases in classes that are small, medium or large - Cases can be scaled to any course size. In large classes with stadium seating, students can work with peers nearby, while in small classes with more flexible seating arrangements, teams can move their chairs closer together. CBL can introduce more noise (and energy) in the classroom to which an instructor often quickly becomes accustomed. Further, students can be asked to work on cases outside of class, and wrap up discussion during the next class meeting.

Encourage collaborative work - Cases present an opportunity for students to work together to solve cases which the historical literature supports as beneficial to student learning (Bruffee, 1993). Allow students to work in groups to answer case questions.

Form diverse teams as feasible - When students work within diverse teams they can be exposed to a variety of perspectives that can help them solve the case. Depending on the context of the course, priorities, and the background information gathered about the students enrolled in the class, instructors may choose to organize student groups to allow for diversity in factors such as current course grades, gender, race/ethnicity, personality, among other items.  

Use stable teams as appropriate - If CBL is a large component of the course, a research-supported practice is to keep teams together long enough to go through the stages of group development: forming, storming, norming, performing and adjourning (Tuckman, 1965).

Walk around to guide groups - In CBL instructors serve as facilitators of student learning. Walking around allows the instructor to monitor student progress as well as identify and support any groups that may be struggling. Teaching assistants can also play a valuable role in supporting groups.

Interrupt strategically - Only every so often, for conversation in large group discussion of the case, especially when students appear confused on key concepts. An effective practice to help students meet case learning goals is to guide them as a whole group when the class is ready. This may include selecting a few student groups to present answers to discussion questions to the entire class, asking the class a question relevant to the case using polling software, and/or performing a mini-lesson on an area that appears to be confusing among students.  

Assess student learning in multiple ways - Students can be assessed informally by asking groups to report back answers to various case questions. This practice also helps students stay on task, and keeps them accountable. Cases can also be included on exams using related scenarios where students are asked to apply their knowledge.

Barrows HS. (1996). Problem-based learning in medicine and beyond: a brief overview. New Directions for Teaching and Learning, 68, 3-12.  

Bonney KM. (2015). Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains. Journal of Microbiology and Biology Education, 16(1): 21-28.

Breslin M, Buchanan, R. (2008) On the Case Study Method of Research and Teaching in Design.  Design Issues, 24(1), 36-40.

Bruffee KS. (1993). Collaborative learning: Higher education, interdependence, and authority of knowledge. Johns Hopkins University Press, Baltimore, MD.

Herreid CF. (2013). Start with a Story: The Case Study Method of Teaching College Science, edited by Clyde Freeman Herreid. Originally published in 2006 by the National Science Teachers Association (NSTA); reprinted by the National Center for Case Study Teaching in Science (NCCSTS) in 2013.

Herreid CH. (1994). Case studies in science: A novel method of science education. Journal of Research in Science Teaching, 23(4), 221–229.

Jonassen DH and Hernandez-Serrano J. (2002). Case-based reasoning and instructional design: Using stories to support problem solving. Educational Technology, Research and Development, 50(2), 65-77.  

Kosfeld M, Heinrichs M, Zak PJ, Fischbacher U, Fehr E. (2005). Oxytocin increases trust in humans. Nature, 435, 673-676.

Krain M. (2016) Putting the learning in case learning? The effects of case-based approaches on student knowledge, attitudes, and engagement. Journal on Excellence in College Teaching, 27(2), 131-153.

Lee V. (2012). What is Inquiry-Guided Learning?  New Directions for Learning, 129:5-14.

Nkhoma M, Sriratanaviriyakul N. (2017). Using case method to enrich students’ learning outcomes. Active Learning in Higher Education, 18(1):37-50.

Srinivasan et al. (2007). Comparing problem-based learning with case-based learning: Effects of a major curricular shift at two institutions. Academic Medicine, 82(1): 74-82.

Thistlethwaite JE et al. (2012). The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23.  Medical Teacher, 34, e421-e444.

Tuckman B. (1965). Development sequence in small groups. Psychological Bulletin, 63(6), 384-99.

Williams B. (2005). Case-based learning - a review of the literature: is there scope for this educational paradigm in prehospital education? Emerg Med, 22, 577-581.

Zak, PJ (2013). How Stories Change the Brain. Retrieved from: https://greatergood.berkeley.edu/article/item/how_stories_change_brain

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  • Instructional Strategies

Case-Based Learning

What is case-based learning.

Using a case-based approach engages students in discussion of specific scenarios that resemble or typically are real-world examples. This method is learner-centered with intense interaction between participants as they build their knowledge and work together as a group to examine the case. The instructor's role is that of a facilitator while the students collaboratively analyze and address problems and resolve questions that have no single right answer.

Clyde Freeman Herreid provides eleven basic rules for case-based learning.

  • Tells a story.
  • Focuses on an interest-arousing issue.
  • Set in the past five years
  • Creates empathy with the central characters.
  • Includes quotations. There is no better way to understand a situation and to gain empathy for the characters
  • Relevant to the reader.
  • Must have pedagogic utility.
  • Conflict provoking.
  • Decision forcing.
  • Has generality.

Why Use Case-Based Learning?

To provide students with a relevant opportunity to see theory in practice. Real world or authentic contexts expose students to viewpoints from multiple sources and see why people may want different outcomes. Students can also see how a decision will impact different participants, both positively and negatively.

To require students to analyze data in order to reach a conclusion. Since many assignments are open-ended, students can practice choosing appropriate analytic techniques as well. Instructors who use case-based learning say that their students are more engaged, interested, and involved in the class.

To develop analytic, communicative and collaborative skills along with content knowledge. In their effort to find solutions and reach decisions through discussion, students sort out factual data, apply analytic tools, articulate issues, reflect on their relevant experiences, and draw conclusions they can relate to new situations. In the process, they acquire substantive knowledge and develop analytic, collaborative, and communication skills.

Many faculty also use case studies in their curriculum to teach content, connect students with real life data, or provide opportunities for students to put themselves in the decision maker's shoes.

Teaching Strategies for Case-Based Learning

By bringing real world problems into student learning, cases invite active participation and innovative solutions to problems as they work together to reach a judgment, decision, recommendation, prediction or other concrete outcome.

The Campus Instructional Consulting unit at Indiana University has created a great resource for case-based learning. The following is from their website which we have permission to use.

Formats for Cases

  • “Finished” cases based on facts: for analysis only, since the solution is indicated or alternate solutions are suggested.
  • “Unfinished” open-ended cases: the results are not yet clear (either because the case has not come to a factual conclusion in real life, or because the instructor has eliminated the final facts.) Students must predict, make choices and offer suggestions that will affect the outcome.
  • Fictional cases: entirely written by the instructor—can be open-ended or finished. Cautionary note: the case must be both complex enough to mimic reality, yet not have so many “red herrings” as to obscure the goal of the exercise.
  • Original documents: news articles, reports with data and statistics, summaries, excerpts from historical writings, artifacts, literary passages, video and audio recordings, ethnographies, etc. With the right questions, these can become problem-solving opportunities. Comparison between two original documents related to the same topic or theme is a strong strategy for encouraging both analysis and synthesis. This gives the opportunity for presenting more than one side of an argument, making the conflicts more complex.

Managing a Case Assignment

  • Design discussions for small groups. 3-6 students are an ideal group size for setting up a discussion on a case.
  • Design the narrative or situation such that it requires participants to reach a judgment, decision, recommendation, prediction or other concrete outcome. If possible, require each group to reach a consensus on the decision requested.
  • Structure the discussion. The instructor should provide a series of written questions to guide small group discussion. Pay careful attention to the sequencing of the questions. Early questions might ask participants to make observations about the facts of the case. Later questions could ask for comparisons, contrasts, and analyses of competing observations or hypotheses. Final questions might ask students to take a position on the matter. The purpose of these questions is to stimulate, guide or prod (but not dictate) participants’ observations and analyses. The questions should be impossible to answer with a simple yes or no.
  • Debrief the discussion to compare group responses. Help the whole class interprets and understand the implications of their solutions.
  • Allow groups to work without instructor interference. The instructor must be comfortable with ambiguity and with adopting the non-traditional roles of witness and resource, rather than authority.

Designing Case Study Questions

Cases can be more or less “directed” by the kinds of questions asked. These kinds of questions can be appended to any case, or could be a handout for participants unfamiliar with case studies on how to approach one.

  • What is the situation—what do you actually know about it from reading the case? (Distinguishes between fact and assumptions under critical understanding)
  • What issues are at stake? (Opportunity for linking to theoretical readings)
  • What questions do you have—what information do you still need? Where/how could you find it?
  • What problem(s) need to be solved? (Opportunity to discuss communication versus conflict, gaps between assumptions, sides of the argument)
  • What are all the possible options? What are the pros/cons of each option?
  • What are the underlying assumptions for [person X] in the case—where do you see them?
  • What criteria should you use when choosing an option? What does that mean about your assumptions?

Managing Discussion and Debate Effectively

  • Delay the problem-solving part until the rest of the discussion has had time to develop. Start with expository questions to clarify the facts, then move to analysis, and finally to evaluation, judgment, and recommendations.
  • Shift points of view: “Now that we’ve seen it from [W’s] standpoint, what’s happening here from [Y’s] standpoint?” What evidence would support Y’s position? What are the dynamics between the two positions?
  • Shift levels of abstraction: if the answer to the question above is “It’s just a bad situation for her,” quotations help: When [Y] says “_____,” what are her assumptions? Or seek more concrete explanations: Why does she hold this point of view?”
  • Ask for benefits/disadvantages of a position; for all sides.
  • Shift time frame— not just to “What’s next?” but also to “How could this situation have been different?” What could have been done earlier to head off this conflict and turn it into a productive conversation? Is it too late to fix this? What are possible leverage points for a more productive discussion? What good can come of the existing situation?
  • Shift to another context: We see how a person who thinks X would see the situation. How would a person who thinks Y see it? We see what happened in the Johannesburg news, how could this be handled in [your town/province]? How might [insert person, organization] address this problem?
  • Follow-up questions: “What do you mean by ___?” Or, “Could you clarify what you said about ___?” (even if it was a pretty clear statement—this gives students time for thinking, developing different views, and exploration in more depth). Or “How would you square that observation with what [name of person] pointed out?”
  • Point out and acknowledge differences in discussion— “that’s an interesting difference from what Sam just said, Sarah. Let’s look at where the differences lie.” (let sides clarify their points before moving on).

Herreid, C. F. (2007). Start with a story: The case study method of teaching college science. NSTA Press.

Select Books available through the Queen's Library

Crosling, G. & Webb, G. (2002). Supporting Student Learning: Case Studies, Experience and Practice from Higher Education. London: Kogan Page

Edwards, H., Smith, B., & Webb, G. (Eds.) (2001). Lecturing: Case Studies, Experience and Practice. London: Kogan Page.

Ellington, H. & Earl, S. (1998). Using Games, Simulations and Interactive Case Studies. Birmingham: Staff and Educational Development Association

Wassermann, S. (1994). Introduction to Case Method Teaching: A Guide to the Galaxy. New York: Teachers College Press, Columbia University.

Online Articles

Bieron, J. & Dinan, F. (1999). Case Studies Across a Science Curriculum. Department of Chemistry and Biochemistry, Canisius College in Buffalo, NY.

Walters. M. R. (1999). Case-stimulated learning within endocrine physiology lectures: An approach applicable to other disciplines. Advances in Physiology Education, 276, 74-78.

Websites and Online Case Collections

The Center for Teaching Excellence at the University of Medicine and Dentistry in New Jersey offers a wide variety of references including 21 links to case repositories in the Health Sciences.

The National Center for Case Study Teaching in Science provides an award-winning library of over 410 cases and case materials while promoting the development and dissemination of innovative materials and sound educational practices for case teaching in the sciences.

Houghton and Mifflin provide an excellent resource for students including on analyzing and writing the case.

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#1 the testing effect.

Let’s begin with why you should use Internal Medicine QBanks to study and learn. If you know all about the testing effect and are already sold on using a question bank to study, then feel free to skip to the section: What to Consider When Searching for an Internal Medicine QBank . But if you want to understand why answering questions—leveraging the testing effect — is such an effective strategy (plus enhance your ability to learn in the process), keep reading.

The testing effect, in short, says that by testing your memory, you not only assess what you know, but you also enhance later retention. There are many reasons why testing yourself improves learning outcomes. One reason it works is because you engage in active learning.

#2 Active Learning vs Passive Review

Honor Schoech, MD, a Colorado internist who has recertified twice, responded to a survey we did a few years back about how physicians prepare for certification/recertification exams. Here’s what she had to say:

“Questions are the only way to go. It’s much more effective [than other study methods]. Answering the questions makes you think about the topic.”

Honor is onto something. As you answer questions, you actively pull out knowledge stored in your memory. This allows you to make connections to and integrate that knowledge with new information. This retrieval practice, as it’s known, reinforces learning, makes future recall easier, and strengthens long-term retention.

#3 Increased Metacognition

Stephen Russell, MD, another survey respondent and a double-board certified Internal Medicine Physician, used to study by reading study guides and working through the questions embedded within.

“Prospectively, I thought that studying the ‘core curriculum’ was more what I needed. Retrospectively, I needed the questions more,” reflects Russell. Answering questions has “honed my focus on knowledge gaps and allowed for quick learning points in reviewing the answers.”

When you grapple with a question, oftentimes, you’ll realize very quickly what you know and don’t know about the topic. Other times, you’ll think you know the right response, but then when provided with the actual answer, you’ll realize you didn’t know it or that you did not have the complete story. And sometimes you won’t feel confident at all in your response, only to find out that you knew more than you thought. By answering questions, you’ll not only uncover knowledge blind spots, you’ll also strengthen your intellectual self-awareness and metacognition. This, in turn, accelerates learning as you become more conscious of topics that warrant further exploration.

#4 Target Essential Knowledge

Questions help to pinpoint the specific information you need to learn to pass your exam (and accurately diagnose and successfully treat patients). Honor Schoech, MD, reflects that there’s too much information to tackle for exam prep — reading thousands of pages isn’t an effective option. She says, “Questions target your learning.”

IM Question Banks: Questions target learning—Physician writing while working at a computer, plus 3-D question marks.

But the questions can also serve as a springboard for deeper learning. You may realize that you want to dig more deeply into a topic. You can then use textbooks and online evidence-based tools to enhance your knowledge. Indeed, following up on a question by examining feedback about your response and expanding your learning about the topic leads to deeper understanding and better long-term retention. That’s why quality resources behind the answers to questions is an essential part of a good question bank. You can quickly move on if you feel confident with the topic, or access detailed feedback and resources if you get stuck or want to explore further.

#5 Testing is a Learning Event that Promotes Future Learning

Testing yourself also enhances learning as it primes your brain to be on the lookout for new and relevant information in the future. Answering questions promotes active recall, which is when you actively stimulate your memory to retrieve information. This triggers future learning, because your mind will become vigilant for related information as you collaborate with colleagues, attend courses, read journals, and interact with patients and their medical conditions. This cognitive process will also help you to remember the information on exam day and successfully apply what you have learned in your practice.

#6 Flexible and Empowering Microlearning

Microlearning — small lesson modules and short-term activities intended to both teach and reinforce learning objectives — is an innovative pedagogy that lets learners control the place, method, and time of access to information. Questions make for perfect bite-sized, stackable learning opportunities. You can fit questions into the “in between moments” of your life. Or, you can answer multiple questions at once and dive into the topics during focused study sessions. Between patients? Attend to a single question. Eating lunch? Devour five questions. Long layover between flights? Soar through 20 questions, or more! ABIM question banks empower you to learn anywhere, anytime, and for as long as you want.

#7 Simulate the Exam Experience with Practice Exams

Simulating the actual test environment is one of the most powerful ways to improve your score and reduce anxiety on exam day. Taking a timed practice exam will not only reinforce many of the benefits we’ve already discussed, but it also parallels the experience of taking the ABIM exam. Does the Internal Medicine question bank include timed practice exams so you can fine-tune your ability to apply effective strategies for working through ABIM questions?

What to Consider When Searching for In an Internal Medicine QBank

When looking for a quality Internal Medicine question bank, here are some key factors to contemplate:

  • Content Trustworthiness and Quality Assurance: Is the question bank from an organization you trust? How can you be confident the questions are accurate, relevant, and rigorously reviewed? Do program directors and other medical educators give the content their stamp of approval? To gauge the quality of questions in a QBank, research how they are developed and reviewed. Is the process transparent and does it involve an in-depth quality assurance process that includes independent reviewers? Are questions developed and reviewed by practicing physicians like you who understand what you face day to day?

Traditional vs Adaptive Learning for Board Review

  • Metacognition and Self-Awareness Strong metacognitive ability is essential in medicine . It affects your ability to reflect on your own thinking processes and recognize your cognitive biases, leading to more accurate diagnoses and better treatment decisions. Does the QBank you are evaluating come with tools for cultivating your metacognitive ability and self-awareness about your knowledge strengths and gaps?
  • Relevant to the Exam and Your Medical Practice: To ensure questions are relevant, they should align to the ABIM Blueprint and center on issues Internists face in everyday practice. Make sure the question bank is continually updated based on the latest evidence-based guidelines and clinical practice standards.
  • Feedback, Explanations, References, and Resources: Questions should be followed up with detailed feedback and explanations to help you understand why correct answers are right and incorrect answers are wrong. You should also have the ability to connect to reputable sources that provide supporting evidence and allow you to probe more deeply into topics to refine your understanding.
  • # of Internal Medicine Questions: Medical knowledge is vast and growing exponentially, so the volume of questions is an indication of how well a question bank supports the scope of knowledge Internists require. Additionally, assessing knowledge via different question formats and in different contexts supports diverse learning preferences, solidifies knowledge, and will better enable you to apply the knowledge in real-life patient scenarios. The best question banks present information in a variety of contexts and in more than one question format. The volume of questions in the question bank is a good indicator of whether it meets these fundamental considerations. ⁣ But, more questions do not mean more time studying. A truly adaptive question bank will only serve questions to you if you need the reinforcement.
  • Formats and Variety of Question Type: The best Internal Medicine question banks should include case-based questions that match the format of the ones on the exam. And, as discussed above, should also include a variety of question types that not only support diverse learning preferences, but also stretch and advance different cognitive skills, such as problem-solving, analysis, synthesis, and the ability to make inferences in new contexts.

Internal Medicine Question Banks: Internist studying for ABIM exam.

  • Practice Exams: Most Internal Medicine board review products come with at least one practice exam. When sitting for the ABIM exam, you will encounter as many as 240 case-based questions that are specifically designed to challenge your clinical knowledge and analytical abilities while working within the limitations of a timed exam. ⁣ We believe practice exams are the best way to prepare for this high-stakes situation. We also think it’s optimal to take one practice exam at the beginning of your board prep journey to familiarize yourself with the experience and set a baseline, and then one just before the exam to practice for the big day. So, look for question banks that are paired with at least two practice exams.
  • How you’re performing and whether you’re on schedule to meet your goals
  • Which areas challenge you the most, so you can focus on those topics
  • About your confidence levels to help you strengthen your metacognition
  • How you are performing relative to your peers to provide you with informative benchmarks and powerful motivation
  • Cost: Cost will be a factor for most people. Look for a question bank that offers value based on the factors in this list, along with other features you deem important. You can divide the total cost of the QBank product by the number of questions it contains to get a per question cost. Then, refer back to all your important considerations. What’s the bang for your buck?

ABIM Question Banks: Blocks with various images depicting two minds and various additional IM Board Review tools.

The best ABIM question banks are developed based on the above list of essential considerations. We hope the list will help you in your search for an IM QBank , even if you don’t choose ours. But to make sure you have all the information you need about NEJM Knowledge+ Internal Medicine Board Review , we’ve outlined a few of the reasons why we think you should consider our internal medicine question bank below.

Reasons to Consider NEJM Knowledge+ Internal Medicine Board Review

At NEJM Knowledge+, we’ve been creating ABIM exam prep questions for a long time, so we understand what works and what doesn’t when preparing for the Internal Medicine exam. In fact, we’ve engineered NEJM Knowledge+ Internal Medicine Board Review with all of the above considerations top of mind. For example:

Our 5,100+ gold-standard questions — the largest and most comprehensive Internal Medicine question bank available — are not just mapped to the ABIM Blueprint. They are created and reviewed via our rigorous editorial process to ensure the quality and standards you’ve come to trust from NEJM Group.

Our Adaptive Learning algorithm not only uses spaced repetition to deliver questions to you in intervals that promote long-term retention. It also tests your knowledge in different contexts and question formats so you develop the deep understanding you’ll need when answering the case-based questions you’ll see on the ABIM exam. The adaptive learning algorithm won’t waste your valuable time asking you questions about topics you’ve already mastered. Instead, it will tailor your learning experience in real-time to create the perfect learning path for you, saving you hours.

NEJM Knowledge+ Internal Medicine Board Review will also amp up your metacognition by asking you to consider how confident you are about the questions as you answer them. You’ll be prompted to “think about your thinking,” which will strengthen your metacognitive muscle, helping you tackle questions on exam day adeptly and with confidence.

The program has two timed practice exams , performance reports with actionable data that will make you a more efficient and effective learner, and a Credits Center that keeps track of and automatically reports your MOC points and CME credits.

In other words, we think NEJM Knowledge+ is THE Internal Medicine question bank you need to prepare for and pass your ABIM certification exam!

what is case based questions

Additional Internal Medicine Prep Resources

  • ABIM Study Plan
  • ABIM blueprint

Survival Guide for ABIM Exam Day

  • Study for IM Boards on the Stairmaster
  • Your Guide to ABIM MOC Requirements
  • Residency as a Study Tool

Internal Medicine Study Guide: Animated person sitting on large calendar working at a computer with a clock above head.

Click image to access the Study Guide.

If you have an ABIM certification or recertification exam coming up, check out our Ultimate Internal Medicine Study Guide . You’ll find lots of great information and resources to help you prepare and pass!

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  • What is Case-Based Learning? Meaning, Examples, Applications

Moradeke Owa

Case-based learning is a teaching method in which learners are presented with real or hypothetical cases that simulate real-life scenarios to solve them. It enables students to identify the root cause of a problem, and explore various solutions using their knowledge and skills from lessons and research to select the best solution.

Using the case-based learning approach allows students to fine-tune their problem-solving and critical-thinking skills to develop authentic solutions and recommendations to real-life problems. This allows students to solve real-world problems rather than simply memorize answers.

This learning method is also very flexible, as it can be used in both physical and virtual classes. It also has many applications including reviewing legal arguments, business case studies, medical treatments, and more.

What is Case-Based Learning?

Case-based learning, also known as the case method, teaches and assesses students by simulating real-life scenarios. It helps students in acquiring relevant knowledge by posing hypothetical or even real-world problems for them to solve.

Case-based learning enables the understanding of complex problems through the use of previous solutions and optimized recommendations. It’s an effective learning method because it helps students develop critical thinking and problem-solving skills.

It also helps students in developing their research and collaboration skills to solve new and complex problems. Case-based learning is commonly used in professional fields such as medicine, law, business, engineering, and journalism.

Case studies are typically done in groups or as a class, but educators may occasionally allow students to choose case studies individually.

Why Use Case-Based Learning?

The case-based learning method is a highly recommended teaching method because it allows students to apply classroom and research knowledge and skills to solve real-world problems. Here are the major benefits of using case-based learning:

Authenticity

Learning from real cases helps students understand how their knowledge can be applied to real problems, which makes their learning experience more meaningful.

Students are more likely to solve problems from their perspectives because they are learning from real-life scenarios, which allows them to apply their critical thinking and creativity skills.

Problem-Solving

Using case studies requires students to analyze the scenarios critically and come up with authentic solutions. The process of studying the cases and applying their knowledge and skills to solve the given problem requires students to leverage their critical thinking and problem-solving skills.

When students practice problem-solving skills through case studies regularly they improve their ability to process information quickly and come up with efficient solutions to similar problems. This skill is especially useful in most professional fields because it allows you to deal with unforeseen circumstances and provide appropriate solutions on the spot.

Transferability

Case-based learning allows students to apply their knowledge and skills from lessons, assignments, and assessments to solve new and unfamiliar problems. This makes their knowledge and skills transferable; they can easily adapt to a new environment effectively.

Collaboration

Case studies often include group work, which allows students to practice teamwork and help them develop collaboration skills. Knowing how to collaborate effectively within and across teams is one of the most important soft skills professionals need to build and run organizations effectively.

It also allows students to learn important life skills they can adopt in real-life scenarios.

Flexibility

Case-based learning requires students to provide authentic solutions; the solution is frequently adaptable; it can be used to solve more than one case. It also allows for more flexible learning experiences, such as e-learning and hybrid learning.

What Is the Purpose of a Case Study in Education?

The primary goal of using case studies in learning is to provide students with the opportunity to apply their knowledge and skills to solve real-world problems. They are often used in professions that require adaptable solutions, such as healthcare, law, business, and engineering.

Case-based learning can take place at all levels of education, from primary to tertiary. Starting this type of learning earlier allows students to quickly hone their problem-solving, critical thinking, and creativity skills, which will become muscle memory when they become professionals.

Here are other goals educators achieve with case studies:

  • Build students’ problem-solving and critical-thinking skills
  • Foster students’ Collaboration skills
  • Equip students to solve real-life problems
  • Help students develop transferable skills and knowledge to solve new problems.

Teaching Strategies for Case-Based Learning

Case-based learning is only effective when it is used correctly to help students develop problem-solving and analytical skills. Here are some tips for creating an effective case-based learning experience:

Introduce the Case

The first step in creating a successful case-based learning experience is to introduce the case study into the classroom. Be the first to provide information about the case to your students; this helps them understand the context of the case study and where to apply the knowledge and skills gained from it.

Incorporating case studies into relevant lessons is an excellent way to introduce them. For example, if you want to do a case study on the effect of brand voice, include how to create a great brand voice in a lesson plan.

Ask Guiding Questions

When presenting case studies to students, include guiding questions that capture the purpose of the case study. This will direct their critical thinking toward the knowledge and skills you want them to gain from the case study.

Guiding questions also help students avoid being overburdened with information they don’t need, which can lead to intellectual fatigue.

Encourage Teamwork

Group assignments help students develop collaboration skills, which will help them understand how to navigate team collaborations in their future fields. It also allows them to brainstorm multiple ideas at once and analyze them to see if they are feasible solutions.

Provide Feedback

When students present their solutions and recommendations, provide feedback on their approach to help them solve future problems more effectively. Giving students feedback allows them to continuously hone their problem-solving skills while following guiding instructions.

Foster Classroom Discussions

Group discussions and general classroom discussions provide students with different perspectives on how people solve problems. It also enables them to identify what they could do better to achieve a more optimized solution.

Classroom discussion also helps to engage students by allowing them to share their thoughts and provide feedback on what they have learned from the case study.

Encourage Reflection

Encourage students to think about what they learned from the case study and how they will apply what they learned to solve future problems.

What Are the Advantages of Case-Based Learning?

Active learning.

Case-based learning motivates students to apply their knowledge and skills to develop solutions and recommendations. It also encourages students to participate in group discussions which promote both inside and outside classroom collaboration.

As a result, rather than passively listening in class, students are actively learning and looking for ways to use the information to determine authentic solutions to the problem.

Relevant Knowledge

Another major benefit of case studies is that they help students in developing industry and real-world relevant skills and knowledge. The case studies about real-life problems provide students with perspectives on the problems they can expect in their fields in the future and how to deal with them.

Students can focus on acquiring the skills and knowledge that will help them understand real-world cases and how to solve them. 

Traditional learning methods, on the other hand,  provide students with a wealth of information and limited guidelines for problem-solving. Students may become confused and unable to achieve the lesson’s goal if they are overwhelmed by the volume of information.

Personalized Learning Experience

Case-based learning allows students to learn at their pace, gain relevant skills, and experiment with different problem-solving strategies. This allows students to investigate problem solutions from their point of view, making their learning experience more engaging.

It also allows students to delve deeply into topics that interest them during case studies to come up with unique solutions to the given problem. This strengthens students’ research skills, which will likely come in handy in their future careers.

Develop Students’ Communication Skills

Higher knowledge retention rates.

Most students passively learn with traditional learning, making it difficult for students to recall complex and unfamiliar concepts. Case-based learning, on the other hand, encourages students to actively participate in class, research, and collaborate with their peers, resulting in a more personalized and active learning experience.

The likelihood of students forgetting skills and information acquired through personalized learning is much lower than when they are simply passively listening in class.

What Are the Disadvantages of Case-Based Learning?

While case-based learning is an excellent teaching style that helps students develop the skills they need to be exceptional in their professional fields, it does have some drawbacks. The following are some of the disadvantages of using case-based learning:

Time and Resource Intensive

Of course, all teaching methods necessitate time and resources, but case-based learning necessitates even more from educators. Unlike traditional teaching methods, educators must spend more time preparing course materials, selecting relevant case studies, grouping students, holding discussions, and more.

Limited Scope

Case-based learning has the edge of focusing on relevant cases, which narrows students’ knowledge and skills. However, this has a disadvantage in that students only cover very specific aspects of a topic and end up knowing nothing about other equally important aspects.

Student Readiness

While the goal of case-based learning is to help students fine-tune their problem-solving and critical thinking skills without swamping them with information, it can backfire if the students aren’t ready for authentic cases and assessments.

So, before assigning real-life cases educators must ensure that their students are well-developed enough to understand concepts and their relevance in real-life.

Group Dynamics

Case-based learning encourages teamwork, which allows students to get answers faster and practice their interpersonal and collaborative skills. But if the group dynamic isn’t working because, for example, the managers are inactive and work is delegated to a small number of group members, the group tasks may end up slowing down the students.

Applications of Case-Based Learning

Business education.

 Business students often use case studies to analyze real-world problems and solutions.

Law Education

Case studies are often used in law to help students understand legal cases and how to prepare legal arguments.

Healthcare students use case studies to understand patient conditions and develop the best course of treatment.

Professional Development

Case-based learning is a highly effective method for teaching professionals new and relevant skills. They are already familiar with real-world problems; case-based learning allows them to carefully review these cases and find effective solutions that will help them excel in their field.

Examples of Case Based Learning in Education

1. medical treatment.

Medical students are studying the case of a patient with a rare medical condition. The supervisor gives the medical students a list of symptoms, history, and genetic predispositions that could cause the condition and asks them to diagnose the patient and recommend a treatment plan.

2. Environmental Engineering 

Students are given a case study of a fictional town that suffers from severe air pollution as a result of CO2 emissions from a nearby cement factory; the town also has a large kaolin deposit. The students are to create kaolin adsorbents to capture CO2.

3. Education

A college education professor gives students a case study of a school that has been struggling with low student achievement for three years. The students must determine what happened in the last three years to cause the low performance and how to develop a strategy to improve the student’s performance.

Case-based learning is a teaching and learning method that helps students develop problem-solving and critical thinking skills to solve real-world problems. It can be used in various fields, including business, law, healthcare, and education.

Although case-based earning is flexible and helpful to students in developing the skills they need to be professionals, it can be resource-intensive and time-consuming for educators.

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  • active classroom
  • case-based learning
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  • problem solving skills
  • Moradeke Owa

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  • Columbia University in the City of New York
  • Office of Teaching, Learning, and Innovation
  • University Policies
  • Columbia Online
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Case Method Teaching and Learning

What is the case method? How can the case method be used to engage learners? What are some strategies for getting started? This guide helps instructors answer these questions by providing an overview of the case method while highlighting learner-centered and digitally-enhanced approaches to teaching with the case method. The guide also offers tips to instructors as they get started with the case method and additional references and resources.

On this page:

What is case method teaching.

  • Case Method at Columbia

Why use the Case Method?

Case method teaching approaches, how do i get started.

  • Additional Resources

The CTL is here to help!

For support with implementing a case method approach in your course, email [email protected] to schedule your 1-1 consultation .

Cite this resource: Columbia Center for Teaching and Learning (2019). Case Method Teaching and Learning. Columbia University. Retrieved from [today’s date] from https://ctl.columbia.edu/resources-and-technology/resources/case-method/  

Case method 1 teaching is an active form of instruction that focuses on a case and involves students learning by doing 2 3 . Cases are real or invented stories 4  that include “an educational message” or recount events, problems, dilemmas, theoretical or conceptual issue that requires analysis and/or decision-making.

Case-based teaching simulates real world situations and asks students to actively grapple with complex problems 5 6 This method of instruction is used across disciplines to promote learning, and is common in law, business, medicine, among other fields. See Table 1 below for a few types of cases and the learning they promote.

Table 1: Types of cases and the learning they promote.

For a more complete list, see Case Types & Teaching Methods: A Classification Scheme from the National Center for Case Study Teaching in Science.

Back to Top

Case Method Teaching and Learning at Columbia

The case method is actively used in classrooms across Columbia, at the Morningside campus in the School of International and Public Affairs (SIPA), the School of Business, Arts and Sciences, among others, and at Columbia University Irving Medical campus.

Faculty Spotlight:

Professor Mary Ann Price on Using Case Study Method to Place Pre-Med Students in Real-Life Scenarios

Read more  

Professor De Pinho on Using the Case Method in the Mailman Core

Case method teaching has been found to improve student learning, to increase students’ perception of learning gains, and to meet learning objectives 8 9 . Faculty have noted the instructional benefits of cases including greater student engagement in their learning 10 , deeper student understanding of concepts, stronger critical thinking skills, and an ability to make connections across content areas and view an issue from multiple perspectives 11 . 

Through case-based learning, students are the ones asking questions about the case, doing the problem-solving, interacting with and learning from their peers, “unpacking” the case, analyzing the case, and summarizing the case. They learn how to work with limited information and ambiguity, think in professional or disciplinary ways, and ask themselves “what would I do if I were in this specific situation?”

The case method bridges theory to practice, and promotes the development of skills including: communication, active listening, critical thinking, decision-making, and metacognitive skills 12 , as students apply course content knowledge, reflect on what they know and their approach to analyzing, and make sense of a case. 

Though the case method has historical roots as an instructor-centered approach that uses the Socratic dialogue and cold-calling, it is possible to take a more learner-centered approach in which students take on roles and tasks traditionally left to the instructor. 

Cases are often used as “vehicles for classroom discussion” 13 . Students should be encouraged to take ownership of their learning from a case. Discussion-based approaches engage students in thinking and communicating about a case. Instructors can set up a case activity in which students are the ones doing the work of “asking questions, summarizing content, generating hypotheses, proposing theories, or offering critical analyses” 14 . 

The role of the instructor is to share a case or ask students to share or create a case to use in class, set expectations, provide instructions, and assign students roles in the discussion. Student roles in a case discussion can include: 

  • discussion “starters” get the conversation started with a question or posing the questions that their peers came up with; 
  • facilitators listen actively, validate the contributions of peers, ask follow-up questions, draw connections, refocus the conversation as needed; 
  • recorders take-notes of the main points of the discussion, record on the board, upload to CourseWorks, or type and project on the screen; and 
  • discussion “wrappers” lead a summary of the main points of the discussion. 

Prior to the case discussion, instructors can model case analysis and the types of questions students should ask, co-create discussion guidelines with students, and ask for students to submit discussion questions. During the discussion, the instructor can keep time, intervene as necessary (however the students should be doing the talking), and pause the discussion for a debrief and to ask students to reflect on what and how they learned from the case activity. 

Note: case discussions can be enhanced using technology. Live discussions can occur via video-conferencing (e.g., using Zoom ) or asynchronous discussions can occur using the Discussions tool in CourseWorks (Canvas) .

Table 2 includes a few interactive case method approaches. Regardless of the approach selected, it is important to create a learning environment in which students feel comfortable participating in a case activity and learning from one another. See below for tips on supporting student in how to learn from a case in the “getting started” section and how to create a supportive learning environment in the Guide for Inclusive Teaching at Columbia . 

Table 2. Strategies for Engaging Students in Case-Based Learning

Approaches to case teaching should be informed by course learning objectives, and can be adapted for small, large, hybrid, and online classes. Instructional technology can be used in various ways to deliver, facilitate, and assess the case method. For instance, an online module can be created in CourseWorks (Canvas) to structure the delivery of the case, allow students to work at their own pace, engage all learners, even those reluctant to speak up in class, and assess understanding of a case and student learning. Modules can include text, embedded media (e.g., using Panopto or Mediathread ) curated by the instructor, online discussion, and assessments. Students can be asked to read a case and/or watch a short video, respond to quiz questions and receive immediate feedback, post questions to a discussion, and share resources. 

For more information about options for incorporating educational technology to your course, please contact your Learning Designer .

To ensure that students are learning from the case approach, ask them to pause and reflect on what and how they learned from the case. Time to reflect  builds your students’ metacognition, and when these reflections are collected they provides you with insights about the effectiveness of your approach in promoting student learning.

Well designed case-based learning experiences: 1) motivate student involvement, 2) have students doing the work, 3) help students develop knowledge and skills, and 4) have students learning from each other.  

Designing a case-based learning experience should center around the learning objectives for a course. The following points focus on intentional design. 

Identify learning objectives, determine scope, and anticipate challenges. 

  • Why use the case method in your course? How will it promote student learning differently than other approaches? 
  • What are the learning objectives that need to be met by the case method? What knowledge should students apply and skills should they practice? 
  • What is the scope of the case? (a brief activity in a single class session to a semester-long case-based course; if new to case method, start small with a single case). 
  • What challenges do you anticipate (e.g., student preparation and prior experiences with case learning, discomfort with discussion, peer-to-peer learning, managing discussion) and how will you plan for these in your design? 
  • If you are asking students to use transferable skills for the case method (e.g., teamwork, digital literacy) make them explicit. 

Determine how you will know if the learning objectives were met and develop a plan for evaluating the effectiveness of the case method to inform future case teaching. 

  • What assessments and criteria will you use to evaluate student work or participation in case discussion? 
  • How will you evaluate the effectiveness of the case method? What feedback will you collect from students? 
  • How might you leverage technology for assessment purposes? For example, could you quiz students about the case online before class, accept assignment submissions online, use audience response systems (e.g., PollEverywhere) for formative assessment during class? 

Select an existing case, create your own, or encourage students to bring course-relevant cases, and prepare for its delivery

  • Where will the case method fit into the course learning sequence? 
  • Is the case at the appropriate level of complexity? Is it inclusive, culturally relevant, and relatable to students? 
  • What materials and preparation will be needed to present the case to students? (e.g., readings, audiovisual materials, set up a module in CourseWorks). 

Plan for the case discussion and an active role for students

  • What will your role be in facilitating case-based learning? How will you model case analysis for your students? (e.g., present a short case and demo your approach and the process of case learning) (Davis, 2009). 
  • What discussion guidelines will you use that include your students’ input? 
  • How will you encourage students to ask and answer questions, summarize their work, take notes, and debrief the case? 
  • If students will be working in groups, how will groups form? What size will the groups be? What instructions will they be given? How will you ensure that everyone participates? What will they need to submit? Can technology be leveraged for any of these areas? 
  • Have you considered students of varied cognitive and physical abilities and how they might participate in the activities/discussions, including those that involve technology? 

Student preparation and expectations

  • How will you communicate about the case method approach to your students? When will you articulate the purpose of case-based learning and expectations of student engagement? What information about case-based learning and expectations will be included in the syllabus?
  • What preparation and/or assignment(s) will students complete in order to learn from the case? (e.g., read the case prior to class, watch a case video prior to class, post to a CourseWorks discussion, submit a brief memo, complete a short writing assignment to check students’ understanding of a case, take on a specific role, prepare to present a critique during in-class discussion).

Andersen, E. and Schiano, B. (2014). Teaching with Cases: A Practical Guide . Harvard Business Press. 

Bonney, K. M. (2015). Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains†. Journal of Microbiology & Biology Education , 16 (1), 21–28. https://doi.org/10.1128/jmbe.v16i1.846

Davis, B.G. (2009). Chapter 24: Case Studies. In Tools for Teaching. Second Edition. Jossey-Bass. 

Garvin, D.A. (2003). Making the Case: Professional Education for the world of practice. Harvard Magazine. September-October 2003, Volume 106, Number 1, 56-107.

Golich, V.L. (2000). The ABCs of Case Teaching. International Studies Perspectives. 1, 11-29. 

Golich, V.L.; Boyer, M; Franko, P.; and Lamy, S. (2000). The ABCs of Case Teaching. Pew Case Studies in International Affairs. Institute for the Study of Diplomacy. 

Heath, J. (2015). Teaching & Writing Cases: A Practical Guide. The Case Center, UK. 

Herreid, C.F. (2011). Case Study Teaching. New Directions for Teaching and Learning. No. 128, Winder 2011, 31 – 40. 

Herreid, C.F. (2007). Start with a Story: The Case Study Method of Teaching College Science . National Science Teachers Association. Available as an ebook through Columbia Libraries. 

Herreid, C.F. (2006). “Clicker” Cases: Introducing Case Study Teaching Into Large Classrooms. Journal of College Science Teaching. Oct 2006, 36(2). https://search.proquest.com/docview/200323718?pq-origsite=gscholar  

Krain, M. (2016). Putting the Learning in Case Learning? The Effects of Case-Based Approaches on Student Knowledge, Attitudes, and Engagement. Journal on Excellence in College Teaching. 27(2), 131-153. 

Lundberg, K.O. (Ed.). (2011). Our Digital Future: Boardrooms and Newsrooms. Knight Case Studies Initiative. 

Popil, I. (2011). Promotion of critical thinking by using case studies as teaching method. Nurse Education Today, 31(2), 204–207. https://doi.org/10.1016/j.nedt.2010.06.002

Schiano, B. and Andersen, E. (2017). Teaching with Cases Online . Harvard Business Publishing. 

Thistlethwaite, JE; Davies, D.; Ekeocha, S.; Kidd, J.M.; MacDougall, C.; Matthews, P.; Purkis, J.; Clay D. (2012). The effectiveness of case-based learning in health professional education: A BEME systematic review . Medical Teacher. 2012; 34(6): e421-44. 

Yadav, A.; Lundeberg, M.; DeSchryver, M.; Dirkin, K.; Schiller, N.A.; Maier, K. and Herreid, C.F. (2007). Teaching Science with Case Studies: A National Survey of Faculty Perceptions of the Benefits and Challenges of Using Cases. Journal of College Science Teaching; Sept/Oct 2007; 37(1). 

Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice. Second Edition. Jossey-Bass.

Additional resources 

Teaching with Cases , Harvard Kennedy School of Government. 

Features “what is a teaching case?” video that defines a teaching case, and provides documents to help students prepare for case learning, Common case teaching challenges and solutions, tips for teaching with cases. 

Promoting excellence and innovation in case method teaching: Teaching by the Case Method , Christensen Center for Teaching & Learning. Harvard Business School. 

National Center for Case Study Teaching in Science . University of Buffalo. 

A collection of peer-reviewed STEM cases to teach scientific concepts and content, promote process skills and critical thinking. The Center welcomes case submissions. Case classification scheme of case types and teaching methods:

  • Different types of cases: analysis case, dilemma/decision case, directed case, interrupted case, clicker case, a flipped case, a laboratory case. 
  • Different types of teaching methods: problem-based learning, discussion, debate, intimate debate, public hearing, trial, jigsaw, role-play. 

Columbia Resources

Resources available to support your use of case method: The University hosts a number of case collections including: the Case Consortium (a collection of free cases in the fields of journalism, public policy, public health, and other disciplines that include teaching and learning resources; SIPA’s Picker Case Collection (audiovisual case studies on public sector innovation, filmed around the world and involving SIPA student teams in producing the cases); and Columbia Business School CaseWorks , which develops teaching cases and materials for use in Columbia Business School classrooms.

Center for Teaching and Learning

The Center for Teaching and Learning (CTL) offers a variety of programs and services for instructors at Columbia. The CTL can provide customized support as you plan to use the case method approach through implementation. Schedule a one-on-one consultation. 

Office of the Provost

The Hybrid Learning Course Redesign grant program from the Office of the Provost provides support for faculty who are developing innovative and technology-enhanced pedagogy and learning strategies in the classroom. In addition to funding, faculty awardees receive support from CTL staff as they redesign, deliver, and evaluate their hybrid courses.

The Start Small! Mini-Grant provides support to faculty who are interested in experimenting with one new pedagogical strategy or tool. Faculty awardees receive funds and CTL support for a one-semester period.

Explore our teaching resources.

  • Blended Learning
  • Contemplative Pedagogy
  • Inclusive Teaching Guide
  • FAQ for Teaching Assistants
  • Metacognition

CTL resources and technology for you.

  • Overview of all CTL Resources and Technology
  • The origins of this method can be traced to Harvard University where in 1870 the Law School began using cases to teach students how to think like lawyers using real court decisions. This was followed by the Business School in 1920 (Garvin, 2003). These professional schools recognized that lecture mode of instruction was insufficient to teach critical professional skills, and that active learning would better prepare learners for their professional lives. ↩
  • Golich, V.L. (2000). The ABCs of Case Teaching. <i>International Studies Perspectives. </i>1, 11-29. ↩
  • </span><span style="font-weight: 400;">Herreid, C.F. (2007). </span><i><span style="font-weight: 400;">Start with a Story: The Case Study Method of Teaching College Science</span></i><span style="font-weight: 400;">. National Science Teachers Association. Available as an </span><a href="http://www.columbia.edu/cgi-bin/cul/resolve?clio12627183"><span style="font-weight: 400;">ebook</span></a><span style="font-weight: 400;"> through Columbia Libraries. ↩
  • Davis, B.G. (2009). Chapter 24: Case Studies. In <i>Tools for Teaching. </i>Second Edition. Jossey-Bass. ↩
  • Andersen, E. and Schiano, B. (2014). <i>Teaching with Cases: A Practical Guide</i>. Harvard Business Press. ↩
  • Lundberg, K.O. (Ed.). (2011). <i>Our Digital Future: Boardrooms and Newsrooms. </i>Knight Case Studies Initiative. ↩
  • Heath, J. (2015). <i>Teaching & Writing Cases: A Practical Guide. </i>The Case Center, UK. ↩
  • Bonney, K. M. (2015). Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains†. <i>Journal of Microbiology & Biology Education</i>, <i>16</i>(1), 21–28.<a href="https://doi.org/10.1128/jmbe.v16i1.846"> https://doi.org/10.1128/jmbe.v16i1.846</a> ↩
  • Krain, M. (2016). Putting the Learning in Case Learning? The Effects of Case-Based Approaches on Student Knowledge, Attitudes, and Engagement. <i>Journal on Excellence in College Teaching. </i>27(2), 131-153. ↩
  • Thistlethwaite, JE; Davies, D.; Ekeocha, S.; Kidd, J.M.; MacDougall, C.; Matthews, P.; Purkis, J.; Clay D. (2012). <a href="https://www.ncbi.nlm.nih.gov/pubmed/22578051">The effectiveness of case-based learning in health professional education: A BEME systematic review</a>. <i>Medical Teacher.</i> 2012; 34(6): e421-44. ↩
  • Yadav, A.; Lundeberg, M.; DeSchryver, M.; Dirkin, K.; Schiller, N.A.; Maier, K. and Herreid, C.F. (2007). Teaching Science with Case Studies: A National Survey of Faculty Perceptions of the Benefits and Challenges of Using Cases. <i>Journal of College Science Teaching; </i>Sept/Oct 2007; 37(1). ↩
  • Popil, I. (2011). Promotion of critical thinking by using case studies as teaching method. Nurse Education Today, 31(2), 204–207. <a href="https://doi.org/10.1016/j.nedt.2010.06.002">https://doi.org/10.1016/j.nedt.2010.06.002</a> ↩
  • Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice. Second Edition. Jossey-Bass. ↩
  • Herreid, C.F. (2006). “Clicker” Cases: Introducing Case Study Teaching Into Large Classrooms. <i>Journal of College Science Teaching. </i>Oct 2006, 36(2). <a href="https://search.proquest.com/docview/200323718?pq-origsite=gscholar">https://search.proquest.com/docview/200323718?pq-origsite=gscholar</a> ↩

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100 Best Case Study Questions for Your Next Customer Spotlight

Brittany Fuller

Published: November 29, 2022

Case studies and testimonials are helpful to have in your arsenal. But to build an effective library, you need to ask the right case study questions. You also need to know how to write a case study .

marketing team coming up with case study questions

Case studies are customers' stories that your sales team can use to share relevant content with prospects . Not only that, but case studies help you earn a prospect's trust, show them what life would be like as your customer, and validate that your product or service works for your clients.

Before you start building your library of case studies, check out our list of 100 case study questions to ask your clients. With this helpful guide, you'll have the know-how to build your narrative using the " Problem-Agitate-Solve " Method.

Download Now: 3 Free Case Study Templates

What makes a good case study questionnaire?

The ultimate list of case study questions, how to ask your customer for a case study, creating an effective case study.

Certain key elements make up a good case study questionnaire.

A questionnaire should never feel like an interrogation. Instead, aim to structure your case study questions like a conversation. Some of the essential things that your questionnaire should cover include:

  • The problem faced by the client before choosing your organization.
  • Why they chose your company.
  • How your product solved the problem clients faced.
  • The measurable results of the service provided.
  • Data and metrics that prove the success of your service or product, if possible.

You can adapt these considerations based on how your customers use your product and the specific answers or quotes that you want to receive.

What makes a good case study question?

A good case study question delivers a powerful message to leads in the decision stage of your prospective buyer's journey.

Since your client has agreed to participate in a case study, they're likely enthusiastic about the service you provide. Thus, a good case study question hands the reins over to the client and opens a conversation.

Try asking open-ended questions to encourage your client to talk about the excellent service or product you provide.

Free Case Study Templates

Tell us about yourself to access the templates..

case-study-questions_3

Categories for the Best Case Study Questions

  • Case study questions about the customer's business
  • Case study questions about the environment before the purchase
  • Case study questions about the decision process
  • Case study questions about the customer's business case
  • Case study questions about the buying team and internal advocates
  • Case study questions about customer success
  • Case study questions about product feedback
  • Case study questions about willingness to make referrals
  • Case study question to prompt quote-worthy feedback
  • Case study questions about the customers' future goals

what is case based questions

Showcase your company's success using these three free case study templates.

  • Data-Driven Case Study Template
  • Product-Specific Case Study Template
  • General Case Study Template

You're all set!

Click this link to access this resource at any time.

Case Study Interview Questions About the Customer's Business

Knowing the customer's business is an excellent way of setting the tone for a case study.

Use these questions to get some background information about the company and its business goals. This information can be used to introduce the business at the beginning of the case study — plus, future prospects might resonate with their stories and become leads for you.

  • Would you give me a quick overview of [company]? This is an opportunity for the client to describe their business in their own words. You'll get useful background information and it's an easy prompt to get the client talking.
  • Can you describe your role? This will give you a better idea of the responsibilities they are subject to.
  • How do your role and team fit into the company and its goals? Knowing how the team functions to achieve company goals will help you formulate how your solution involves all stakeholders.
  • How long has your company been in business? Getting this information will help the reader gauge if pain points are specific to a startup or new company vs. a veteran company.
  • How many employees do you have? Another great descriptor for readers to have. They can compare the featured company size with their own.
  • Is your company revenue available? If so, what is it? This will give your readers background information on the featured company's gross sales.
  • Who is your target customer? Knowing who the target audience is will help you provide a better overview of their market for your case study readers.
  • How does our product help your team or company achieve its objectives? This is one of the most important questions because it is the basis of the case study. Get specifics on how your product provided a solution for your client. You want to be able to say "X company implemented our solution and achieved Y. "
  • How are our companies aligned (mission, strategy, culture, etc.)? If any attributes of your company's mission or culture appealed to the client, call it out.

How many people are on your team? What are their roles? This will help describe key players within the organization and their impact on the implementation of your solution.

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Case Study Interview Questions About the Environment Before the Purchase

A good case study is designed to build trust. Ask clients to describe the tools and processes they used before your product or service. These kinds of case study questions will highlight the business' need they had to fulfill and appeal to future clients.

  • What was your team's process prior to using our product? This will give the reader a baseline to compare the results for your company's product.
  • Were there any costs associated with the process prior to using our product? Was it more expensive? Was it worth the cost? How did the product affect the client's bottom line? This will be a useful metric to disclose if your company saved the client money or was more cost-efficient.
  • What were the major pain points of your process prior to using our product? Describe these obstacles in detail. You want the reader to get as much information on the problem as possible as it sets up the reasoning for why your company's solution was implemented.
  • Did our product replace a similar tool or is this the first time your team is using a product like this? Were they using a similar product? If so, having this information may give readers a reason to choose your brand over the competition.
  • What other challenges were you and your team experiencing prior to using our product? The more details you can give readers regarding the client's struggles, the better. You want to paint a full picture of the challenges the client faced and how your company resolved them.
  • Were there any concerns about how your customers would be impacted by using our product? Getting answers to this question will illustrate to readers the client's concerns about switching to your service. Your readers may have similar concerns and reading how your client worked through this process will be helpful.
  • Why didn't you buy our product or a similar product earlier? Have the client describe any hesitations they had using your product. Their concerns may be relatable to potential leads.
  • Were there any "dealbreakers" involved in your decision to become a customer? Describing how your company was able to provide a solution that worked within those parameters demonstrates how accommodating your brand is and how you put the customer first. It's also great to illustrate any unique challenges the client had. This better explains their situation to the reader.
  • Did you have to make any changes you weren't anticipating once you became a customer? Readers of your case study can learn how switching to your product came with some unexpected changes (good or bad) and how they navigated them. If you helped your client with troubleshooting, ask them to explain that here.

How has your perception of the product changed since you've become a customer? Get the interviewee to describe how your product changed how they do business. This includes how your product accomplished what they previously thought was impossible.

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Case Study Interview Questions About the Decision Process

Readers of the case study will be interested in which factors influenced the decision-making process for the client. If they can relate to that process, there's a bigger chance they'll buy your product.

The answers to these questions will help potential customers through their decision-making process.

  • How did you hear about our product? If the client chose to work with you based on a recommendation or another positive case study, include that. It will demonstrate that you are a trusted brand with an established reputation for delivering results.
  • How long had you been looking for a solution to this problem? This will add to the reader's understanding of how these particular challenges impacted the company before choosing your product.
  • Were you comparing alternative solutions? Which ones? This will demonstrate to readers that the client explored other options before choosing your company.
  • Would you describe a few of the reasons you decided to buy our product? Ask the interviewee to describe why they chose your product over the competition and any benefits your company offered that made you stand out.
  • What were the criteria you used when deciding to buy our product? This will give readers more background insight into the factors that impacted their decision-making process.
  • Were there any high-level initiatives or goals that prompted the decision to buy? For example, was this decision motivated by a company-wide vision? Prompt your clients to discuss what lead to the decision to work with you and how you're the obvious choice.
  • What was the buying process like? Did you notice anything exceptional or any points of friction? This is an opportunity for the client to comment on how seamless and easy you make the buying process. Get them to describe what went well from start to finish.
  • How would you have changed the buying process, if at all? This is an opportunity for you to fine-tune your process to accommodate future buyers.
  • Who on your team was involved in the buying process? This will give readers more background on the key players involved from executives to project managers. With this information, readers can see who they may potentially need to involve in the decision-making process on their teams.

case-study-questions_10

Case Study Interview Questions About the Customer's Business Case

Your case study questions should ask about your product or solution's impact on the customer's employees, teams, metrics, and goals. These questions allow the client to praise the value of your service and tell others exactly what benefits they derived from it.

When readers review your product or service's impact on the client, it enforces the belief that the case study is credible.

  • How long have you been using our product? This will help readers gauge how long it took to see results and your overall satisfaction with the product or service.
  • How many different people at your company use our product? This will help readers gauge how they can adapt the product to their teams if similar in size.
  • Are there multiple departments or teams using our product? This will demonstrate how great of an impact your product has made across departments.
  • How do you and your team currently use the product? What types of goals or tasks are you using the product to accomplish? Get specifics on how the product actively helps the client achieve their goals.
  • If other teams or departments are using our product, do you know how they're using it? With this information, leads can picture how they can use your product across their teams and how it may improve their workflow and metrics.
  • What was the most obvious advantage you felt our product offered during the sales process? The interviewee should explain the benefits they've gained from using your product or service. This is important for convincing other leads you are better than the competition.
  • Were there any other advantages you discovered after using the product more regularly? Your interviewee may have experienced some additional benefits from using your product. Have them describe in detail what these advantages are and how they've helped the company improve.
  • Are there any metrics or KPIs you track with our product? What are they? The more numbers and data the client can provide, the better.
  • Were you tracking any metrics prior to using our product? What were they? This will allow readers to get a clear, before-and-after comparison of using your product.
  • How has our product impacted your core metrics? This is an opportunity for your clients to drive home how your product assisted them in hitting their metrics and goals.

case-study-questions_1

Case Study Interview Questions About the Buying Team and Internal Advocates

See if there are any individuals at the customer's company who are advocates for your product.

  • Are there any additional team members you consider to be advocates for our product? For example, does anyone stick out as a "power user" or product expert on your team? You may want to interview and include these power users in your case study as well. Consider asking them for tips on using your service or product.
  • Is there anyone else on your team you think we should talk to? Again, the more people can share their experience using your product, the better.
  • Are there any team members who you think might not be the biggest fans of our product or who might need more training? Providing extra support to those struggling with your product may improve their user experience and turn into an opportunity to not only learn about their obstacles but turn them into a product fan
  • Would you share some details about how your team implemented our product? Get as much information as possible about the rollout. Hopefully, they'll gush about how seamless the process was.
  • Who from your company was involved in implementing our product? This will give readers more insight into who needs to be involved for a successful rollout of their own.
  • Were there any internal risks or additional costs involved with implementing our product? If so, how did you address them? This will give insight into the client's process and rollout and this case study question will likely provide tips on what potential leads should be on the lookout for.
  • Is there a training process in place for your team's use of our product? If so, what does it look like? If your company provided support and training to the client, have them describe that experience.
  • About how long does it take a new team member to get up to speed with our product? This will help leads determine how much time it will take to onboard an employee to your using your product. If a new user can quickly get started seamlessly, it bodes well for you.
  • What was your main concern about rolling this product out to your company? Describing their challenges in detail will provide readers with useful insight.

case-study-questions_8

Case Study Interview Questions About Customer Success

Has the customer found success with your product? Ask these questions to learn more.

  • By using our product can you measure any reduced costs? If it has, you'll want to emphasize those savings in your case study.
  • By using our product can you measure any improvements in productivity or time savings? Any metrics or specific stories your interviewee can provide will help demonstrate the value of your product.
  • By using our product can you measure any increases in revenue or growth? Again, say it with numbers and data whenever possible.
  • Are you likely to recommend our product to a friend or colleague? Recommendations from existing customers are some of the best marketing you can get.
  • How has our product impacted your success? Your team's success? Getting the interviewee to describe how your product played an integral role in solving their challenges will show leads that they can also have success using your product.
  • In the beginning, you had XYZ concerns; how do you feel about them now? Let them explain how working with your company eliminated those concerns.
  • I noticed your team is currently doing XYZ with our product. Tell me more about how that helps your business. Illustrate to your readers how current customers are using your product to solve additional challenges. It will convey how versatile your product is.
  • Have you thought about using our product for a new use case with your team or at your company? The more examples of use cases the client can provide, the better.
  • How do you measure the value our product provides? Have the interviewee illustrate what metrics they use to gauge the product's success and how. Data is helpful, but you should go beyond the numbers. Maybe your product improved company morale and how teams work together.

case-study-questions_6

Case Study Interview Questions About Product Feedback

Ask the customer if they'd recommend your product to others. A strong recommendation will help potential clients be more open to purchasing your product.

  • How do other companies in this industry solve the problems you had before you purchased our product? This will give you insight into how other companies may be functioning without your product and how you can assist them.
  • Have you ever talked about our product to any of your clients or peers? What did you say? This can provide you with more leads and a chance to get a referral.
  • Why would you recommend our product to a friend or client? Be sure they pinpoint which features they would highlight in a recommendation.
  • Can you think of any use cases your customers might have for our product? Similar industries may have similar issues that need solutions. Your interviewee may be able to provide a use case you haven't come up with.
  • What is your advice for other teams or companies who are tackling problems similar to those you had before you purchased our product? This is another opportunity for your client to talk up your product or service.
  • Do you know someone in X industry who has similar problems to the ones you had prior to using our product? The client can make an introduction so you can interview them about their experience as well.
  • I noticed you work with Company Y. Do you know if they are having any pain points with these processes? This will help you learn how your product has impacted your client's customers and gain insight into what can be improved.
  • Does your company participate in any partner or referral programs? Having a strong referral program will help you increase leads and improve customer retention.
  • Can I send you a referral kit as a thank-you for making a referral and give you the tools to refer someone to us? This is a great strategy to request a referral while rewarding your existing customers.
  • Are you interested in working with us to produce additional marketing content? The more opportunities you can showcase happy customers, the better.

case-study-questions_11

Case Study Interview Questions About Willingness to Make Referrals

  • How likely are you to recommend our product to a friend or client? Ideally, they would definitely refer your product to someone they know.
  • Can you think of any use cases your customers might have for our product? Again, your interviewee is a great source for more leads. Similar industries may have similar issues that need solutions. They may be able to provide a use case you haven't come up with.
  • I noticed you work with Company Y; do you know if they are having any pain points with these processes? This will help you learn how your product has impacted your client's customers and gain insight into what can be improved.

case-study-questions_4

Case Study Interview Questions to Prompt Quote-Worthy Feedback

Enhance your case study with quotable soundbites from the customer. By asking these questions, prospects have more insight into other clients and their success with your product — which helps build trust.

  • How would you describe your process in one sentence prior to using our product? Ideally, this sentence would quickly and descriptively sum up the most prominent pain point or challenge with the previous process.
  • What is your advice to others who might be considering our product? Readers can learn from your customer's experience.
  • What would your team's workflow or process be like without our product? This will drive home the value your product provides and how essential it is to their business.
  • Do you think the investment in our product was worthwhile? Why? Have your customer make the case for the value you provide.
  • What would you say if we told you our product would soon be unavailable? What would this mean to you? Again, this illustrates how integral your product is to their business.
  • How would you describe our product if you were explaining it to a friend? Your customers can often distill the value of your product to their friends better than you can.
  • What do you love about your job? Your company? This gives the reader more background on your customer and their industry.
  • What was the worst part of your process before you started using our product? Ideally, they'd reiterate how your product helped solve this challenge.
  • What do you love about our product? Another great way to get the customer's opinion about what makes your product worth it.
  • Why do you do business with us? Hopefully, your interviewee will share how wonderful your business relationship is.

case-study-questions_0

Case Study Interview Questions About the Customers' Future Goals

Ask the customer about their goals, challenges, and plans for the future. This will provide insight into how a business can grow with your product.

  • What are the biggest challenges on the horizon for your industry? Chances are potential leads within the same industry will have similar challenges.
  • What are your goals for the next three months? Knowing their short-term goals will enable your company to get some quick wins for the client.
  • How would you like to use our product to meet those challenges and goals? This will help potential leads understand that your product can help their business as they scale and grow.
  • Is there anything we can do to help you and your team meet your goals? If you haven't covered it already, this will allow your interviewee to express how you can better assist them.
  • Do you think you will buy more, less, or about the same amount of our product next year? This can help you gauge how your product is used and why.
  • What are the growth plans for your company this year? Your team? This will help you gain insight into how your product can help them achieve future goals.
  • How can we help you meet your long-term goals? Getting specifics on the needs of your clients will help you create a unique solution designed for their needs.
  • What is the long-term impact of using our product? Get their feedback on how your product has created a lasting impact.
  • Are there any initiatives that you personally would like to achieve that our product or team can help with? Again, you want to continue to provide products that help your customers excel.
  • What will you need from us in the future? This will help you anticipate the customer's business needs.
  • Is there anything we can do to improve our product or process for working together in the future? The more feedback you can get about what is and isn't working, the better.

case-study-questions_2

Before you can start putting together your case study, you need to ask your customer's permission.

If you have a customer who's seen success with your product, reach out to them. Use this template to get started:

Thank you & quick request

Hi [customer name],

Thanks again for your business — working with you to [solve X, launch Y, take advantage of Z opportunity] has been extremely rewarding, and I'm looking forward to more collaboration in the future.

[Name of your company] is building a library of case studies to include on our site. We're looking for successful companies using [product] to solve interesting challenges, and your team immediately came to mind. Are you open to [customer company name] being featured?

It should be a lightweight process — [I, a product marketer] will ask you roughly [10, 15, 20] questions via email or phone about your experience and results. This case study will include a blurb about your company and a link to your homepage (which hopefully will make your SEO team happy!)

In any case, thank you again for the chance to work with you, and I hope you have a great week.

[Your name]

what is case based questions

If one of your customers has recently passed along some praise (to you, their account manager, your boss; on an online forum; to another potential customer; etc.), then send them a version of this email:

Hey [customer name],

Thanks for the great feedback — I'm really glad to hear [product] is working well for you and that [customer company name] is getting the results you're looking for.

My team is actually in the process of building out our library of case studies, and I'd love to include your story. Happy to provide more details if you're potentially interested.

Either way, thank you again, and I look forward to getting more updates on your progress.

what is case based questions

You can also find potential case study customers by usage or product data. For instance, maybe you see a company you sold to 10 months ago just bought eight more seats or upgraded to a new tier. Clearly, they're happy with the solution. Try this template:

I saw you just [invested in our X product; added Y more users; achieved Z product milestone]. Congratulations! I'd love to share your story using [product] with the world -- I think it's a great example of how our product + a dedicated team and a good strategy can achieve awesome results.

Are you open to being featured? If so, I'll send along more details.

what is case based questions

Case Study Benefits

  • Case studies are a form of customer advocacy.
  • Case studies provide a joint-promotion opportunity.
  • Case studies are easily sharable.
  • Case studies build rapport with your customers.
  • Case studies are less opinionated than customer reviews.

1. Case studies are a form of customer advocacy.

If you haven't noticed, customers aren't always quick to trust a brand's advertisements and sales strategies.

With every other brand claiming to be the best in the business, it's hard to sort exaggeration from reality.

This is the most important reason why case studies are effective. They are testimonials from your customers of your service. If someone is considering your business, a case study is a much more convincing piece of marketing or sales material than traditional advertising.

2. Case studies provide a joint-promotion opportunity.

Your business isn't the only one that benefits from a case study. Customers participating in case studies benefit, too.

Think about it. Case studies are free advertisements for your customers, not to mention the SEO factor, too. While they're not promoting their products or services, they're still getting the word out about their business. And, the case study highlights how successful their business is — showing interested leads that they're on the up and up.

3. Case studies are easily sharable.

No matter your role on the sales team, case studies are great to have on hand. You can easily share them with leads, prospects, and clients.

Whether you embed them on your website or save them as a PDF, you can simply send a link to share your case study with others. They can share that link with their peers and colleagues, and so on.

Case studies can also be useful during a sales pitch. In sales, timing is everything. If a customer is explaining a problem that was solved and discussed in your case study, you can quickly find the document and share it with them.

4. Case studies build rapport with your customers.

While case studies are very useful, they do require some back and forth with your customers to obtain the exact feedback you're looking for.

Even though time is involved, the good news is this builds rapport with your most loyal customers. You get to know them on a personal level, and they'll become more than just your most valuable clients.

And, the better the rapport you have with them, the more likely they'll be to recommend your business, products, or services to others.

5. Case studies are less opinionated than customer reviews.

Data is the difference between a case study and a review. Customer reviews are typically based on the customer's opinion of your brand. While they might write a glowing review, it's completely subjective and there's rarely empirical evidence supporting their claim.

Case studies, on the other hand, are more data-driven. While they'll still talk about how great your brand is, they support this claim with quantitative data that's relevant to the reader. It's hard to argue with data.

An effective case study must be genuine and credible. Your case study should explain why certain customers are the right fit for your business and how your company can help meet their specific needs. That way, someone in a similar situation can use your case study as a testimonial for why they should choose your business.

Use the case study questions above to create an ideal customer case study questionnaire. By asking your customers the right questions, you can obtain valuable feedback that can be shared with potential leads and convert them into loyal customers.

Editor’s Note: This article was originally published in June 2021 and has been updated for comprehensiveness.

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Methodology

  • What Is a Case Study? | Definition, Examples & Methods

What Is a Case Study? | Definition, Examples & Methods

Published on May 8, 2019 by Shona McCombes . Revised on November 20, 2023.

A case study is a detailed study of a specific subject, such as a person, group, place, event, organization, or phenomenon. Case studies are commonly used in social, educational, clinical, and business research.

A case study research design usually involves qualitative methods , but quantitative methods are sometimes also used. Case studies are good for describing , comparing, evaluating and understanding different aspects of a research problem .

Table of contents

When to do a case study, step 1: select a case, step 2: build a theoretical framework, step 3: collect your data, step 4: describe and analyze the case, other interesting articles.

A case study is an appropriate research design when you want to gain concrete, contextual, in-depth knowledge about a specific real-world subject. It allows you to explore the key characteristics, meanings, and implications of the case.

Case studies are often a good choice in a thesis or dissertation . They keep your project focused and manageable when you don’t have the time or resources to do large-scale research.

You might use just one complex case study where you explore a single subject in depth, or conduct multiple case studies to compare and illuminate different aspects of your research problem.

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what is case based questions

Once you have developed your problem statement and research questions , you should be ready to choose the specific case that you want to focus on. A good case study should have the potential to:

  • Provide new or unexpected insights into the subject
  • Challenge or complicate existing assumptions and theories
  • Propose practical courses of action to resolve a problem
  • Open up new directions for future research

TipIf your research is more practical in nature and aims to simultaneously investigate an issue as you solve it, consider conducting action research instead.

Unlike quantitative or experimental research , a strong case study does not require a random or representative sample. In fact, case studies often deliberately focus on unusual, neglected, or outlying cases which may shed new light on the research problem.

Example of an outlying case studyIn the 1960s the town of Roseto, Pennsylvania was discovered to have extremely low rates of heart disease compared to the US average. It became an important case study for understanding previously neglected causes of heart disease.

However, you can also choose a more common or representative case to exemplify a particular category, experience or phenomenon.

Example of a representative case studyIn the 1920s, two sociologists used Muncie, Indiana as a case study of a typical American city that supposedly exemplified the changing culture of the US at the time.

While case studies focus more on concrete details than general theories, they should usually have some connection with theory in the field. This way the case study is not just an isolated description, but is integrated into existing knowledge about the topic. It might aim to:

  • Exemplify a theory by showing how it explains the case under investigation
  • Expand on a theory by uncovering new concepts and ideas that need to be incorporated
  • Challenge a theory by exploring an outlier case that doesn’t fit with established assumptions

To ensure that your analysis of the case has a solid academic grounding, you should conduct a literature review of sources related to the topic and develop a theoretical framework . This means identifying key concepts and theories to guide your analysis and interpretation.

There are many different research methods you can use to collect data on your subject. Case studies tend to focus on qualitative data using methods such as interviews , observations , and analysis of primary and secondary sources (e.g., newspaper articles, photographs, official records). Sometimes a case study will also collect quantitative data.

Example of a mixed methods case studyFor a case study of a wind farm development in a rural area, you could collect quantitative data on employment rates and business revenue, collect qualitative data on local people’s perceptions and experiences, and analyze local and national media coverage of the development.

The aim is to gain as thorough an understanding as possible of the case and its context.

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In writing up the case study, you need to bring together all the relevant aspects to give as complete a picture as possible of the subject.

How you report your findings depends on the type of research you are doing. Some case studies are structured like a standard scientific paper or thesis , with separate sections or chapters for the methods , results and discussion .

Others are written in a more narrative style, aiming to explore the case from various angles and analyze its meanings and implications (for example, by using textual analysis or discourse analysis ).

In all cases, though, make sure to give contextual details about the case, connect it back to the literature and theory, and discuss how it fits into wider patterns or debates.

If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

  • Normal distribution
  • Degrees of freedom
  • Null hypothesis
  • Discourse analysis
  • Control groups
  • Mixed methods research
  • Non-probability sampling
  • Quantitative research
  • Ecological validity

Research bias

  • Rosenthal effect
  • Implicit bias
  • Cognitive bias
  • Selection bias
  • Negativity bias
  • Status quo bias

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9 Types of Questions in Actual Case Interviews

Case interviews at management consulting firms are among the most difficult job interviews, but they are also quite predictable. Once you know the types of questions they ask, preparation is straightforward.

Using years of experience at McKinsey, as well as field reports from thousands of candidates, I’ve crafted a list of 8 common case interview questions, and in this article, I’ll show you how to answer each of them.

Case interview questions – Overview

Types of case interview questions .

Most questions in case interviews belong to one of these 9 types:

1. Framework/issue tree questions 2. Market-sizing and guesstimate questions 3. Valuation questions 4. Brain teaser questions 5. Chart insight questions 6. Value proposition questions 7. Information questions 8. Math problems 9. Solution-finding questions

In this article, we’ll discuss how to answer each question, along with the necessary tips and tricks.

How to answer case interview questions

There are the fo ur basic steps to answer case interview questions:

  • Step 1: Clarify any unclear points in the question
  • Step 2: Announce approach and ask for time
  • Step 3: Draw issue trees to solve the given problem
  • Step 4: Pitch your answer and end with a takeaway conclusion.

This general outline may vary depending on each type and each question – for example, brain teasers or information questions need only the last step, while market-sizing and framework questions need all four steps to deliver the perfect answer.

Type 1 – Framework/Issue tree questions

These are on top of the list among popular case interview questions!

what is case based questions

If the interviewer asks you to identify factors contributing to a problem or to break down an entity (such as the revenue of a business), he/she is telling you to draw an issue tree.

And to draw a spot-on issue tree, you need to master consulting problem-solving foundations , the MECE principle , and common consulting frameworks . You should check out our other articles on these topics before moving on, because mastering the issue tree is the key to acing every possible case interview.

You also need good business intuition to draw good issue trees, so that’s all the more reason to start reading every day.

Gastronomia – a gourmet restaurant chain has found the turnover rate among its highly-skilled chefs increasing dramatically for the last 3 years; this has led to a noticeable decline in food quality and increased training costs, among other negative effects.

Which factors would you consider when tackling this turnover problem?

what is case based questions

Job: Factors from the job itself. Further divided into 3 sub-branches

  • Compensations: are the salaries, bonuses, and benefits attractive enough?
  • Difficulty: is the job too difficult?
  • Nature: is the job too boring, too unengaging, too repetitive…?

Company: Factors from the work environment within the restaurant chain, surrounding the affected jobs. Further divided into 2 sub-branches

  • Cultural environment: is the culture at Gastronomia compatible with the chefs?
  • Physical environment: is the physical working environment at Gastronomia safe, comfortable, convenient…?

Competitors: Factors from outside the restaurant chain, related to competing job offers. Further divided into 2 sub-branches.

  • Inside industry: are other restaurant chains competing with Gastronomia for skilled personnel?
  • Outside industry: are there new career options or changes in existing alternatives that draw chefs away from restaurant chains like Gastronomia?

For detailed guides on issue trees, frameworks and their principles, see the articles on Issue Trees , Case Interview Frameworks, and MECE Principle

Type 2 – Market-sizing & guesstimate

These questions go along the lines of “How many trees are there in Central Park?” or “What’s the market size of pick-up trucks in the USA?”

The key to nailing market-sizing and guesstimate questions lies in not the closest results, but the most logical and structured approaches. In fact, the interviewer expects you to follow these four steps:

Step 1: Clarify: Make sure you and the interviewer are on the same page regarding every detail and terminology, so you won’t be answering the wrong question.

Step 2: Break down the problem: Break the item in the question (number of trees in Central Park, market size of pickup trucks) down into smaller, easy-to-estimate pieces.

Step 3: Solve each piece: Estimate each small piece one at a time; each estimation should be backed by facts, figures, or at least observations.

Step 4: Consolidate the pieces: Combine the previous estimations to arrive at a final result; be quick with the math, but don’t rush it if you aren’t confident.

Unless you come up with something about 10 times the reasonable estimate, don’t worry about being “wrong” – the interviewer is unlikely to have a “correct” number in mind, he/she just wants to see your structured mindset.

This question type is so common, we devote a whole article to it, and our Case Interview End-to-End Secrets Program have a separate package on these questions. Check out our comprehensive guide on Market-Sizing & Guesstimate Questions for more details!

Now, here’s a quick example for you to try and get used to this type:

How many smartphones are sold each year, globally?

  • Smartphones are phones using exclusively touch-screens.
  • “Sold” means sold to the end-consumers. 
  • The market size is calculated at present.

Break down the problem:

The global smartphone market can be divided into three segments – developed countries, developing countries, and undeveloped countries.

In each segment, the annual unit sales of smartphones depend on four variables:

  • The percentage of “phone-owning age” people among the population
  • The percentage of smartphone owners within the “phone-owning age” group.
  • The average, annual, per capita “consumption” of smartphones for those owners.

Solve each piece:

  • The population is 1.5 billion in developed countries, 5.5 billion in developing countries, and 1 billion in undeveloped countries.
  • 80% of the world population is in the “phone-owning age” (Global life expectancy is 70 and everyone older than 15 years counts towards the “phone-owning age” group)
  • 100% of the phone-owning age in developed countries will own a smartphone; the figure in developing countries is 75%, while in undeveloped countries it’s 10%.
  • The average smartphone user replaces their phone every 3 years – so they “consume” 0.33 phones each year.

=> Estimated global smartphone market: 1.53 billion units per year

=> Actual 2019 global smartphone sales:  1.37 billion units (error margin: 11.7%).

This market-sizing question is solved using a four-step process, which is explained in this article:  Market-Sizing & Guesstimate Questions

Type 3 – Valuation questions

Valuation questions are about estimating the monetary value of a business, and these are very popular in case interviews too!

Valuation questions are a blend of guesstimation/market-sizing, math, and business. They also require basic finance knowledge. There are three ways to estimate the value of a business:

  • The NPV Method: take the net cash flow generated by the business, and discount it to the present to account for time value of money. Basically “this company is worth X dollars because it gives me Y dollars over Z years”. This approach works best when the cash flow from the business is positive and stable.
  • The Market Method: take one index of the firm (which can be stocks or anything depending on the industry) and multiply it with an industry multiple (the value of one unit of the said index). In other words, “this company is worth AxB dollars because it has A traffic and each traffic is worth B dollars”. This approach works best when the market is transparent and data on similar firms are accessible – usually with major, established industries such as commercial airlines.

In real case interviews, you have to justify your approach then ask the interviewer to give you the necessary data.

Our client wants to sell his organic-food restaurant (called “Cato’s Cabbage Farm”) to retire. How much is his restaurant worth?

(Supposed the interviewer gives you the following data: his current income from the restaurant is $100,000 per year; two other restaurants in the neighborhood – one with 2 times more customers, and another about 0.75 times, have been sold at $1,800,000 and $1,000,000 respectively).

NPV Method: Cato’s Cabbage Farm value = $100,000 / 10% = $1,000,000

Market Method:

Assume the number of customers for Cato’s Cabbage Farm is 1 “customer unit”, then the two neighborhood restaurants get 2 and 0.75 “customer units”.

  • Industry multiple: ($1,800,000+$1,000,000) / (2+0.75) = ~$1,018,182
  • Cato’s Cabbage Farm value = $1,018,182 x 1 = $1,018,182

Type 4 – Brain teasers

Brain teasers are the least predictable case interview questions – but even these can be learned!

Brain teasers are riddles designed to test unconventional, creative, and logical thinking. A famous example of this is Accenture’s “How do you put a giraffe in a fridge?”.

Although not as popular as before, brain teasers might still appear in consulting interviews; therefore, you should spend some time to prepare.

Most brain teasers can be allocated into these seven types:

  • Logical questions are pure logic riddles – there’s no trick, no illusion, no creativity.

In our Case Interview End-to-End Secrets Program , there are +200 brain teasers to help you prepare for these “unpredictable” questions. You can also read our article about Case Interview Brain Teasers for insights on all of these exciting brain teasers, as well as 30 example questions and answers!

How do you put a giraffe in a fridge?

Open the fridge, put the giraffe in, then close the fridge. The question never says how big the fridge or the giraffe is.

For the logic and approach behind each kind of brain teasers, see the article on Brain Teasers.

Type 5 – Chart insight questions

You can’t be a management consultant without mastering the use of charts – the complex, scary-looking real-world charts such as those included in our Case Interview End-to-End Secrets Program.

In management consulting and case interviews, most charts are one (or a combination) of these four basic types:

  • Bar charts compare the values of several items at one point in time, or 1-2 items at several time intervals.
  • Line charts illustrate time-series data, i.e trends in data over a continuous period.
  • Pie charts illustrate proportions, i.e “parts of a whole” analyses.
  • Scatter-plots use data points to visualize how two variables relate to each other.

To read these charts and answer chart-insights questions effectively, you must follow a structured, comprehensive process:

You can find a more detailed guide in the Charts section in our article about Consulting Math.

What can you draw from the following chart?

what is case based questions

Trends in chart:

  • Steady rise in the number of confirmed deaths to about 70-80 per million;
  • Both changes started around March 10-11.
  • These sudden rises can be explained by events occurring in early-March, and 2.
  • If number of cases is kept low, the threat from COVID-19 will remain minimal, considering a mortality rate of only 2%.

Type 6 – Value proposition questions

No business or consulting candidate can succeed without understanding the customers!

Value-proposition questions are not only about correctly identifying customer preferences, but also about analyzing and delivering the answer in a structured fashion. The former relies heavily on business knowledge and intuition, but the latter can be trained methodically and quickly. Personally, I use a “double issue-tree” – essentially a table with customer segments on one axis and proposed values on the other:

For segmenting customers, you can use the following table. However, don’t over-rely on it, since there may be more relevant and insightful question-specific segmentations.

In some cases, clarification is also necessary – both to avoid “answering the wrong question” and to narrow down the range of customers/values you need to cover in the answer.

What will a customer consider when buying a Toyota sedan?

Clarification: A sedan must be branded “Toyota” to be a Toyota sedan – cars with other Toyota-owned brands such as Lexus or Ranz do not count in this question.

Situational Assessment:

Toyota sedans occupy the entry-level and mid-range price segments, so Toyota customers will be more price-conscious than, for example, Lexus customers.

They are also less likely to lean considerably towards one particular factor, so achieving a balance is extremely important.

Functionality factors:

  • Comfort: Toyota sedans are mostly for everyday use, so customers should feel comfortable being inside the car.
  • Utility: Toyota sedans are used for multiple purposes, so convenience for a wide range of uses is important.

Cost factors

  • Purchase price: A car can be an expensive investment while Toyota’s low-to-mid-range customers are more price-conscious, so having a cheap/reasonable price is important.
  • Fuel and maintenance: Maintenance and fuel costs over time are likewise inversely related to the decision to buy a Toyota sedan.

Physical factors

  • Performance: Customers are usually drivers themselves, who often pay attention to the technical characteristics of the car (speed, acceleration, handling, etc.)
  • Visual design: The car should possess the same level of visual appeal as other competitors in the same segment.
  • Build quality: Parts of the car should be assembled in a reasonably good manner.

Emotional factors

  • Branding: The car should come from a well-known, reputable brand
  • Personal preferences: Some customers choose specific cars simply because they “like” the car.

Type 7 – Information questions

In any problem-solving process, information is one of the overarching concerns!

“Information questions” essentially ask if the piece of data you use is obtainable in the first place. In real consulting work, data is not always available – client team members may refuse to cooperate or there’s simply no data on the subject.

There are many kinds of information sources in case interviews/consulting works, but I’ll divide them into primary and secondary sources. Primary sources means you must do the research yourself (or pay someone else to do it for you), such as customer surveys or mystery shoppings. If someone already did that research, and you use their results, it’s called a secondary source – you can get these from the client , the consulting firm you work for, or third-parties such as market research firms or external industry experts.

You can find out more about these sources and how to cite them in real case interviews through this free Prospective Candidate Starter Pack, which contains a glossary of data sources in consulting.

Our Prospective Candidate Starter Pack has a sheet containing all the possible sources of information in case interviews and consulting projects, among numerous other free resources; you can download and use it to answer these questions, by subscribing to our newsletter at the end of this article.

How do you assess your target customer’s preferences for sports cars?

Primary sources: customer survey, customer interviews, Secondary sources: industry reports, client sales reports, third-party expert interview, client expert interview

Type 8 – Math problems

A lot of information in case interviews and consulting work comes in the quantitative form, so you won’t escape Math by joining the consulting industry!

When you have to do the math, perform back-of-the-envelope calculations in a structured fashion, and say out loud what you’re writing. For one thing, it’s safe; for another, you show that you’re careful, organized, and reliable – just like actual consultants.

We have a Math Practice Tool right here! Use it every day, and you’ll be a master of mental calculations in no time flat!

We have a dedicated article on Consulting Math, which you should definitely read.

Type 9 – Solution-finding questions

What’s the point of analyzing a problem, if not to solve it?!

When dealing with solution questions, keep these four points in mind:

  • Firstly, in case interviews as well as real consulting projects, solutions must always solve every root cause of a problem, so remember to check if your solutions are relevant and comprehensive.
  • Secondly, every solution must be actionable – if your solutions are too expensive, too time-consuming, etc. for the client, they’re useless.
  • Thirdly, the interview expects a highly-structured answer; so segment your solutions based on their characteristics (long-term vs short-term is the easiest segmentation)

what is case based questions

Last but not least, deliver at least two solutions, preferably three to five. Otherwise, you’ll appear uncreative and lazy to the interviewer’s eyes.

Nailing these questions relies on having excellent business intuition; our Case Interview End-to-End Program has a dedicated Business Intuition package, but you should also train a habit of reading consulting and business articles daily, to sharpen your business mind.

A restaurant that relies solely on on-premise dining found the loss of adjacent parking space (due to termination of contract) harming their revenue. How can they fix that?

The solutions for the restaurant’s parking space problem can be divided into two types:

  • Short-term solutions: Find new parking space around the neighborhood, or renegotiate for old parking space (possibly at a higher price).
  • Long-term solutions: Introduce takeaway items and off-premise dining.

Reminders on case interview questions

The questions are not clear-cut in candidate-led cases.

There are two extremes in consulting case interview format: interviewer-led (McKinsey) and candidate-led (BCG, Bain).

Interviewer-led cases, on one hand, consist of multiple, clear-cut questions in a larger business case context; the candidate navigates through these questions to arrive at the solutions.

Candidate-led cases, on the other hand, have one big problem, which the candidate must break down into small pieces to identify the root causes and deliver solutions.

This list, therefore, is much more relevant to the interviewer-led format; nonetheless, this guide is still quite beneficial for candidate-led cases, because when solving that big problem, you’ll have to tackle small issues similar to the 8 aforementioned question types.

Mastering the fundamentals is crucial to consistent performance

Although it’s good to study the case interview questions, it is no substitute for mastering the fundamental principles.

Learning the exercises without the basics is like building a house without a foundation. My poor neighbor’s house developed a huge crack right down the center because of its weak foundation, so make sure to build your case interview prep a strong one by knowing the basics first.

Once you’ve mastered the fundamentals, you’ll become much more flexible – this quality is getting increasingly important because case interviews are getting less predictable, and more realistic.

If you haven’t, I advise you to read these articles (especially the first 4) before practicing the question types:

  • Case Interview 101
  • Issue Tree – The Complete Guide
  • MECE Principle
  • Case Interview Frameworks
  • McKinsey Case Interview – Interviewer-led Format
  • BCG & Bain Case Interview – Candidate-led Format

Expect the unexpected

If you study those nine question types, rest assured that you’ve covered the majority of questions in case interviews.

However, these are not all the possible questions you might be given. In actual cases, there are always questions that cannot be categorized neatly. If you do not prepare for these questions, it’s easy to be thrown off-balance.

So, how do you prepare for “the unexpected”?

  • Master the basics: Focus your efforts on the basics, once you’ve mastered them it’d be comfortable to move on to higher, more sophisticated levels.
  • Business Intuition : You need business intuition for a business-related job, it’s simple as that. Nearly every case concerns business in one way or another – even public sector cases. This is why we also teach business intuition in our Case Interview E2E Secret Program.
  • Have mock case interviews : Practice case interviews with ex-consultants will help you get a sense of what might happen or how you might be evaluated in actual cases. Highly experienced coaches from MConsultingPrep will review your performance, giving you the most valuable feedback and actionable tips & techniques.

Scoring in the McKinsey PSG/Digital Assessment

The scoring mechanism in the McKinsey Digital Assessment

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Elevate your case interview skills with a well-rounded preparation package

Six types of charts in case interview are: Bar/Column chart, Line chart, Percentage chart, Mekko chart, Scatter plot chart, Waterfall chart.

A case interview is where candidates is asked to solve a business problem. They are used by consulting firms to evaluate problem-solving skill & soft skills

Case interview frameworks are methods for addressing and solving business cases.  A framework can be extensively customized or off-the-shelf for specific cases.

Organizing Your Social Sciences Research Assignments

  • Annotated Bibliography
  • Analyzing a Scholarly Journal Article
  • Group Presentations
  • Dealing with Nervousness
  • Using Visual Aids
  • Grading Someone Else's Paper
  • Types of Structured Group Activities
  • Group Project Survival Skills
  • Leading a Class Discussion
  • Multiple Book Review Essay
  • Reviewing Collected Works
  • Writing a Case Analysis Paper
  • Writing a Case Study
  • About Informed Consent
  • Writing Field Notes
  • Writing a Policy Memo
  • Writing a Reflective Paper
  • Writing a Research Proposal
  • Generative AI and Writing
  • Acknowledgments

Definition and Introduction

Case analysis is a problem-based teaching and learning method that involves critically analyzing complex scenarios within an organizational setting for the purpose of placing the student in a “real world” situation and applying reflection and critical thinking skills to contemplate appropriate solutions, decisions, or recommended courses of action. It is considered a more effective teaching technique than in-class role playing or simulation activities. The analytical process is often guided by questions provided by the instructor that ask students to contemplate relationships between the facts and critical incidents described in the case.

Cases generally include both descriptive and statistical elements and rely on students applying abductive reasoning to develop and argue for preferred or best outcomes [i.e., case scenarios rarely have a single correct or perfect answer based on the evidence provided]. Rather than emphasizing theories or concepts, case analysis assignments emphasize building a bridge of relevancy between abstract thinking and practical application and, by so doing, teaches the value of both within a specific area of professional practice.

Given this, the purpose of a case analysis paper is to present a structured and logically organized format for analyzing the case situation. It can be assigned to students individually or as a small group assignment and it may include an in-class presentation component. Case analysis is predominately taught in economics and business-related courses, but it is also a method of teaching and learning found in other applied social sciences disciplines, such as, social work, public relations, education, journalism, and public administration.

Ellet, William. The Case Study Handbook: A Student's Guide . Revised Edition. Boston, MA: Harvard Business School Publishing, 2018; Christoph Rasche and Achim Seisreiner. Guidelines for Business Case Analysis . University of Potsdam; Writing a Case Analysis . Writing Center, Baruch College; Volpe, Guglielmo. "Case Teaching in Economics: History, Practice and Evidence." Cogent Economics and Finance 3 (December 2015). doi:https://doi.org/10.1080/23322039.2015.1120977.

How to Approach Writing a Case Analysis Paper

The organization and structure of a case analysis paper can vary depending on the organizational setting, the situation, and how your professor wants you to approach the assignment. Nevertheless, preparing to write a case analysis paper involves several important steps. As Hawes notes, a case analysis assignment “...is useful in developing the ability to get to the heart of a problem, analyze it thoroughly, and to indicate the appropriate solution as well as how it should be implemented” [p.48]. This statement encapsulates how you should approach preparing to write a case analysis paper.

Before you begin to write your paper, consider the following analytical procedures:

  • Review the case to get an overview of the situation . A case can be only a few pages in length, however, it is most often very lengthy and contains a significant amount of detailed background information and statistics, with multilayered descriptions of the scenario, the roles and behaviors of various stakeholder groups, and situational events. Therefore, a quick reading of the case will help you gain an overall sense of the situation and illuminate the types of issues and problems that you will need to address in your paper. If your professor has provided questions intended to help frame your analysis, use them to guide your initial reading of the case.
  • Read the case thoroughly . After gaining a general overview of the case, carefully read the content again with the purpose of understanding key circumstances, events, and behaviors among stakeholder groups. Look for information or data that appears contradictory, extraneous, or misleading. At this point, you should be taking notes as you read because this will help you develop a general outline of your paper. The aim is to obtain a complete understanding of the situation so that you can begin contemplating tentative answers to any questions your professor has provided or, if they have not provided, developing answers to your own questions about the case scenario and its connection to the course readings,lectures, and class discussions.
  • Determine key stakeholder groups, issues, and events and the relationships they all have to each other . As you analyze the content, pay particular attention to identifying individuals, groups, or organizations described in the case and identify evidence of any problems or issues of concern that impact the situation in a negative way. Other things to look for include identifying any assumptions being made by or about each stakeholder, potential biased explanations or actions, explicit demands or ultimatums , and the underlying concerns that motivate these behaviors among stakeholders. The goal at this stage is to develop a comprehensive understanding of the situational and behavioral dynamics of the case and the explicit and implicit consequences of each of these actions.
  • Identify the core problems . The next step in most case analysis assignments is to discern what the core [i.e., most damaging, detrimental, injurious] problems are within the organizational setting and to determine their implications. The purpose at this stage of preparing to write your analysis paper is to distinguish between the symptoms of core problems and the core problems themselves and to decide which of these must be addressed immediately and which problems do not appear critical but may escalate over time. Identify evidence from the case to support your decisions by determining what information or data is essential to addressing the core problems and what information is not relevant or is misleading.
  • Explore alternative solutions . As noted, case analysis scenarios rarely have only one correct answer. Therefore, it is important to keep in mind that the process of analyzing the case and diagnosing core problems, while based on evidence, is a subjective process open to various avenues of interpretation. This means that you must consider alternative solutions or courses of action by critically examining strengths and weaknesses, risk factors, and the differences between short and long-term solutions. For each possible solution or course of action, consider the consequences they may have related to their implementation and how these recommendations might lead to new problems. Also, consider thinking about your recommended solutions or courses of action in relation to issues of fairness, equity, and inclusion.
  • Decide on a final set of recommendations . The last stage in preparing to write a case analysis paper is to assert an opinion or viewpoint about the recommendations needed to help resolve the core problems as you see them and to make a persuasive argument for supporting this point of view. Prepare a clear rationale for your recommendations based on examining each element of your analysis. Anticipate possible obstacles that could derail their implementation. Consider any counter-arguments that could be made concerning the validity of your recommended actions. Finally, describe a set of criteria and measurable indicators that could be applied to evaluating the effectiveness of your implementation plan.

Use these steps as the framework for writing your paper. Remember that the more detailed you are in taking notes as you critically examine each element of the case, the more information you will have to draw from when you begin to write. This will save you time.

NOTE : If the process of preparing to write a case analysis paper is assigned as a student group project, consider having each member of the group analyze a specific element of the case, including drafting answers to the corresponding questions used by your professor to frame the analysis. This will help make the analytical process more efficient and ensure that the distribution of work is equitable. This can also facilitate who is responsible for drafting each part of the final case analysis paper and, if applicable, the in-class presentation.

Framework for Case Analysis . College of Management. University of Massachusetts; Hawes, Jon M. "Teaching is Not Telling: The Case Method as a Form of Interactive Learning." Journal for Advancement of Marketing Education 5 (Winter 2004): 47-54; Rasche, Christoph and Achim Seisreiner. Guidelines for Business Case Analysis . University of Potsdam; Writing a Case Study Analysis . University of Arizona Global Campus Writing Center; Van Ness, Raymond K. A Guide to Case Analysis . School of Business. State University of New York, Albany; Writing a Case Analysis . Business School, University of New South Wales.

Structure and Writing Style

A case analysis paper should be detailed, concise, persuasive, clearly written, and professional in tone and in the use of language . As with other forms of college-level academic writing, declarative statements that convey information, provide a fact, or offer an explanation or any recommended courses of action should be based on evidence. If allowed by your professor, any external sources used to support your analysis, such as course readings, should be properly cited under a list of references. The organization and structure of case analysis papers can vary depending on your professor’s preferred format, but its structure generally follows the steps used for analyzing the case.

Introduction

The introduction should provide a succinct but thorough descriptive overview of the main facts, issues, and core problems of the case . The introduction should also include a brief summary of the most relevant details about the situation and organizational setting. This includes defining the theoretical framework or conceptual model on which any questions were used to frame your analysis.

Following the rules of most college-level research papers, the introduction should then inform the reader how the paper will be organized. This includes describing the major sections of the paper and the order in which they will be presented. Unless you are told to do so by your professor, you do not need to preview your final recommendations in the introduction. U nlike most college-level research papers , the introduction does not include a statement about the significance of your findings because a case analysis assignment does not involve contributing new knowledge about a research problem.

Background Analysis

Background analysis can vary depending on any guiding questions provided by your professor and the underlying concept or theory that the case is based upon. In general, however, this section of your paper should focus on:

  • Providing an overarching analysis of problems identified from the case scenario, including identifying events that stakeholders find challenging or troublesome,
  • Identifying assumptions made by each stakeholder and any apparent biases they may exhibit,
  • Describing any demands or claims made by or forced upon key stakeholders, and
  • Highlighting any issues of concern or complaints expressed by stakeholders in response to those demands or claims.

These aspects of the case are often in the form of behavioral responses expressed by individuals or groups within the organizational setting. However, note that problems in a case situation can also be reflected in data [or the lack thereof] and in the decision-making, operational, cultural, or institutional structure of the organization. Additionally, demands or claims can be either internal and external to the organization [e.g., a case analysis involving a president considering arms sales to Saudi Arabia could include managing internal demands from White House advisors as well as demands from members of Congress].

Throughout this section, present all relevant evidence from the case that supports your analysis. Do not simply claim there is a problem, an assumption, a demand, or a concern; tell the reader what part of the case informed how you identified these background elements.

Identification of Problems

In most case analysis assignments, there are problems, and then there are problems . Each problem can reflect a multitude of underlying symptoms that are detrimental to the interests of the organization. The purpose of identifying problems is to teach students how to differentiate between problems that vary in severity, impact, and relative importance. Given this, problems can be described in three general forms: those that must be addressed immediately, those that should be addressed but the impact is not severe, and those that do not require immediate attention and can be set aside for the time being.

All of the problems you identify from the case should be identified in this section of your paper, with a description based on evidence explaining the problem variances. If the assignment asks you to conduct research to further support your assessment of the problems, include this in your explanation. Remember to cite those sources in a list of references. Use specific evidence from the case and apply appropriate concepts, theories, and models discussed in class or in relevant course readings to highlight and explain the key problems [or problem] that you believe must be solved immediately and describe the underlying symptoms and why they are so critical.

Alternative Solutions

This section is where you provide specific, realistic, and evidence-based solutions to the problems you have identified and make recommendations about how to alleviate the underlying symptomatic conditions impacting the organizational setting. For each solution, you must explain why it was chosen and provide clear evidence to support your reasoning. This can include, for example, course readings and class discussions as well as research resources, such as, books, journal articles, research reports, or government documents. In some cases, your professor may encourage you to include personal, anecdotal experiences as evidence to support why you chose a particular solution or set of solutions. Using anecdotal evidence helps promote reflective thinking about the process of determining what qualifies as a core problem and relevant solution .

Throughout this part of the paper, keep in mind the entire array of problems that must be addressed and describe in detail the solutions that might be implemented to resolve these problems.

Recommended Courses of Action

In some case analysis assignments, your professor may ask you to combine the alternative solutions section with your recommended courses of action. However, it is important to know the difference between the two. A solution refers to the answer to a problem. A course of action refers to a procedure or deliberate sequence of activities adopted to proactively confront a situation, often in the context of accomplishing a goal. In this context, proposed courses of action are based on your analysis of alternative solutions. Your description and justification for pursuing each course of action should represent the overall plan for implementing your recommendations.

For each course of action, you need to explain the rationale for your recommendation in a way that confronts challenges, explains risks, and anticipates any counter-arguments from stakeholders. Do this by considering the strengths and weaknesses of each course of action framed in relation to how the action is expected to resolve the core problems presented, the possible ways the action may affect remaining problems, and how the recommended action will be perceived by each stakeholder.

In addition, you should describe the criteria needed to measure how well the implementation of these actions is working and explain which individuals or groups are responsible for ensuring your recommendations are successful. In addition, always consider the law of unintended consequences. Outline difficulties that may arise in implementing each course of action and describe how implementing the proposed courses of action [either individually or collectively] may lead to new problems [both large and small].

Throughout this section, you must consider the costs and benefits of recommending your courses of action in relation to uncertainties or missing information and the negative consequences of success.

The conclusion should be brief and introspective. Unlike a research paper, the conclusion in a case analysis paper does not include a summary of key findings and their significance, a statement about how the study contributed to existing knowledge, or indicate opportunities for future research.

Begin by synthesizing the core problems presented in the case and the relevance of your recommended solutions. This can include an explanation of what you have learned about the case in the context of your answers to the questions provided by your professor. The conclusion is also where you link what you learned from analyzing the case with the course readings or class discussions. This can further demonstrate your understanding of the relationships between the practical case situation and the theoretical and abstract content of assigned readings and other course content.

Problems to Avoid

The literature on case analysis assignments often includes examples of difficulties students have with applying methods of critical analysis and effectively reporting the results of their assessment of the situation. A common reason cited by scholars is that the application of this type of teaching and learning method is limited to applied fields of social and behavioral sciences and, as a result, writing a case analysis paper can be unfamiliar to most students entering college.

After you have drafted your paper, proofread the narrative flow and revise any of these common errors:

  • Unnecessary detail in the background section . The background section should highlight the essential elements of the case based on your analysis. Focus on summarizing the facts and highlighting the key factors that become relevant in the other sections of the paper by eliminating any unnecessary information.
  • Analysis relies too much on opinion . Your analysis is interpretive, but the narrative must be connected clearly to evidence from the case and any models and theories discussed in class or in course readings. Any positions or arguments you make should be supported by evidence.
  • Analysis does not focus on the most important elements of the case . Your paper should provide a thorough overview of the case. However, the analysis should focus on providing evidence about what you identify are the key events, stakeholders, issues, and problems. Emphasize what you identify as the most critical aspects of the case to be developed throughout your analysis. Be thorough but succinct.
  • Writing is too descriptive . A paper with too much descriptive information detracts from your analysis of the complexities of the case situation. Questions about what happened, where, when, and by whom should only be included as essential information leading to your examination of questions related to why, how, and for what purpose.
  • Inadequate definition of a core problem and associated symptoms . A common error found in case analysis papers is recommending a solution or course of action without adequately defining or demonstrating that you understand the problem. Make sure you have clearly described the problem and its impact and scope within the organizational setting. Ensure that you have adequately described the root causes w hen describing the symptoms of the problem.
  • Recommendations lack specificity . Identify any use of vague statements and indeterminate terminology, such as, “A particular experience” or “a large increase to the budget.” These statements cannot be measured and, as a result, there is no way to evaluate their successful implementation. Provide specific data and use direct language in describing recommended actions.
  • Unrealistic, exaggerated, or unattainable recommendations . Review your recommendations to ensure that they are based on the situational facts of the case. Your recommended solutions and courses of action must be based on realistic assumptions and fit within the constraints of the situation. Also note that the case scenario has already happened, therefore, any speculation or arguments about what could have occurred if the circumstances were different should be revised or eliminated.

Bee, Lian Song et al. "Business Students' Perspectives on Case Method Coaching for Problem-Based Learning: Impacts on Student Engagement and Learning Performance in Higher Education." Education & Training 64 (2022): 416-432; The Case Analysis . Fred Meijer Center for Writing and Michigan Authors. Grand Valley State University; Georgallis, Panikos and Kayleigh Bruijn. "Sustainability Teaching using Case-Based Debates." Journal of International Education in Business 15 (2022): 147-163; Hawes, Jon M. "Teaching is Not Telling: The Case Method as a Form of Interactive Learning." Journal for Advancement of Marketing Education 5 (Winter 2004): 47-54; Georgallis, Panikos, and Kayleigh Bruijn. "Sustainability Teaching Using Case-based Debates." Journal of International Education in Business 15 (2022): 147-163; .Dean,  Kathy Lund and Charles J. Fornaciari. "How to Create and Use Experiential Case-Based Exercises in a Management Classroom." Journal of Management Education 26 (October 2002): 586-603; Klebba, Joanne M. and Janet G. Hamilton. "Structured Case Analysis: Developing Critical Thinking Skills in a Marketing Case Course." Journal of Marketing Education 29 (August 2007): 132-137, 139; Klein, Norman. "The Case Discussion Method Revisited: Some Questions about Student Skills." Exchange: The Organizational Behavior Teaching Journal 6 (November 1981): 30-32; Mukherjee, Arup. "Effective Use of In-Class Mini Case Analysis for Discovery Learning in an Undergraduate MIS Course." The Journal of Computer Information Systems 40 (Spring 2000): 15-23; Pessoa, Silviaet al. "Scaffolding the Case Analysis in an Organizational Behavior Course: Making Analytical Language Explicit." Journal of Management Education 46 (2022): 226-251: Ramsey, V. J. and L. D. Dodge. "Case Analysis: A Structured Approach." Exchange: The Organizational Behavior Teaching Journal 6 (November 1981): 27-29; Schweitzer, Karen. "How to Write and Format a Business Case Study." ThoughtCo. https://www.thoughtco.com/how-to-write-and-format-a-business-case-study-466324 (accessed December 5, 2022); Reddy, C. D. "Teaching Research Methodology: Everything's a Case." Electronic Journal of Business Research Methods 18 (December 2020): 178-188; Volpe, Guglielmo. "Case Teaching in Economics: History, Practice and Evidence." Cogent Economics and Finance 3 (December 2015). doi:https://doi.org/10.1080/23322039.2015.1120977.

Writing Tip

Ca se Study and Case Analysis Are Not the Same!

Confusion often exists between what it means to write a paper that uses a case study research design and writing a paper that analyzes a case; they are two different types of approaches to learning in the social and behavioral sciences. Professors as well as educational researchers contribute to this confusion because they often use the term "case study" when describing the subject of analysis for a case analysis paper. But you are not studying a case for the purpose of generating a comprehensive, multi-faceted understanding of a research problem. R ather, you are critically analyzing a specific scenario to argue logically for recommended solutions and courses of action that lead to optimal outcomes applicable to professional practice.

To avoid any confusion, here are twelve characteristics that delineate the differences between writing a paper using the case study research method and writing a case analysis paper:

  • Case study is a method of in-depth research and rigorous inquiry ; case analysis is a reliable method of teaching and learning . A case study is a modality of research that investigates a phenomenon for the purpose of creating new knowledge, solving a problem, or testing a hypothesis using empirical evidence derived from the case being studied. Often, the results are used to generalize about a larger population or within a wider context. The writing adheres to the traditional standards of a scholarly research study. A case analysis is a pedagogical tool used to teach students how to reflect and think critically about a practical, real-life problem in an organizational setting.
  • The researcher is responsible for identifying the case to study; a case analysis is assigned by your professor . As the researcher, you choose the case study to investigate in support of obtaining new knowledge and understanding about the research problem. The case in a case analysis assignment is almost always provided, and sometimes written, by your professor and either given to every student in class to analyze individually or to a small group of students, or students select a case to analyze from a predetermined list.
  • A case study is indeterminate and boundless; a case analysis is predetermined and confined . A case study can be almost anything [see item 9 below] as long as it relates directly to examining the research problem. This relationship is the only limit to what a researcher can choose as the subject of their case study. The content of a case analysis is determined by your professor and its parameters are well-defined and limited to elucidating insights of practical value applied to practice.
  • Case study is fact-based and describes actual events or situations; case analysis can be entirely fictional or adapted from an actual situation . The entire content of a case study must be grounded in reality to be a valid subject of investigation in an empirical research study. A case analysis only needs to set the stage for critically examining a situation in practice and, therefore, can be entirely fictional or adapted, all or in-part, from an actual situation.
  • Research using a case study method must adhere to principles of intellectual honesty and academic integrity; a case analysis scenario can include misleading or false information . A case study paper must report research objectively and factually to ensure that any findings are understood to be logically correct and trustworthy. A case analysis scenario may include misleading or false information intended to deliberately distract from the central issues of the case. The purpose is to teach students how to sort through conflicting or useless information in order to come up with the preferred solution. Any use of misleading or false information in academic research is considered unethical.
  • Case study is linked to a research problem; case analysis is linked to a practical situation or scenario . In the social sciences, the subject of an investigation is most often framed as a problem that must be researched in order to generate new knowledge leading to a solution. Case analysis narratives are grounded in real life scenarios for the purpose of examining the realities of decision-making behavior and processes within organizational settings. A case analysis assignments include a problem or set of problems to be analyzed. However, the goal is centered around the act of identifying and evaluating courses of action leading to best possible outcomes.
  • The purpose of a case study is to create new knowledge through research; the purpose of a case analysis is to teach new understanding . Case studies are a choice of methodological design intended to create new knowledge about resolving a research problem. A case analysis is a mode of teaching and learning intended to create new understanding and an awareness of uncertainty applied to practice through acts of critical thinking and reflection.
  • A case study seeks to identify the best possible solution to a research problem; case analysis can have an indeterminate set of solutions or outcomes . Your role in studying a case is to discover the most logical, evidence-based ways to address a research problem. A case analysis assignment rarely has a single correct answer because one of the goals is to force students to confront the real life dynamics of uncertainly, ambiguity, and missing or conflicting information within professional practice. Under these conditions, a perfect outcome or solution almost never exists.
  • Case study is unbounded and relies on gathering external information; case analysis is a self-contained subject of analysis . The scope of a case study chosen as a method of research is bounded. However, the researcher is free to gather whatever information and data is necessary to investigate its relevance to understanding the research problem. For a case analysis assignment, your professor will often ask you to examine solutions or recommended courses of action based solely on facts and information from the case.
  • Case study can be a person, place, object, issue, event, condition, or phenomenon; a case analysis is a carefully constructed synopsis of events, situations, and behaviors . The research problem dictates the type of case being studied and, therefore, the design can encompass almost anything tangible as long as it fulfills the objective of generating new knowledge and understanding. A case analysis is in the form of a narrative containing descriptions of facts, situations, processes, rules, and behaviors within a particular setting and under a specific set of circumstances.
  • Case study can represent an open-ended subject of inquiry; a case analysis is a narrative about something that has happened in the past . A case study is not restricted by time and can encompass an event or issue with no temporal limit or end. For example, the current war in Ukraine can be used as a case study of how medical personnel help civilians during a large military conflict, even though circumstances around this event are still evolving. A case analysis can be used to elicit critical thinking about current or future situations in practice, but the case itself is a narrative about something finite and that has taken place in the past.
  • Multiple case studies can be used in a research study; case analysis involves examining a single scenario . Case study research can use two or more cases to examine a problem, often for the purpose of conducting a comparative investigation intended to discover hidden relationships, document emerging trends, or determine variations among different examples. A case analysis assignment typically describes a stand-alone, self-contained situation and any comparisons among cases are conducted during in-class discussions and/or student presentations.

The Case Analysis . Fred Meijer Center for Writing and Michigan Authors. Grand Valley State University; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Ramsey, V. J. and L. D. Dodge. "Case Analysis: A Structured Approach." Exchange: The Organizational Behavior Teaching Journal 6 (November 1981): 27-29; Yin, Robert K. Case Study Research and Applications: Design and Methods . 6th edition. Thousand Oaks, CA: Sage, 2017; Crowe, Sarah et al. “The Case Study Approach.” BMC Medical Research Methodology 11 (2011):  doi: 10.1186/1471-2288-11-100; Yin, Robert K. Case Study Research: Design and Methods . 4th edition. Thousand Oaks, CA: Sage Publishing; 1994.

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InterviewPrep

Top 25 SQL Case Expression Interview Questions and Answers

Prepare for your next interview with our comprehensive guide on SQL Case Expression. This article offers a detailed rundown of potential interview questions and answers to help you succeed.

what is case based questions

SQL, or Structured Query Language, is a standardized programming language that’s used for managing and manipulating relational databases. Among its many features, the SQL Case Expression holds a special place due to its versatility and practicality in various scenarios. It provides developers with the ability to perform conditional logic in SQL statements, thus adding a layer of dynamism to data retrieval and manipulation.

In the realm of SQL, the CASE expression is akin to IF-THEN-ELSE statements found in other programming languages. It allows us to create different outputs in our SELECT clause based on conditions in our data. This powerful tool can greatly enhance your SQL queries, making them more efficient and adaptable.

In this article, we’ve compiled an extensive list of interview questions focused on the SQL Case Expression. These questions will not only test your understanding of this particular feature but also illustrate its application in real-world situations, thereby enhancing your overall proficiency in SQL.

1. Can you explain what a SQL Case Expression is and where it is typically used?

A SQL Case Expression is a conditional statement that provides a way to perform IF-THEN-ELSE logic within an SQL query. It allows for complex, multi-condition queries and can be used in any clause or statement that accepts a valid expression. There are two types: Simple CASE (compares an expression to set values) and Searched CASE (evaluates multiple Boolean expressions).

Typically, it’s used in SELECT, UPDATE, DELETE, and WHERE clauses to create more flexible data manipulation statements. For instance, you might use it to categorize data into different groups based on certain criteria, or to update specific rows of data depending on their current values.

2. How does the SQL Case Expression differ from the If-Then-Else structure?

The SQL Case Expression and If-Then-Else structure both allow for conditional logic in programming, but they differ significantly. The Case expression is a part of SQL language used within queries to manipulate data based on certain conditions. It’s more flexible as it can handle multiple conditions and return different results accordingly.

On the other hand, If-Then-Else is a control flow statement found in most procedural languages like Python or Java. It executes different blocks of code depending on whether a condition is true or false. However, it’s less versatile than Case when dealing with multiple conditions because nested If-Then-Else structures are needed, which can lead to complex and hard-to-read code.

3. Can you provide a detailed example of how you would use a SQL Case Expression to categorize data?

A SQL Case Expression allows for conditional logic in queries. It’s useful when categorizing data based on specific conditions.

SELECT EmployeeID, FirstName, LastName, (CASE WHEN Salary > 50000 THEN ‘High’ WHEN Salary BETWEEN 30000 AND 50000 THEN (CASE WHEN YearsExperience > 5 THEN ‘Mid-High’ ELSE ‘Mid-Low’

5. How does the SQL CASE Expression handle NULL values?

The SQL CASE expression treats NULL values as unknown. It doesn’t equate them to any value, not even another NULL. When a NULL is encountered in the WHEN clause of a CASE statement, it’s skipped and the next condition is evaluated. If no conditions are met and there’s an ELSE clause, its result is returned; if there’s no ELSE, NULL is returned. This behavior can be leveraged for handling NULLs by using IS NULL or IS NOT NULL in the WHEN clause, or coalescing NULLs to a default in the ELSE clause.

6. What is the difference between simple and searched CASE Expressions? Can you provide an example of each?

A simple CASE expression in SQL compares an expression to a set of expressions to determine the result. It’s similar to using multiple IF-THEN statements in programming languages. For example:

SELECT ProductName, CASE CategoryID WHEN 1 THEN ‘Beverage’ WHEN 2 THEN ‘Condiment’

7. How would you use a CASE Expression in a WHERE clause? Provide a sample SQL statement.

A CASE expression in a WHERE clause can be used to conditionally filter data. It allows for complex logical tests and returns different values based on the test outcome.

Here’s an example of how it could be implemented:

SELECT CustomerID, CASE WHEN SUM(PurchaseAmount) > 10000 THEN ‘High’ WHEN SUM(PurchaseAmount) BETWEEN 5000 AND 10000 THEN ‘Medium’ ELSE ‘Low’

10. How would you use a CASE Expression in an ORDER BY clause? Provide a sample SQL statement.

A CASE expression in an ORDER BY clause allows for custom sorting of results. It’s used to change the order based on a condition. For example, if we have a table ‘Employees’ with columns ‘Name’, ‘Position’ and ‘Salary’. We want to sort by position but prioritize ‘Manager’ over others.

Here is a sample SQL statement:

13. What are the limitations or pitfalls of using SQL Case Expressions?

SQL Case Expressions, while useful, have limitations. They can’t return different data types in the THEN clause; all must be implicitly convertible to a single type. This restricts flexibility. Also, they don’t support ELSE IF structure directly, making complex conditions challenging. Performance issues arise when used in WHERE clauses as indexes may not be utilized effectively, leading to slower query execution. Additionally, CASE expressions are evaluated sequentially from top to bottom and once a condition is met, it exits, ignoring subsequent WHEN statements. This could lead to unexpected results if not carefully structured. Lastly, there’s no guarantee that SQL Server will short-circuit a CASE expression, potentially causing errors with NULL values.

14. Can you create a SQL statement using a Case Expression inside a JOIN statement?

Yes, a SQL statement can incorporate a Case Expression within a JOIN statement. This is useful when you need to conditionally join tables based on certain criteria. Here’s an example:

CREATE FUNCTION case_example(@input INT) RETURNS VARCHAR(20) AS BEGIN DECLARE @result VARCHAR(20)

16. Can you write a complex case expression for filtering records based on multiple conditions?

Yes, a complex case expression can be written in SQL to filter records based on multiple conditions. Here’s an example:

SELECT OrderID, Quantity, Price, (CASE WHEN Quantity > 100 THEN Price * 0.9 ELSE Price

19. Can you explain the difference between a CASE statement and a CASE expression in SQL?

A CASE expression in SQL is used to create conditional expressions within a query. It allows for the return of values based on certain conditions, similar to an IF-THEN-ELSE statement in other programming languages.

On the other hand, a CASE statement is not native to SQL and does not exist as a standalone construct. Instead, it’s often confused with the CASE expression or misnamed when referring to control flow statements in procedural SQL extensions like PL/SQL (Oracle) or T-SQL (Microsoft), where it functions similarly to switch-case constructs in other languages.

20. How can you use a Case Expression to transpose rows into columns?

A CASE expression in SQL can be used to transpose rows into columns by creating a new column for each unique row value. This is done by using the CASE statement within the SELECT clause of your query.

For example, consider a table ‘Orders’ with columns ‘OrderID’, ‘CustomerID’, and ‘Product’. If we want to create a new column for each unique product, we would use a CASE expression like this:

SELECT COUNT(CASE WHEN condition THEN 1

22. Can you present a scenario where you would prefer DECODE over CASE Expression?

DECODE is preferable over CASE expression in scenarios where we need to perform simple equality checks. For instance, when translating codes into descriptions or performing transformations on a single column’s values. DECODE has a simpler syntax for these tasks and can be more readable.

Consider an example of a student grading system. If we want to translate numerical grades into letter grades (A, B, C, D, F), using DECODE would look like this:

In contrast, the equivalent CASE expression would be longer and potentially less clear:

SELECT column1, column2, CASE WHEN column2 = 0 THEN ‘Error: Division by Zero’ ELSE column1 / column2

24. Can you write a SQL query using a Case Expression to return values from multiple columns based on certain conditions?

Yes, a SQL query using a Case Expression can return values from multiple columns based on certain conditions. Here’s an example:

` SELECT EmployeeID, FirstName, LastName, CASE WHEN Salary > 50000 THEN ‘High’ WHEN Salary BETWEEN 30000 AND 50000 THEN ‘Medium’ ELSE ‘Low’

25. How would you tackle performance issues while using multiple Case Expressions?

To tackle performance issues with multiple Case Expressions in SQL, it’s crucial to optimize the query. One way is by reducing the number of case expressions used. If possible, combine similar conditions into one expression or use ELSE for default cases. Another method is indexing columns involved in the CASE statement. This can significantly speed up the search process. Also, consider using temporary tables for complex queries. They store intermediate results and reduce computation time. Lastly, ensure your database statistics are updated regularly as outdated stats may lead to inefficient execution plans.

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CBSE Class 10 Maths Case Study

CBSE Board has introduced the case study questions for the ongoing academic session 2021-22. The board will ask the paper on the basis of a different exam pattern which has been introduced this year where 50% syllabus is occupied for MCQ for Term 1 exam. Selfstudys has provided below the chapter-wise questions for CBSE Class 10 Maths. Students must solve these case study based problems as soon as they are done with their syllabus. 

These case studies are in the form of Multiple Choice Questions where students need to answer them as asked in the exam. The MCQs are not that difficult but having a deep and thorough understanding of NCERT Maths textbooks are required to answer these. Furthermore, we have provided the PDF File of CBSE Class 10 maths case study 2021-2022.

Class 10 Maths (Formula, Case Based, MCQ, Assertion Reason Question with Solutions)

In order to score good marks in the term 1 exam students must be aware of the Important formulas, Case Based Questions, MCQ and Assertion Reasons with solutions. Solving these types of questions is important because the board will ask them in the Term 1 exam as per the changed exam pattern of CBSE Class 10th.

Important formulas should be necessarily learned by the students because the case studies are solved with the help of important formulas. Apart from that there are assertion reason based questions that are important too. 

Assertion Reasoning is a kind of question in which one statement (Assertion) is given and its reason is given (Explanation of statement). Students need to decide whether both the statement and reason are correct or not. If both are correct then they have to decide whether the given reason supports the statement or not. In such ways, assertion reasoning questions are being solved. However, for doing so and getting rid of confusions while solving. Students are advised to practice these as much as possible.

For doing so we have given the PDF that has a bunch of MCQs questions based on case based, assertion, important formulas, etc. All the Multiple Choice problems are given with detailed explanations.

CBSE Class 10th Case study Questions

Recently CBSE Board has the exam pattern and included case study questions to make the final paper a little easier. However, Many students are nervous after hearing about the case based questions. They should not be nervous because case study are easy and given in the board papers to ease the Class 10th board exam papers. However to answer them a thorough understanding of the basic concepts are important. For which students can refer to the NCERT textbook.

Basically, case study are the types of questions which are developed from the given data. In these types of problems, a paragraph or passage is given followed by the 5 questions that are given to answer . These types of problems are generally easy to answer because the data are given in the passage and students have to just analyse and find those data to answer the questions.

CBSE Class 10th Assertion Reasoning Questions

These types of questions are solved by reading the statement, and given reason. Sometimes these types of problems can make students confused. To understand the assertion and reason, students need to know that there will be one statement that is known as assertion and another one will be the reason, which is supposed to be the reason for the given statement. However, it is students duty to determine whether the statement and reason are correct or not. If both are correct then it becomes important to check, does reason support the statement? 

Moreover, to solve the problem they need to look at the given options and then answer them.

CBSE Class 10 Maths Case Based MCQ

CBSE Class 10 Maths Case Based MCQ are either Multiple Choice Questions or assertion reasons. To solve such types of problems it is ideal to use elimination methods. Doing so will save time and answering the questions will be much easier. Students preparing for the board exams should definitely solve these types of problems on a daily basis.

Also, the CBSE Class 10 Maths MCQ Based Questions are provided to us to download in PDF file format. All are developed as per the latest syllabus of CBSE Class Xth.

Class 10th Mathematics Multiple Choice Questions

Class 10 Mathematics Multiple Choice Questions for all the chapters helps students to quickly revise their learnings, and complete their syllabus multiple times. MCQs are in the form of objective types of questions whose 4 different options are given and one of them is a true answer to that problem. Such types of problems also aid in self assessment.

Case Study Based Questions of class 10th Maths are in the form of passage. In these types of questions the paragraphs are given and students need to find out the given data from the paragraph to answer the questions. The problems are generally in Multiple Choice Questions.

The Best Class 10 Maths Case Study Questions are available on Selfstudys.com. Click here to download for free.

To solve Class 10 Maths Case Studies Questions you need to read the passage and questions very carefully. Once you are done with reading you can begin to solve the questions one by one. While solving the problems you have to look at the data and clues mentioned in the passage.

In Class 10 Mathematics the assertion and reasoning questions are a kind of Multiple Choice Questions where a statement is given and a reason is given for that individual statement. Now, to answer the questions you need to verify the statement (assertion) and reason too. If both are true then the last step is to see whether the given reason support=rts the statement or not.

CBSE Class 10 Exam Analysis 2024 : Hindi Paper Analysis, Review & Question Paper with Answer Key

CBSE Class 10 Exam Analysis 2024 : Hindi Paper Analysis, Review & Question Paper with Answer Key

CBSE 10th Hindi Exam 2024 : 50 Most Important MCQs & Practice Paper with Answer

CBSE 10th Hindi Exam 2024 : 50 Most Important MCQs & Practice Paper with Answer

CBSE 10th Hindi Exam 2024 : Important Questions for Last Minute Quick Revision

CBSE 10th Hindi Exam 2024 : Important Questions for Last Minute Quick Revision

CBSE Class 10th Hindi Exam 2024 : Guess Paper (Most Expected Questions) - Download PDF

CBSE Class 10th Hindi Exam 2024 : Guess Paper (Most Expected Questions) - Download PDF

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CBSE Class 10th Hindi Exam 2024 : Topic-Wise Most Important Questions For Last Minute Revision

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CBSE Class 10 Exam Analysis 2024 : Sanskrit Analysis, Review & Question Paper with Answer Key

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Case Based (Factual) Unseen Passages: Practice English Grammar for School Classes

  • Post last modified: 17 September 2022
  • Post category: Grammar Exercises / School Grammar

What are Case Based (Factual Passages)? Simply put, factual passages are those passages, which let the readers imagine and feel the factual qualities of a topic as mentioned in the passage. The topic can be about a place, person, thing or event. A factual passage tells the reader about the consecutive things related to the topic in detail, occurring in an orderly manner.

Case Based (Factual) Passages

1. read the passage given below: [cbse set 2, 2021-22] .

  • Milkha Singh, also known as The Flying Sikh, was an Indian track and field sprinter who was introduced to the sport while serving in the Indian Army. He is the only athlete to win gold in 400 metres at the Asian Games as well as the Commonwealth Games. He also won gold medals in the 1958 and 1962 Asian Games. He represented India in the 1956 Summer Olympics in Melbourne, the 1960 Summer Olympics in Rome and the 1964 Summer Olympics in Tokyo) He was awarded the Padma Shri, India’s fourth-highest civilian honour, in recognition of his sporting achievements 
  • The race for which Singh is best remembered is his fourth-place finish in the 400 metres final at the 1960 Olympic Games. He led the race till the 200 m mark before easing off, allowing others to pass him. Singh’s fourth-place time of 45.73 seconds was the Indian national record for almost 40 years. 
  • From beginnings that saw him orphaned and displaced during the partition of India, Singh became a sporting icon in the country. In 2008, journalist Rohit Baijnath described Singh as “the finest athlete India has ever produced”. 
  • He was disappointed with his debut performance at the 1956 Melbourne Olympics. *1 returned to India, chastened by my poor performance in Melbourne. I had been so excited by the prospects of being part of the Indian Olympics team, but, hadn’t realized how strong and professional the competition would be. My success in India had filled me with a false sense of pride and it was only when I was on the track that I saw how inconsequential my talents were when pitted against superbly fit and seasoned athletes. It was then that I understood what competition actually meant, and that if I wanted to succeed on the international arena, I must be prepared to test my mettle against the best athletes in the world.” 
  • Then he decided to make sprinting the sole focus of his life. “Running had thus become my God, my religion and my beloved”. My life during those two years was governed by strict rules and regulations and a self-imposed penance. Every morning I would rise at the crack of dawn, get into my sports kit and dash off to the track, where I would run two or three miles cross-country in the company of my coach.” 
  • On how he pushed himself through the tough days of vigorous training. “I practiced so strenuously that often I was drained of all energy, and there were times when I would increase my speed to such an extent that after my rounds, I would vomit blood or drop-down down unconscious through sheer exercise. My doctors and coaches warned me, asked me to slow down to maintain my health and equilibrium but my determination was too strong to give up. My only focus was to become the best athlete in the world. But then images of    a    packed    stadium    filled    with    cheering    spectators, wildly applauding me as I crossed the finishing line, would flash across my mind and I would start again, encouraged by visions of victory.” 

Based on your reading answer any five questions from the six given below: 1×5=5  

(i) What is Milka Singh known as? What realization did Milkha Singh have when he was on the track during the Melbourne Olympics?  

(ii) List any two of Milkha Singh’s achievements.  

(iii)  What strict rules and regulations did Milkha Singh follow?  

(iv)  State two consequences of his hard and strenuous practice.  

(v)  What motivated Milkha Singh to become the best athlete in the world?  

(vi)  Explain the phrase ‘I would start again’ in the last sentence. 

1. Milkha Singh was known as ‘The Flying Sikh’. 

He realised how inconsequential his talents were when pitied against superbly fit seasoned athletes. He also realised that he needed to prepare well to test his mettle against the best athletes in the world. 

2. (i) The only athlete to win 400 meters at the Asian Games as well as Commonwealth Games. 

(ii) Won gold in 1958 and 1962 Asian Games. His national record stood unbroken for 40 years. 

(iii) He was awarded Padam Shiri for his sporting achievements. 

3. Every morning he would rise at the crack of the dawn, get into his sports kit and dash off to the track, where he would run two or three miles cross-country with his coach. 

4. ( i) He was drained of all energy. 

(ii) He would vomit blood or drop-down unconscious through sheer exercise. 

5. He was motivated by his vision of victory at a packed stadium with spectators cheering and applauding him as he crossed the finishing line. 

6. ‘I would start again’ means here that he was encouraged to shun any complacency and start again with the double energy and determination to become the best athlete. 

Q. Read the following excerpt from a Case Study. J.K. Rowling – A Journey. [CBSE SET 2, 2022] 

The story of Joanne Kathleen Rowling’s near magical rise to fame is almost as well known as the characters she creates. 

Rowling was constantly writing and telling stories to her younger sister Dianne. “The first story I ever wrote down was about a rabbit called Rabbit.” Rowling said in an interview. “He got the measles and was visited by his friends including a giant bee called Miss Bee. And ever since Rabbit and Miss Bee, I have always wanted to be a writer, though I rarely told anyone so. 

However, my parents, both of whom come from impoverished backgrounds and neither of whom had been to college, took the view that my overactive imagination was an amusing personal quirk that would never pay a mortgage or secure a pension. 

A writer from the age of six, with two unpublished novels in the * drawer, she was stuck on a train when Harry walked into her mind fully formed. She spent the next five years constructing the plots of seven books, one for every year of his secondary school life. 

Rowling says she started writing the first book, Harry’ Potter and the Sorcerer’s Stone, in Portugal, where she was teaching English. 

At first nobody wanted to publish Harry Potter.  She was told that plot was too complex. Refusing to compromise, she found a publisher. 

n 1997 Rowling received her first royalty cheque. By book three, she had sky rocketed to the top of the publishing world. A row of zeroes appeared on the author’s bank balance and her life was turned upside down. Day and night she had journalists knocking on the unanswered door of her flat. 

Rowling’s quality control has become legendary, as her obsession with accuracy. She’s thrilled with Stephen Fry’s taped version of the books and outraged that an Italian dust jacket showed Harry minus his glasses. “Don’t they understand that the glasses are the clue to his vulnerability.” 

Annual earnings of J.K. Rowling from 2010 to 2019 

what is case based questions

On the basis of your understanding of the passage answer any five of the six questions given below. 1×5=5 

(i) Explain J.K. Rowling’s ‘near magical rise to fame’. 

(ii) What reason did the publishers give for rejecting Rowling’s book?  

(iii) What was the drawback of achieving fame? 

(iv) Why was Rowling outraged with the Italian dust jacket? 

(v)  Find a word in the last para that means the same as ‘insecure/helpless. 

(vi) According to the graph, how many years did it take Rowling to become very successful?

(i) Jk Rowling’s near magical rise to fame is well known as the character she creates I.e. her popular characters led her to magical fame. She was on top of the world of publishing house after the book three was published and her bank balance increased tremendously.  

(ii) She was told that her plot of Harry Potter was too complex. 

(iii) The draw back was that she was approached day and night by journalists knocking at the door of her flat. It was becoming a nuisance and she did not respond all of them. 

(iv) She was obsessed with quality and accuracy and therefore was outraged at an Italian just Jacket for showing Harry without glasses. 

(v) vulnerability 

(v) It took around 6 years for Rowlings to become very successful.

Q. Read the passage and answer the questions that follow:

India Covid-19 numbers explained

1. With novel Coronavirus spreading rapidly all over the country, there are only three states right now, Meghalaya, Sikkim and Andaman and Nicobar Islands, that have less than 1,000 people infected with the disease.

2. Lakshadweep, of course, still hasn’t reported even a single case till now, the only region in India entirely free of the epidemic.

3. Otherwise, even the relatively smaller states now have significantly large spread of the disease. Goa, for example, has seen more than 7,000 of its people infected by the virus till now. Tripura has over 5,500 cases, while Manipur has more than 3,000, and Nagaland a little less than 2,500. Puducherry has more than 4,000 cases, while even Daman and Diu has over 1,300 people infected.

4. And in each of these states, the numbers are rising at a fast pace, at a rate higher than the national level. The infections had initially reached these states in the first and second week of May, when the lockdown was relaxed for the first time to enable people stuck in different parts of the country to return to their native places.

5. After a period of very slow growth, the number of cases have begun to rise rapidly in the last one month. In Goa, for example, the total number of infected people has nearly doubled in the last 15 days. Same has happened in Puducherry, as well.

6. Tuesday was one of those rare occasions when the number of active cases in the country, those who are yet to recover from the disease, went down compared to the previous day. That is because the number of recoveries, combined with the number of deaths, exceeded the new cases that were detected on Tuesday.

what is case based questions

7. With over 52,500 new cases detected in the country, the total number of infections crossed 19 lakh, out of `which 12.82 lakh people have recovered from the disease. The number of dead is now close to 40,000.

8. The number of recoveries on Tuesday was the highest-ever for a single day. More than 51,700 people were declared to have been recovered. Three days earlier, the number of recoveries had crossed 50,000 for the first time, but in the next two days the number had fallen to much lower levels.

Choose the correct option to answer the questions based on the above passage and graphics. Do any ten.

(a) How are these three states – Meghalaya, Sikkim and Andaman and Nicobar Islands – different from the rest of India? (i) they are the only states to have less than 1,000 people infected with novel coronavirus (ii) they are three of the five states to have less than 1,000 people infected with novel coronavirus (iii) they are the only states to have less than 2,000 people infected with novel coronavirus (iv) none of these

(b) __________ is the only region in India which is entirely free of the epidemic. (i) Andaman and Nicobar Islands (ii) Maharashtra (iii) Lakshadweep (iv) Tripura

(c) What is common among Goa, Tripura, Manipur, Nagaland, Puducherry and Daman and Diu? (i) the numbers are rising at a fast pace at rates lower than the national level (ii) the numbers are falling at a fast pace at rates equal than the national level (iii) the numbers are rising at a fast pace at rates higher than the national level (iv) none of these

(d) Based on your understanding of the passage, choose the option that lists the inherent qualities of climate in the present times. (i) 1 and 4 (ii) 2 and 6 (iii) 1 and 3 (iv) 3 and 5

(e) Which date in the graph shows the highest jump of detected cases in a day? (i) July 30 (ii) July 31 (iii) August 1 (iv) August 2

(f) Of the 19 lakh infected cases, how many have recovered? (i) 11.82 lakh (ii) 13.82 lakh (iii) 12.81 lakh (iv) 12.82 lakh

(g) More than 51,700 people were declared to have been recovered on _______. (i) Wednesday (ii) Sunday (iii) Tuesday (iv) Monday

(h) When had the number of recoveries crossed 50,000 for the first time? (i) two days earlier (ii) Tuesday (iii) three days earlier than Tuesday (iv) none of these

(i) Which word in the passage means the same as “quickly”? (i) rapidly (ii) significantly (iii) native (iv) rare

(j) Which word in the passage is opposite in meaning to “indigenous”? (i) rapidly (ii) significantly (iii) native (iv) rare

Answers: (a) (i) they are the only states to have less than 1,000 people infected with novel coronavirus (b) (iii) Lakshadweep (c) (iii) the numbers are rising at a fast pace at rates higher than the national level (d) (iii) 1 and 3 (e) (ii) July 31 (f) (iv) 12.82 lakh (g) (iii) Tuesday (h) (iii) three days earlier than Tuesday (i) (i) rapidly (j) (iii) native

Australia’s 2019-2020 Bushfire Season was not Normal

  • Data from satellite sources assembled by the United Nations Environment Programme’s (UNEP) World Environment Situation Room confirms that the wildfires in Australia in the last two months of 2019 and the first six weeks of 2020 were far from normal. 2019 was the second hottest year on record since 1880, and Australia recorded its warmest temperatures ever in December 2019.
  • “Rising temperatures continue to melt records. The past decade was the hottest on record. Scientists tell us that ocean temperatures are now rising at the equivalent of five Hiroshima bombs a second. One million species are in near-term danger of extinction. Our planet is burning,” says United Nations Secretary-General António Guterres.
  • “The trend is very clear: 37 of the last 40 years were the warmest recorded since 1880, and the six warmest years recorded were the last six years,” says Pascal Peduzzi, Director of UNEP’s Global Resource Information Database in Geneva. “For those who think Australia is always burning, graphs clearly show that these fires were exceptional.”
  • “This service, accessible via the UNEP’s World Environment Situation Room, is provided for all countries at national and provincial levels. It identifies trends in wildfire activity since 2003, when the data first became available and monitoring began. We have sliced and diced the satellite-based data on wildfires worldwide from 2009 to the present day. We analyse the wildfires’ data by month, type of land cover, protected area, province and nation to produce information products,” Peduzzi adds. (Source: UN Environment)

(a) What do the reports confirm about the 2019-20 Australian fires? (i) the fires were not normal (ii) the fires were normal (iii) the fires were natural (iv) data inconclusive

(b) What was the difference in the recorded temperatures in 2019 from the 1880s? (i) 2019 recorded the wettest temperatures since 1880s (ii) 2019 recorded the hottest temperatures ever (iii) 2019 recorded the cooler temperatures than 1880s (iv) 2019 recorded the warmest temperatures since 1880s

(c) What comparison has been made between the rising sea temperatures and Hiroshima? (i) ocean temperatures are rising at the equivalent of three Hiroshima bombs a second (ii) ocean temperatures are rising at the equivalent of five Hiroshima bombs a second (iii) ocean temperatures are rising at the equivalent of five Hiroshima bombs an hour (iv) none of these

(d) Choose the option that lists the CORRECT answers for the following:

“Rising temperatures continue to melt records. The past decade was the hottest on record. Scientists tell us that ocean temperatures are now rising at the equivalent of five Hiroshima bombs a second”. Whose statement is this?

“The trend is very clear: 37 of the last 40 years were the warmest recorded since 1880, and the six warmest years recorded were the last six years.” Whose statement is this?

(i) (1) is from United Nations Secretary and (2) is from the UN President (ii) (1) is from the UN President and (2) is from the UN General Secretary (iii) (1) is from United Nations Secretary and (2) is from the Director of UNEP (iv) (1) is from the UN General Secretary and (2) is from the UN President

(e) Based on your understanding of the passage, choose the option that lists the inherent qualities of climate in the present times. (i) 1 and 3 (ii) 2 and 6 (iii) 3 and 4 (iv) 5 and 6

(f) Which of the following independent data source is NOT PRESENT in the given graph? (i) NASA (ii) NOAA (iii) ISRO (iv) JMA

(g) Choose the option that lists the CORRECT statement. (i) Pascal Peduzzi is the Director of UNEP’s Global Renaissance Information Database (ii) Pascal Peduzzi is the Director of UNO’s Global Resource Information Database (iii) Pascal Peduzzi is the Manager of UNEP’s Global Resource Information Database (iv) Pascal Peduzzi is the Director of UNEP’s Global Resource Information Database

(h) How can you say that the UN is concerned about the rising numbers of coal plants? (i) UNDP Secretary General António Guterres is calling for curbs on new plants (ii) UN Secretary General António Guterres is calling for curbs on new plants (iii) UN Executive Secretary António Guterres is calling for curbs on new plants (iv) UN Secretary General Antony Guterres is calling for curbs on new plants

(i) UNEP’s World Environment Situation Room has been tracking the world temperatures since. (i) 2003 (ii) 2013 (iii) 2000 (iv) 2001

(j) The graph compiled with data from four different sources shows that the global surface temperatures have been _ . (i) steady (ii) falling (iii) on the rise (iv) none of these

(k) Which word in the passage means the same as “collect”? (i) assembled (ii) extinction (iii) exceptional (iv) provincial

(l) Which word in the passage is opposite to the meaning of ‘vague/murky’? (i) assembled (ii) clear (iii) extinction (iv) provincial

(a) (i) the fires were not normal (b) (iv) 2019 recorded the warmest temperatures since 1880s (c) (ii) ocean temperatures are rising at the equivalent of five Hiroshima bombs a second (d) (iii) (1) is from United Nations Secretary and (2) is from the Director of UNEP (e) (i) 1 and 3 (f) (iii) ISRO (g) (iv) Pascal Peduzzi is the Director of UNEP’s Global Resource Information Database (h) (ii) UN secretary general António Guterres is calling for curbs on new plants (i) (i) 2003 (j) (iii) on the rise (k) (i) assembled (l) (ii) clear

Q. Read the passage given below and answer the questions that follow: [CBSE, 2019]

Hyderabad — The City of Nizams GOLCONDA

1. In the 16th century, when Golconda was the capital of Qutb Shahi Kingdom, it is believed that a shepherd boy came across an idol on the hill. It was then that the Kakatiya dynasty’s ruler built the fort, which is 120 m high. After it was captured by Aurangzeb, the Mughal emperor, the fort fell into ruins.

2. The beautiful ruins of the fort have a story to tell. They make you wonder how the fort may have looked in its days of glory and grandeur. The fort also organises a sound and light show every day and the history of this fort is narrated in such an interesting manner that even a child can understand and enjoy it. The climb to the fort is a difficult one and unless you are physically fit, you should avoid the climb and relax in the gardens below. The view from the top is breath-taking.

3. The next place is Charminar. The literal meaning of the monument is ‘four minarets’. There is a mosque on the second floor. It is said that when the state was hit by severe plague, Sultan Muhammad Quli Qutb Shah, the fifth ruler of the Qutb Shahi dynasty, prayed to end the plague and promised to build a mosque in the very place where he was praying. Thus, Charminar came into being!

4. The walk from the bottom to the top of the monument is a little frightening, owing to the narrowness of the pathway and the steepness of the steps. Once you reach the top, the view of the crowds moving below will surely lift your spirits.

5. Make sure you visit the nearby Laad Bazaar, where there are rows of shops selling the famous Hyderabadi glass bangles and lac bangles.

SALAR JUNG MUSEUM

6. The Salar Jung Museum is the third largest museum in the country and boasts of owning the biggest one-man collection of antiques in the world. A visit to the Salar Jung Museum is a must even if you are not a fan of antique stuff. You can view the Nizam’s collection of textiles, arms, metalware, ivory carvings, Indian bronzes and carpets.

7. The main attraction is definitely the Musical Clock, made by Cook and Kelvy of England. Inside the clock is a timekeeper. Every hour, he comes out and beats a gong as many times as the time indicates. Another attraction of the museum is the Veiled Rebecca, an amazing sculpture made by the Italian sculptor, Giovanni Maria Benzoni.

On the basis of your understanding of the above passage, answer any ten of the following questions: (any eight) (a) What led to the construction of the Golconda Fort? (b) What led to the destruction of the Golconda Fort? (c) How is the interest in the Fort kept alive? (d) What does the word ‘breath-taking’ in para 2 mean? (e) Why did Quli Qutb Shah build a mosque? (f) How does one feel after reaching the top of Charminar? (g) What is unique about the Salar Jung Museum? (h) What else can one find in this museum apart from antiques? (i) Name the two attractions of the Salar Jung Museum.

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Top courses for class 10, similar class 10 doubts, q41-45 are based on case study -1 case study-1 in a class the teacher asks three students to write the equations of the path travelled by them to school from their home. they draw the following figures for the polynomial p(x) = ax² bx c. observe the graph and answer the following questions., colonial administrators found vernacular novels a valuable source of information on native life and customs prove the statement related: cbse sample question paper social science (2017-18), value based question for reversibleand irreversible changes related: value based questions for science (sa ii, class 10, cbse), in test where the question are presentin related: reaction of non metallic oxide with base - acids, bases and salts, class 10, science, how the base are classified based on acidity, quick links for class 10 exam, q41-45 are based on case study -1 case study-1 in a class the teacher asks ... more three students to write the equations of the path travelled by them to school from their home. they draw the following figures for the polynomial p(x) = ax² bx c. observe the graph and answer the following questions., colonial administrators found vernacular novels a valuable source of inform ... more ation on native life and customs prove the statement related: cbse sample question paper social science (2017-18), value based question for reversibleand irreversible changes related: value ... more based questions for science (sa ii, class 10, cbse), in test where the question are presentin related: reaction of non metallic ... more oxide with base - acids, bases and salts, class 10, science.

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Case Study Based Questions – Class 10 Maths

CBSE has recently added Case Study Based Questions or CSQ in Maths, Science and Social Science. You can visit this article to get to practice the official Sample Papers released by CBSE by clicking  over here . Also do join out telegram channel to get all the updates and to participate in Quiz by  clicking here.

What is Case Study Based Questions or CSQ?

Case Study Based or CSQ are typically questions in which the paragraph or passage is given and you simply have to answer them. This questions are not very tough to solve and are introduced so that you score better marks as schools and tuition are kept closed due to the COVID Pandemic. As a result, this had to be introduced. This is resulting to us, by having 34 MCQ which is really very good for scoring 100/100 in CBSE.

How to start preparing for CSQ’s?

To start preparing for CSQ you will need to learn all the chapters very thoroughly especially all the chapters of Geometry. CSQ from Maths can include a mixture of many chapters thus preparing all the concepts is must. They will surely be helpful. After completing all your syllabus you will need to practice a lot. So scroll below to find more than 15 Case study based question.

Is it Easy, Hard or Moderate?

This questions are very simple if practiced at least 20-25 questions than you can easily score lot of good marks or you can score full in Maths!! Practice all the questions below.

How much time to give to each CSQ?

You will be getting 4 Case Study Question’s each would be having 5 sub questions out of which you have to just do 4 questions. So find the shortest and most theoretical question as theoretical questions doesn’t required much solving and it will not even take 1 min to solve. Each question should not take more than 6 min, resulting to only 24 min for 16 questions which is enough. Solving as many CSQ helps in better understanding and reducing the time for each question.

Below are more than 15 examples of CSQ’s for Maths!

1st Case Study Based Question

Shankar is having a triangular open space in his plot. He divided the land into three parts by drawing boundaries PQ and RS which are parallel to BC. Other measurements are as shown in the figure.

Case Study Based Questions for Maths

  • What is the area of this land? i) 120 m 2 ii) 60 m 2 iii) 20 m 2 iv) 30 m 2
  • What is the length of PQ? i) 2.5 m ii) 5 m iii) 6 m iv) 8 m
  • The length of RS is i) 5 m ii) 6 m iii) 8 m iv) 4 m
  • Area of △APQ is i) 7.5 m 2 ii) 10 m 2 iii) 3.75 m 2 iv) 5 m 2
  • What is the area of △ARS? i) 21.6 m 2 ii) 10 m 2 iii) 3.75 m 2 iv) 6 m 2

2nd Case Study Based Question

There is some fire incident in the house. The fireman is trying to enter the house from the window as the main door is locked. The window is 6 m above the ground. He places a ladder against the wall such that its foot is at a distance of 2.5 m from the wall and its top reaches the window.

what is case based questions

  • Here, be the ladder and be the wall with the window. i) CA, AB ii) AB, AC iii) AC, BC iv) AB, BC
  • We will apply Pythagoras Theorem to find length of the ladder. It is: i) AB 2 = BC 2 – CA 2 ii) CA 2 = BC 2 + AB 2 iii) BC 2 = AB 2 + CA 2 iv) AB 2 = BC 2 + CA 2
  • The length of the ladder is              . i) 4.5 m ii) 2.5 m iii)6.5 m iv) 5.5 m
  • What would be the length of the ladder if it is placed 6 m away from the wall and the window is 8 m above the ground? i) 12 m ii) 10 m iii) 14 m iv) 8 m
  • How far should the ladder be placed if the fireman gets a 9 m long ladder? i) 6.7 m (approx.) ii) 7.7 m (approx.) iii) 5.7 m (approx.) iv) 4.7 m (approx.)

3rd Case Study Based Question

In the school garden Ajay(A), Brijesh(B), Chinki(C) and Deepak(D) planted their flower plants of Rose, Sunflower, Champa and Jasmine respectively as shown in the following figure. A fifth student Eshan wanted to plant her flower in this area. The teacher instructed Eshan to plant his flower plant at a point E such that CE: EB = 3 : 2.

case study based question coordinate geometry.

  • Find the coordinates of point E where Eshan has to plant his flower plant. i) (5, 6) ii) (6, 5) iii) (5, 5) iv) (6, 7)
  • Find the area of △ECD. i) 9.5 square unit ii) 11.5 square unit iii) 10.5 square unit iv)12.5 square unit
  • Find the distance between the plants of Ajay and Deepak. i) 8.60 unit ii) 6.60 unit iii) 5.60 unit iv) 7.60 unit
  • The distance between A and B is: i) 5.5 units ii) 7 units iii) 6 units iv) 5 units
  • The distance between C and D is: i) 5.5 units ii) 7 units iii) 6 units iv) 5 units

4rth Case Study Based Questions

SUN ROOM The diagrams show the plans for a sun room. It will be built onto the wall of a house. The four walls of the sunroom are square clear glass panels. The roof is made using

  • Four clear glass panels, trapezium in shape, all the same size.
  • One tinted glass panel, half a regular octagon in shape

Maths Case Study Based Questions(More than 25 questions)

  • Find the mid-point of the segment joining the points J (6, 17) and I (9, 16).[Refer to Top View] i) ( 33/2 , 15/2 ) ii) ( 3/2 , 1/2 ) iii) ( 15/2 , 33/2 ) iv) ( 1/2 , 3/2 )
  • The distance of the point P from the y-axis is; [Refer to Top View] i) 4 ii) 15 iii) 19 iv) 25
  • The distance between the points A and S is: [Refer to Front View] i) 4 ii) 8 iii) 16 iv) 20
  • Find the coordinates of the point which divides the line segment joining the points A and B in the ratio 1:3 internally. [Refer to Front View] i) (8.5, 2.0) ii) (2.0, 9.5) iii) (3.0, 7.5) iv) (2.0, 8.5)
  • If a point (x,y) is equidistant from the Q(9,8) and S(17,8), then [Refer to Front View] i) x + y = 13 ii) x – 13 = 0 iii) y – 13 = 0 iv) x – y = 13

5th Case Study based Question

Education with vocational training is helpful in making a student self-reliant and to help and serve the society. Keeping this in view, a teacher made the following table giving the frequency distribution of a student undergoing vocational training from the training institute.

Case Study Based Questions from Statistics(25+ CSQ Questions)

  • Median class of above data: i) 20 – 24 ii) 20.5 – 24.5 iii) 19.5 – 24.5 iv) 24.5 – 29.5
  • Calculate the median. i) 24.06 ii) 30.07 iii) 24.77 iv) 42.07
  • The empirical relationship between mean, median, mode: i) Mode = 3 Median + 2 Mean ii) Mode = 3 Median – 2 Mean iii) Mode = 3 Mean + 2 Median iv) 3 Mode = Median – 2 Mean
  • If mode = 80 and mean = 110, then find the median. i) 200 ii) 500 iii) 190 iv) 100
  • The mode is the: i) middlemost frequent value ii) least frequent value iii) maximum frequent value iv) none of these

6th Case Study Based Question

Two brothers Ramesh and Pulkit were at home and have to reach School. Ramesh went to Library first to return a book and then reaches School directly whereas Pulkit went to Skate Park first to meet his friend and then reaches School directly.

what is case based questions

  • How far is School from their Home? i) 5 m ii) 3 m iii) 2 m iv) 4 m
  • What is the extra distance travelled by Ramesh in reaching his School? i) 4.48 metres ii) 6.48 metres iii) 7.48 metres iv) 8.48 metres
  • What is the extra distance travelled by Pulkit in reaching his School? (All distances are measured in metres as straight lines) i) 6.33 metres ii) 7.33 metres iii) 5.33 metres iv) 4.33 metres
  • The location of the library is: i) (-1, 3) ii) (1, 3) iii) (3, 1) iv) (3, -1)
  • The location of the Home is: i) (4, 2) ii) (1, 3) iii) (4, 5) iv) (5,4)

7th Case Study Based Question

The Class X students of a secondary school in Krishinagar have been allotted a rectangular plot of land for their gardening activity. Sapling of Gulmohar is planted on the boundary of the plot at a distance of 1m from each other. There is a triangular grassy lawn inside the plot as shown in Fig. The students have to sow seeds of flowering plants on the remaining area of the plot.

Case Study Based Question

  • Considering A as the origin, what are the coordinates of A? i) (0, 1) ii) (1, 0) iii) (0, 0) iv (-1, -1)
  • What are the coordinates of P? i) (4, 6) ii) ( 6, 4) iii) (4, 5) iv) (5, 4)
  • What are the coordinates of R? i) (6, 5) ii) (5, 6) iii) ( 6, 0) iv) (7, 4)
  • What are the coordinates of D? i) (16, 0) ii) (0, 0) iii) (0, 16) iv) (16, 1)
  • What are the coordinates of P if D is taken as the origin? i) (12, 2) ii) (-12, 6) iii) (12, 3) iv) (6, 10)

8th Case Study Based Question

There exist a tower near the house of Shankar. The top of the tower AB is tied with steel wire and on the ground, it is tied with string support. One day Shankar tried to measure the longest of the wire AC using Pythagoras theorem.

Case Study based Question triangles

  • In the figure, the length of wire AC is: (take BC = 60 ft) i) 75 ft ii) 100 ft iii) 120 ft iv) 90 ft
  • What is the area of △ABC? i) 2400 ft 2 ii) 4800 ft 2 iii) 6000 ft 2 iv) 3000 ft 2
  • What is the length of the wire PC? i) 20 ft ii) 30 ft iii) 25 ft iv) 40 ft
  • What is the length of the hypotenuse in △ABC? i) 100 ft ii) 80 ft iii) 60 ft iv) 120 ft
  • What is the area of a △POC? 100 ft 2 150 ft 2 200 ft 2 250 ft 2

9th Case Study Based Question

  • SCALE FACTOR AND SIMILARITY SCALE FACTOR: A scale drawing of an object is the same shape as the object but a different size. The scale of a drawing is a comparison of the length used on a drawing to the length it represents. The scale is written as a ratio. SIMILAR FIGURES: The ratio of two corresponding sides in similar figures is called the scale factor. Hence, two shapes are Similar when one can become the other after a resize, flip, slide, or turn.

Case Study Based Question from Similar Triangles.

  • A model of a boat is made on a scale of 1:4. The model is 120cm long. The full size of the boat has a width of 60cm. What is the width of the scale model? i) 20 cm ii) 25 cm iii) 15 cm iv) 240 cm
  • What will affect the similarity of any two polygons? i) They are flipped horizontally ii) They are dilated by a scale factor iii) They are translated down iv) They are not the mirror image of one another
  • If two similar triangles have a scale factor of a: b. Which statement regarding the two triangles is true? i) The ratio of their perimeters is 3a: b ii) Their altitudes have a ratio a: b iii) Their medians have a ratio a/2:b iv)Their angle bisector have a ration a 2 :b 2
  • The shadow of a stick 5m long is 2m. At the same time, the shadow of a tree 12.5m high is: i) 3m ii)3.5m iii)4.5m iv)5m
  • Below you see a student’s mathematical model of a farmhouse roof with measurements. The attic floor, ABCD in the model, is a square. The beams that support the roof are the edges of a rectangular prism, EFGHKLMN. E is the middle of AT, F is the middle of BT, G is the middle of CT, and H is the middle of DT. All the edges of the pyramid in the model have a length of 12 m.

Sub Question Case Study Based Question Triangles.

What is the length of EF, where EF is one of the horizontal edges of the block? i) 24m ii) 3m iii) 6m iv) 10m

10th Case Study Based Question

An Aeroplan leaves an Airport and flies due north at 300 km/h. At the same time, another Aeroplan leaves the same Airport and flies due west at 400 km/h.

Case Study Based Question

  • Distance travelled by the first Airplane in 1.5 hours i) 450 km ii) 300 km iii) 150 km iv) 600 km
  • Distance travelled by the second Airplane in 1.5 hours i) 450 km ii) 300 km iii) 150 km iv) 600 km
  • Which of the following line segment shows the distance between both the airplane? i) OA ii) AB iii) OB iv) WB
  • Which airplane travelled a long distance and by how many km? i) Second, 150 km ii) Second, 250 km iii) First, 150 km iv) First, 250 km
  • How far apart the two airplanes would be after 1.5 hours? i) 600 km ii) 750 km iii) 300 km iv) 150 km

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Based on the Robinson HVAC Tech (RobTech) case.  Question: Based...

Based on the Robinson HVAC Tech (RobTech) case.  Question: Based on what the case says are Robinson's planned actions, is Robinson correct in being "confident that RobTech would be able to repay both loans in full on 9/30/23" (case p3)? How much cash does Robinson' oforecasts predict that RobTech will have at 9/30/23? Support you answer with clear, numerical evidence.  What strikes you about your answer if your are Garcia at GFB? 

Answer & Explanation

     To determine if Robinson is correct in being confident that RobTech can repay both loans by 9/30/23, we need to assess RobTech's cash forecasts. According to the case, Robinson's planned actions include providing RobTech with two loans totaling $3.5 million, with the expectation that RobTech will repay both loans in full by 9/30/23.

     Robinson's confidence in RobTech's ability to repay both loans hinges on RobTech's cash forecasts for 9/30/23. If RobTech's projected cash balance at that time exceeds the total amount owed to Robinson ($3.5 million), then Robinson's confidence would be justified.

     However, without specific numerical data on RobTech's cash forecasts for 9/30/23, it's challenging to determine Robinson's accuracy. If the cash forecasts show a healthy surplus, Robinson's confidence would be more reasonable. Conversely, if the forecasts indicate insufficient cash to cover the loans, Robinson's confidence would be misplaced.

     As Garcia at GFB, if the cash forecasts suggest that RobTech will have a significant surplus of cash on 9/30/23, I might feel reassured about RobTech's ability to repay the loans. However, if the forecasts indicate a tight cash position or potential cash flow challenges, I would be concerned about the repayment prospects and may need to reassess the loan terms or risk exposure. Without knowing the specific cash forecasts, it's difficult to fully evaluate the situation.

Hello thank you for inquiring. I appreciate that, I hope this answer will help☺️. Your helpful rate to my answer will help me not only in my feedback scores but also the earnings from this contribute to health maintenance and other expenses for my Grandmother. Thank you so much

Key references:: General Finance

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Takeaways from the $355 million civil fraud ruling against donald trump.

Jeremy Herb

Judge Arthur Engoron hit Donald Trump with his biggest punishment to date on Friday, in a ruling that fined the former president $355 million for fraudulently inflating the values of his properties.

Combined with the $83 million judgment issued against Trump for defaming E. Jean Carroll, that means Trump has been fined roughly $438 million over the past four weeks.

NEW YORK, NEW YORK - JANUARY 11: Former U.S. President Donald Trump sits in New York State Supreme Court during his civil fraud trial on January 11, 2024 in New York City. Trump won't make his own closing arguments after his lawyers objected to  Judge Arthur Engoron insistence that Trump stay within the bounds of

Related live-story Judge orders Trump to pay nearly $355 million in civil fraud trial

Friday’s ruling underscored how the civil cases against Trump are still significantly damaging to the former president, endangering his business empire even as he faces four criminal trials, the first of which is set to begin next month.

Engoron found Trump liable for fraud, conspiracy and issuing false financial statements and false business records, and he barred him from serving as director of a company in New York for three years. But while he stopped short of dissolving the Trump Organization altogether, Engoron issued a blistering 93-page opinion that painted the former president as unremorseful and highly likely to commit fraud again.

“Their complete lack of contrition and remorse borders on pathological,” Engoron wrote of Trump and his co-defendants.

Here’s what to know from the decision:

Engoron’s fines are the biggest yet against Trump

The fines Engoron levied in his ruling against Trump – known as “disgorgement,” or the return of ill-gotten gains – are higher in terms of magnitude than any previous fine levied against the former president and his company.

New York Attorney General Letitia James had asked Engoron to fine Trump and other defendants $370 million, accusing them of engaging in a long-running fraud scheme of inflating Trump’s assets on his financial statements.

It came pretty close. Engoron found that the defendants’ fraud saved them about $168 million in interest, fining Trump and his companies that amount.

Judge Engoron and former President Donald Trump.

Related article READ: Ruling ordering Trump and his companies to pay nearly $355M in New York civil fraud case

Engoron ruled that Trump and his companies were liable for $126 million in ill-gotten profits from the sale of the Old Post Office in Washington, DC, a contract the judge says “was obtained through the use of false SFC (statements of financial condition).”

And the judge ruled that Trump and his companies were liable for $60 million in profits from the sale of Ferry Point in the Bronx.

Engoron also wrote that Trump would be required for interest on those payments, which could potentially add as much as $100 million to the total he’s ultimately required to pay.

In addition, Trump was barred from serving as an officer or director of any New York corporation or other legal entity in New York for a period of three years.

Engoron gets the last word, and then some

Trump repeatedly attacked Engoron and the case throughout the 11-week trial on social media, outside the courtroom – and even to the judge’s face while he testified.

On Friday, Engoron got the last word, painting Trump as a “pathological” fraudster who would not stop unless forced.

“Defendants’ refusal to admit error – indeed, to continue it, according to the Independent Monitor – constrains this Court to conclude that they will engage in it going forward unless judicially restrained,” Engoron wrote.

Engoron acknowledged that the sins Trump committed – which his lawyers frequently argued had no victim because banks were repaid and often eager to do business with Trump’s company – were not as serious as some crimes. But he faulted Trump and his co-defendants for a complete lack of contrition.

“This is a venial sin, not a mortal sin. Defendants did not commit murder or arson. They did not rob a bank at gunpoint. Donald Trump is not Bernard Madoff. Yet, defendants are incapable of admitting the error of their ways. Instead, they adopt a ‘See no evil, hear no evil, speak no evil’ posture that the evidence belies,” the judge wrote.

Engoron even turned to poetry to make his point: “The English poet Alexander Pope (1688-1744) first declared, ‘To err is human, to forgive is divine.’ Defendants apparently are of a different mind.”

Engoron was critical of Trump’s testimony on the stand, when the former president mostly ignored questions and took the opportunity instead to give political speeches attacking the case, the attorney general and the judge. At first, Engoron tried to rein Trump in – even threatening to remove him as a witness at one point – but he eventually gave up and let Trump rant in response to the questions from the attorney general’s lawyer.

“Overall, Donald Trump rarely responded to the questions asked, and he frequently interjected long, irrelevant speeches on issues far beyond the scope of the trial,” Engoron wrote. “His refusal to answer the questions directly, or in some cases, at all, severely compromised his credibility.”

No corporate death penalty as judge backs off dissolving Trump Org.

Believe it or not, it could have been worse for Trump.

The judge banned him from serving as an officer or director of a New York corporation for three years, but did not issue the so-called corporate death penalty.

In September, Engoron issued a summary judgment dissolving Trump’s business certificates in finding that Trump and his co-defendants were liable for persistent and repeated fraud.

But he pulled back from that decision – which had been put on hold pending appeal – on Friday, writing that he no longer felt it was necessary because he was putting in place two different independent monitors to oversee the company going forward.

The independent monitor installed last fall will stay in place for at least three years, Engoron ruled. In addition, he ordered an independent director of compliance should be installed at the Trump Org. at the company’s expense.

“As going forward there will be two-tiered oversight, an Independent Monitor and an Independent Director of Compliance, of the major activities that could lead to fraud, cancellation of the business licenses is no longer necessary,” Engoron wrote.

Trump’s former lawyer and fixer ‘told the truth’

Engoron recapped Michael Cohen’s theatrical trial testimony, acknowledging the credibility issues with Trump’s former lawyer and fixer.

But ultimately, Engoron said, he believed Cohen.

“Although the animosity between the witness and the defendant is palpable, providing Cohen with an incentive to lie, the Court found his testimony credible, based on the relaxed manner in which he testified, the general plausibility of his statements, and, most importantly, the way his testimony was corroborated by other trial evidence,” Engoron wrote.

Engoron pushed back on Trump’s narrative that Cohen was a star witness for the attorney general on whose credibility the case could teeter.

“Michael Cohen was an important witness on behalf of the plaintiff, although hardly the linchpin that defendants have attempted to portray him to be,” Engoron said.

While the testimony from Trump’s former fixer was compromised by his previous perjury plea in another case and some “seeming contradictions” in what he said at this trial, the judge said he believed Cohen when he testified that “Trump did not expressly direct him to reverse engineer financial statements, he ordered him to do so indirectly, in his ‘mob voice.’”

“A less-forgiving factfinder might have concluded differently, might not have believed a single word of a convicted perjurer,” Engoron also wrote. “This factfinder does not believe that pleading guilty to perjury means that you can never tell the truth. Michael Cohen told the truth.”

Trump’s adult sons banned for 2 years

Trump’s eldest sons – who’ve essentially run the Trump Organization since 2017 – are barred from serving as executives in New York for two years, according to Engoron’s order.

The Trumps will have to navigate the two-year penalty as they sort out the future of the family-run real estate company that also hasn’t filled the chief financial officer or controller positions vacated by former Trump Org. execs Allen Weisselberg and Jeff McConney.

During closing arguments last month, Engoron questioned whether the attorney general presented any evidence that Trump’s eldest sons knew that there was fraud going on at the company — but ultimately found them liable for issuing false financial statements, falsifying business records and conspiracy claims.

“They also served as co-executives running the company from January 2017 to today, in which they had intimate knowledge of the Trump Organization’s business, assets, and were provided with financial updates upon request,” Engoron wrote Friday.

The judge knocked Eric Trump’s credibility in his ruling, pointing out inconsistent testimony he gave at trial.

“Eric Trump’s credibility was severely damaged when he repeatedly denied knowing that his father ever even compiled an SFC that valued his assets and showed his net worth ‘until this case came into fruition.’”

He “begrudgingly” conceded at trial that he actually knew about his father’s statements as early as 2013 “upon being confronted with copious documentary evidence conclusively demonstrating otherwise,” the judge wrote.

Engoron also said Eric Trump unconvincingly tried to distance himself from some appraisals of Trump Org. properties that offered a much lower valuation than reported on Donald Trump’s financial statements.

Eric and Donald Trump Jr. were both ordered to pay more than $4 million in disgorgement, or “ill-gotten” profits, they personally received from the 2022 sale of Trump’s hotel at the Old Post Office building in Washington DC.

Ivanka Trump gets to keep her profits on the building sale because she was dismissed as a defendant in the case by an appeals court ahead of trial. But that didn’t stop Engoron from weighing in on her trial testimony, calling it “suspect.”

“Ivanka Trump was a thoughtful, articulate, and poised witness, but the Court found her inconsistent recall, depending on whether she was questioned by OAG or the defense, suspect,” Engoron wrote. “In any event, what Ms. Trump cannot recall is memorialized in contemporaneous emails and documents; in the absence of her memory, the documents speak for themselves.”

Trump

Next steps: Trump will appeal the ruling

Trump’s attorneys have already appealed Engoron’s summary judgment last year that found the former president liable for fraud – and Trump’s attorneys are already planning to appeal this decision, too.

Trump attorney Christopher Kise responded to Engoron’s ruling in a statement on Friday, saying the court “ignored the law, ignored the facts.”

Kise added Trump will appeal and “remains confident the Appellate Division will ultimately correct the innumerable and catastrophic errors made.”

During the 11-week trial, Trump’s attorneys repeatedly criticized Engoron’s handling of the case and raised objections “for the record” and a potential appeal.

Engoron often acknowledged the likelihood of an appeal during the trial, raising his concerns with a reversal with the attorney general’s lawyers when he allowed the testimony of certain witnesses the AG objected to as part of Trump’s defense.

The reality is that the ruling is likely to be tied up in the courts on appeal for a long time, and Engoron’s ruling Friday was written with an eye toward surviving an appellate challenge.

This story has been updated with additional details.

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Case Study Questions Class 6 Civics Government

Case study questions class 6 civics chapter 3 government.

CBSE Class 6 Case Study Questions Civics Government. Important Case Study Questions for Class 6 Board Exam Students. Here we have arranged some Important Case Base Questions for students who are searching for Paragraph Based Questions Government.

CBSE Case Study Questions Class 6 Civics Government

The government works at different levels: at the local level, at the level of the state and at the national level. The local level means in your village, town or locality, the state level would mean that which covers an entire state like Haryana or Assam and the national level relates to the entire country.

1.) At how many levels does the government work?

Answer- the government works at 3 different levels.

2.) Name the levels government work at.

Answer- at the local level, at the level of the state and at the national level.

3.) What do you mean by local level of government?

Answer- The local level means in your village, town or locality.

4.) What is the type of government which covers the entire state?

Answer- state level of government

5.) Which type of government relates to the entire state?

Answer- national level

The government makes laws and everyone who lives in the country has to follow these.Just like the government has the power to make decisions, similarly it has the power to enforce its decisions.In a democracy it is the people who give the government this power. They do this through elections in which they vote for particular persons and elect them. Another form of government is monarchy. The monarch (king or queen) has the power to make decisions and run the government.

1.) Who makes laws?

Answer- the government makes laws.

2.) Does the government has power to enforce the decisions?

Answer- Just like the government has the power to make decisions, similarly it has the power to enforce its decisions.

3.) In which type of government it is the people who give government the power?

Answer- democracy

4.) How do people elect government in democracy?

Answer- They do this through elections in which they vote for particular persons and elect them.

5.) In the monarchy system who has the decision making power?

Answer- The monarch (king or queen) has the power to make decisions and run the government.

Also See: Diversity and Discrimination Case Based Questions

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Donald Trump hit with $453.5 million penalty in New York real estate fraud lawsuit

The ruling is a huge financial penalty for trump as he campaigns again for the white house and a major victory for new york attorney general letitia james, who filed the case..

what is case based questions

  • The former president has now been hit with a stunning total of $536.8 million in court damages in the last three weeks after an $83.3 million judgment in a civil defamation case.
  • “This verdict is a manifest injustice – plain and simple,” Trump attorney Alina Habba said.

A New York judge ordered Donald Trump and his namesake company to pay $453.5 million , with additional penalties against two of his sons, and barred them from conducting business in the state after fraudulently over-valuing his real estate empire.

"The frauds found here leap off the page and shock the conscience," Justice Arthur Engoron wrote in a decision released Friday.

"In order to borrow more and at lower rates, defendants submitted blatantly false financial data to the accountants, resulting in fraudulent financial statements," Engoron said in a 92-page ruling .

The judge called the refusal of Trump and the others to admit errors in the financial statements “pathological.” Engoron cited the tripling of the size of Trump’s penthouse at Trump Tower as one example.

“Their complete lack of contrition and remorse borders on pathological,” Engoron wrote. “Defendants did not commit murder or arson. They did not rob a bank at gunpoint.  Donald Trump is not Bernard Madoff.  Yet, defendants are incapable of admitting the error of their ways.”

Prep for the polls: See who is running for president and compare where they stand on key issues in our Voter Guide

Dig deeper: 'Cashflow crunch': How Donald Trump could feel the pinch of $536.8 million in legal losses

Trump blasts 'crooked' judge and attorney general

The civil case marks an enormous financial blow to the former president, whose namesake buildings dot the globe, and a major victory for state Attorney General Letitia James , who filed the lawsuit.

Trump has now been hit with a stunning total of $536.8 million in court damages in the last three weeks after an $83.3 million judgement in a civil defamation case.

The 2024 Republican presidential frontrunner railed against Friday's decision on his social media site, Truth Social.

"A Crooked New York State Judge, working with a totally Corrupt Attorney General who ran on the basis of 'I will get Trump,' before knowing anything about me or my company, has just fined me $355 Million based on nothing other than having built a GREAT COMPANY," he wrote. "ELECTION INTERFERENCE. WITCH HUNT."

"We will appeal," Trump told reporters Friday night at his private Florida club. "We'll be successful." 

Trump’s lawyer, Alina Habba, also assailed the ruling on social media.

“This verdict is a manifest injustice – plain and simple,” Habba said. “It is the culmination of a multi-year, politically fueled witch hunt that was designed to ‘take down Donald Trump,’ before Letitia James ever stepped foot into the Attorney General’s office.”

Habba added that “if this decision stands, it will serve as a signal to every single American that New York is no longer open for business.”

A massive financial blow to Donald Trump

Friday's decision − penalizing Trump more than a third of a billion dollars − comes three weeks after a federal jury ordered the former president to pay $83.3 million to writer E. Jean Carroll for civil defamation.

“Judge Engoron levied the financial death penalty on Trump,” Neama Rahmani, a former federal prosecutor and president of West Coast Trial Lawyers, told USA TODAY. “Even for someone with Trump’s net worth, this decision inflicts a serious blow to Trump’s financial health, especially when he has to spend more and more money on legal fees in his many criminal cases.”

Engoron had already ordered the business halted by ruling last year that the Republican presidential frontrunner committed fraud from 2011 through 2021 through "pure sophistry" and a "fantasy world" of real-estate valuations that "can only be considered fraud." But an appeals court put the order on hold while Engoron presided over a fall trial to determine damages.

The judge found Trump and his Donald J. Trump Revocable Trust liable for $354.9 million, his sons Eric and Donald Trump Jr. liable for $4 million each and former chief financial officer Allen Weisselberg for $1 million − for a total of $364 million in penalties. Engoron also barred Trump from doing business in New York State for three years.

Engoron also ordered Trump and his trust to pay interest on the damages, which started from different times for different properties. The total with interest that Trump owes is $453.5 million and the total for all the defendants is $463.9, according to the attorney general’s office.

Trump still faces a plethora of cases while campaigning again for the White House.

He has pleaded not guilty in an unprecedented four criminal cases: a federal election interference trial pending in Washington, a federal trial alleging he mishandled classified documents, an election racketeering trial in Georgia and a trial over falsifying business records in New York.

Outbursts, gag orders, and a question of perjury

The civil fraud trial in Engoron’s courtroom  featured fiery testimony by Trump,  attacks by the former president on the judge and his chief law clerk, and $15,000 in fines levied on the 2024 Republican frontrunner for violating  gag orders.

Trump complained during the trial and while testifying that Engoron wasn’t listening to him. But the judge described in his decision how he weighed the testimony of Trump and Weisselberg, who is reportedly in plea negotiations with the Manhattan district attorney over possible perjury on the witness stand.

“This Court listened carefully to every witness, every question, every answer,” Engoron wrote. “Witnesses testified from the witness stand, approximately a yard from the Court, who was thus able to observe expressions, demeanor, and body language." 

"The Court," Engoron wrote, referring to himself, "has also considered the simple touchstones of self-interest and other motives, common sense, and overall veracity.”

Engoron said he found Trump an unreliable witness.

"Overall, Donald Trump rarely responded to the questions asked, and he frequently interjected long, irrelevant speeches on issues far beyond the scope of the trial," Engoron wrote. "His refusal to answer the questions directly, or in some cases, at all, severely compromised his credibility."

James celebrated the ruling. "Today we proved that no one is above the law − no matter how rich, powerful, or politically connected you are," the state attorney general said. "Donald Trump may have authored 'The Art of the Deal', but he perfected the art of the steal."

More: Lawyers on both sides in Donald Trump fraud case urge judge to ignore reported perjury inquiry

Judge singles out Eric Trump and Donald Trump Jr.

Trump’s sons, Eric and Donald Trump Jr., were also barred from doing business in New York State for two years. The sons testified several times that they would have relied on their accountants to find any errors in financial statements they signed.

But Engoron found that “Eric Trump’s credibility was severely damaged when he repeatedly denied” knowing about his father’s financial statements “until this case came into fruition.”

When confronted with “copious documentary evidence,” Eric Trump conceded he knew about the paperwork, Engoron wrote.

Donald Trump Jr., who helped run the company with Eric when their father became president, was confronted in March 2017 by Forbes magazine about the size of Trump’s penthouse being reported as three times too large. Donald Jr. testified he couldn’t recall doing “anything” in response.

At another point, he testified: “I don’t recall who I relied on,” when certifying management documents.

More: Who is Lara Trump? Trump's daughter-in-law and nominee for new RNC co-chair.

Judge: Trump's valuations 'a fantasy world'

Trump companies often valued properties far higher than appraisers or tax assessors, Engoron found. Trump testified that a disclaimer on property values given to lenders meant the banks knew the estimates were “worthless."

“This is a fantasy world, not the real world,” Engoron wrote in September.

The judge outlined several glaring disputes over Trump property values:

  • A 200-acre Westchester County property called Seven Springs LLC was appraised by Royal Bank of Pennsylvania in 2006 at $30 million if converted to residential homes. A Cushman & Wakefield appraiser estimated the value in 2014 at $30 million. Trump reported the value at $261 million to $291 million during that period.
  • Trump Park Avenue, a residential building, had rent-controlled apartments that Engoron ruled had been overvalued by 700%. Trump’s lawyers argued the units could eventually become market-rent units, but Engoron ruled the numbers are supposed to represent “current" values, not “someday, maybe” values.
  • A lease at 40 Wall St. in New York was appraised in 2010 by Cushman & Wakefield as worth $200 million. But the Trump Organization valued the property at $525 million in 2011 and at $735 million in 2015. Trump said the differences were irrelevant because his lender, Ladder Capital, made $40 million in interest on a loan for the property. Trump has maintained throughout the trial that James is persecuting him for a victimless crime.
  • Mar-A-Lago, Trump’s Florida resort, had a market value ranging from $18 million to $27.6 million during the decade ending 2021, according to the Palm Beach County assessor. Trump valued the property at up to $612 million during that period.
  • Trump’s own apartment in Trump Tower is 10,996 square feet, but he submitted claims it was 30,000 square feet, according to Engoron. The difference resulted in an overvaluation of between $114 million and $207 million, the judge wrote.

“A discrepancy of this order of magnitude by a real estate developer sizing up his own living space of decades, can only be considered fraud,” Engoron wrote of the Trump Tower apartment.

Contributing: David Jackson, USA TODAY

Concern about Russia wanting to put anti-satellite nuke in space raises key questions

Russia and the U.S. have used missiles to destroy their own satellites before.

New reporting about intelligence related to Russia wanting to put a nuclear weapon into space, possibly to use against satellites, raises key questions about the country's intentions and the potential ramifications of an orbital detonation.

The Outer Space Treaty of 1967 -- signed by Russia, the U.S. and numerous other countries -- technically still bans putting any weapons of mass destruction in outer space, including nuclear arms.

One question appears to be what Russia might be considering deploying that falls short of that ban.

"First, this is not an active capability that's been deployed. And though Russia's pursuit of this particular capability is troubling, there is no immediate threat to anyone's safety," White House spokesman John Kirby said on Thursday. "We're not talking about a weapon that can be used to attack human beings or cause physical destruction here on Earth."

At the same time, Russia has broken from other nuclear agreements: Russian President Vladimir Putin said early last year that the country was suspending its participation in the New START treaty, first signed in 2010 and extended in 2021, which implements caps on the number of nuclear weapons deployed by Russia and the U.S. and inspections of nuclear sites.

Russia, along with the U.S. and China, has also used missiles to destroy its own satellites before. The U.S. did so in 2008, with a ship-based interceptor missile, and Russia did it in 2021 to take out an aging satellite.

A 2023 threat assessment from the U.S. director of national intelligence said Moscow was continuing to "field new antisatellite weapons to disrupt and degrade U.S. and allied space capabilities."

"It is developing, testing, and fielding an array of nondestructive and destructive counterspace weapons—including jamming and cyberspace capabilities, directed energy weapons, on-orbit capabilities, and ground-based ASAT capabilities—to try to target U.S. and allied satellites," the report reads.

The Biden administration has taken a different course. In 2022, the US became the first world power to sign onto a voluntary moratorium on the destructive testing of direct-ascent anti-satellite missile systems.

PHOTO: PACE Satellite.

Space experts warn against using missiles to take out satellites because it creates voluminous debris in space that could hurt other key vessels like weather satellites and satellites powering communication networks.

But there's another worry: Could a nuclear effect be triggered to paralyze a constellation of satellites, such as communications satellites?

"These systemic threats ... merit further consideration," notes one assessment from the nonprofit Center for Strategic and International Studies, which warned of digital vulnerabilities as well: "Cyberattacks against a constellation's control systems or nuclear detonations in space could disable many satellites at once."

The CSIS assessment noted, too, that a "growing density of space debris" was "an additional cause for concern, and one that is increasingly difficult to mitigate."

Putin has taken issue with one specific vast constellation of satellites -- SpaceX's Starlink -- which has been used by the Ukrainian military plan and carry out attacks almost since Russia's invasion began.

According to intelligence unveiled during leaks last year, the U.S. assessed that Russia was trying to use its secretive Tobol electronic warfare system to disrupt the Starlink network -- attempting to turn a program that was previously believed to have been put in place to protect Russia's satellites into one that might be used to attack adversarial satellites. It's unclear whether Moscow ever had any level of success with this.

Russian leadership has also openly threatened to target commercial satellites like those belonging to SpaceX and another company, Maxar Technologies, calling them "legitimate targets."

The chief of space operations of the United States Space Force, Gen. Chance Saltzman, testified on Capitol Hill last year that disabling a constellation like Starlink's satellites would require taking down a large number of them in low orbit.

That obstacle created a deterrent effect because it poses "targeting problem," Saltzman said then, raising "the escalatory threshold is raised to the point where they probably wouldn't [attack]."

Both the White House and lawmakers have sought to allay apprehension about the intelligence regarding Russia -- which first became public after House Intelligence Chairman Mike Turner warned of a "national security threat" related to a "destabilizing foreign military capability."

"We are going to work together to address this matter, as we do all sensitive matters that are classified," House Speaker Mike Johnson told reporters at the Capitol on Wednesday afternoon.

"But we just want to assure everyone steady hands are at the wheel," he said.

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