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Abstract
Written analyses of cases help the student develop the skills of logical analysis and written communication. However, students often question the reliability of the grades that they receive. In this study, the author used six criteria to evaluate case analysis by two graders who were team teaching a course. Results show that even with predetermined criteria, the graders had areas of disagreement as a result of varied interpretation. Yet, student grades suggest that students benefit from a process that involves multiple cases and multiple graders. The author discusses the implications of these findings.