E-Assessment Based on The Case Method and Team-Based Project on Introduction to Business Course at Medan State University

Abstract

The rapid integration of digital technology into higher education requires assessment systems that are not only accessible and efficient but also capable of measuring higher-order competencies and authentic learning outcomes. This study aimed to develop and evaluate an Android-based e-assessment integrating the case method and team-based project (TBP) for the Introduction to Business course at Medan State University. The study employed a research and development design using the ADDIE framework, comprising Analysis, Design, Development, Implementation, and Evaluation. The developed assessment system incorporated contextual business cases, collaborative project activities, assessment rubrics, online discussion, assignment submission, and learning-result reporting. Product feasibility was evaluated through media and material expert validation, while practicality was examined through student and lecturer responses. Effectiveness was assessed by comparing learning outcomes between students using the developed e-assessment and those receiving conventional assessment, supported by independent-samples t-test, N-Gain, and Cohen's d analyses. The results demonstrated that the developed e-assessment achieved a high level of feasibility, with a mean score of 4.10 from the media expert and 4.30 from the material expert. Student responses were highly positive across enjoyment and ease of use (87.15%), interest (86.57%), attention (85.55%), and engagement (88.24%). Lecturer responses indicated an overall practicality level of 91%. The effectiveness analysis revealed a statistically significant difference in learning outcomes between groups (t = 6.184, p < .001), with an N-Gain of 61.20% and a reported Cohen's d of 3.64. These findings indicate that integrating e-assessment with case method and TBP can provide a feasible, practical, and effective approach to supporting student-centred and outcome-based learning in introductory business education. The study contributes to the development of digitally mediated authentic assessment by demonstrating how mobile technology can be aligned with contextual problem solving and collaborative learning.