The case method does not provide any prescription about the strategy to use in assessment. For example, Carlson and Schodt (1995) report assessing their students through exam (70 per cent) and homework and case discussion (30 per cent). However, alternative strategies are feasible. In general, the issues raised in subsection 2.4 hold within the case method approach. However, given the particular importance of participation and class discussion for the case method, you should consider making class attendance compulsory and awarding grades for the level of class discussion.
You might also consider group work as a viable and effective way of developing both subject-specific and transferable skills. For example, groups of students could be given separate cases to investigate. Their findings could be summarised in a written report and presented to other students, who will have an opportunity to test their colleagues. This strategy will help students to develop an ability to work with others and to present in public, and it also encourages greater discussion among students.