The literature identifies challenges in assessing case-based teaching, including avoiding selectivity and subjectivity, assessing multiple solutions, managing group work, providing timely feedback and motivating engagement. The objective of this study is to consider student and lecturer views on the assessment of case-based teaching, to obtain an integrated view of how such challenges are reflected in the classroom and suggest possible interventions. The methodology involves a multi-stakeholder approach, using student surveys, lecturer reflections and focus groups. The key themes emerging are the interplay between assessment and group dynamics, the relationship between grading and motivation, the experience of informal peer evaluation, deficiencies in the provision of feedback, and differing perspectives on reliability and fairness. The findings highlight the need for clear communication with students, active management of group work, and insights into students' interactions and competitive instincts as a precursor to achieving engagement with the learning activities.