ABSTRACT: Research on active learning in accounting education suggests that when students develop their own solutions and/or explanations, they take ownership of the knowledge they gain and are more likely to retain it (Springer and Borthick 2007; Hermanson 1994; Cottell and Millis 1993). In this paper, we describe an assignment designed to take advantage of this finding by requiring students to write six mini-cases in a multiple choice format. Each mini-case includes a problem scenario and four plausible alternative solutions. Students select and defend the one best solution and then document a full analysis of all of the alternatives pointing out why they are less preferred. We implemented the assignment in an undergraduate course in taxation. Feedback from students indicates the assignment enhanced their learning of tax technical knowledge, required them to be creative and original, encouraged them to make links between related tax concepts, and motivated them to use research resources more effectively.

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