Thus, it is important to ensure that the titles of your assignments communicate their intention accurately to students. Think about how to order your assignments so that they build skills in a logical sequence.
Ideally, assignments that require the most synthesis of skills and knowledge should come later in the semester, preceded by smaller assignments that build these skills incrementally.
Consider your intended assignments in relation to the academic calendar and decide how they can be reasonably spaced throughout the semester, taking into account holidays and key campus events. Consider how long it will take students to complete all parts of the assignment e. Is the workload you have in mind reasonable for your students? Is the grading burden manageable for you?
Sometimes there are ways to reduce workload whether for you or for students without compromising learning objectives. For example, if a primary objective in assigning a project is for students to identify an interesting engineering problem and do some preliminary research on it, it might be reasonable to require students to submit a project proposal and annotated bibliography rather than a fully developed report.
If your learning objectives are clear, you will see where corners can be cut without sacrificing educational quality. If an assignment is vague, students may interpret it any number of ways — and not necessarily how you intended. Thus, it is critical to clearly and unambiguously identify the task students are to do e. It can be helpful to differentiate the central task what students are supposed to produce from other advice and information you provide in your assignment description. To do so, think about the best student work you have seen on similar tasks and try to identify the specific characteristics that made it excellent, such as clarity of thought, originality, logical organization, or use of a wide range of sources.
Then identify the characteristics of the worst student work you have seen, such as shaky evidence, weak organizational structure, or lack of focus. Identifying these characteristics can help you consciously articulate the criteria you already apply.
It is important to communicate these criteria to students, whether in your assignment description or as a separate rubric or scoring guide. Clearly articulated performance criteria can prevent unnecessary confusion about your expectations while also setting a high standard for students to meet. Students make assumptions about the audience they are addressing in papers and presentations, which influences how they pitch their message.
For example, students may assume that, since the instructor is their primary audience, they do not need to define discipline-specific terms or concepts. Thus, it is important on assignments to specify the intended audience http: If students are unclear about the goals or purpose of the assignment, they may make unnecessary mistakes. For example, if students believe an assignment is focused on summarizing research as opposed to evaluating it, they may seriously miscalculate the task and put their energies in the wrong place.
The same is true they think the goal of an economics problem set is to find the correct answer, rather than demonstrate a clear chain of economic reasoning. Consequently, it is important to make your objectives for the assignment clear to students. If you have specific parameters in mind for the assignment e. Otherwise, students may misapply conventions and formats they learned in other courses that are not appropriate for yours.
Adapted from the WAC Clearinghouse at http: Creating Assignments Here are some general suggestions and questions to consider when creating assignments. My professors were impressed and gave me an A on that one. Thanks to the professional writers at MyAssignmenthelp. I was panicking like crazy when I realised that my nursing essay was due for submission just three days hence.
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– Referencing – this part of the assignment is extremely important and it takes a big part in the final mark. Make sure to use either Vancouver or Harvard referencing systems, and use the same system in the bibliography and while .
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Tips on writing assignments: Listed below are a few tips to writing your assignments. You may already be familiar with most of these points but it will be good to remind yourself of these points before you write up your assignment for credit. Formatting and presenting your assignments. Read the instructions carefully, and make sure you understand them and follow them exactly. If you’re not clear about what’s required email your lecturer. You could phone but .
Consequently, it is important to make your objectives for the assignment clear to students. Specify the parameters. If you have specific parameters in mind for the assignment (e.g., length, size, formatting, citation conventions) you should be sure to specify them in your assignment description. In Edit Mode ON click the Assignments link on your course’s homepage. Click on Assessments. On the drop-down list, click Assignment. On the Create Assignment page, enter a Name for your assignment. This is required. In the Instructions box, add the instructions for the assignment–if desired. This is optional.