importance of assignments to students

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Classroom Assignments Matter. Here’s Why.

As a former classroom teacher, coach, and literacy specialist, I know the beginning of the school year demands that educators pay attention to a number of competing interests. Let me suggest one thing for teachers to focus on that, above all else, can close the student achievement gap: the rigor and quality of classroom assignments.

Digging into classroom assignments is revealing. It tells a story about curricula, instruction, achievement, and education equity. In the process, it uncovers what teachers believe about their students, what they know and understand about their standards and curricula, and what they are willing to do to advance student learning and achievement. So, when educators critically examine their own assignments (and the work students produce), they have an opportunity to gain powerful insight about teaching and learning — the kind of insight that can move the needle on student achievement. This type of analysis can identify trends across content areas such as English/language arts, science, social studies, and math.

At Ed Trust, we undertook such an analysis of 4,000 classroom assignments and found that students are being given in-school and out-of-school assignments that don’t align with grade-level standards, lack sufficient opportunities and time for writing, and include tasks that require low-level thinking and work production. We’ve seen assignments with little-to-no meaningful discussion and those with teachers over-supporting students, which effectively rob students of the kind of challenging thinking that leads to academic growth. And we’ve seen assignments where the reading looked like stop-and-go traffic, overrun with prescribed note-taking, breaking down students’ ability to build reading flow and deep learning.

These findings served as the basis for our second Equity in Motion convening. For three days this summer, educators from across the country explored the importance of regular and thoughtful assignment analysis. They found that carefully developed assignments have the power to make a curriculum last in students’ minds. They saw how assignments reveal whether students are grasping curricula, and if not, how teachers can adapt instruction. They also saw how assignments give clues into their own beliefs about students, which carry serious equity implications for all students, especially those who have been traditionally under-served. Throughout the convening, educators talked about the implications of their assignments and how assignments can affect overall achievement and address issues of equity. If assignments fall short of what standards demand, students will be ill-equipped to achieve at high levels.

The main take-away from this convening was simple but powerful: Assignments matter!

I encourage all teachers to take that message to heart. This school year, aim to make sure your assignments are more rigorous, standards-aligned, and authentically relevant to your students. Use our Literacy Analysis Assignment Guide to examine your assignments — alone, or better yet, with colleagues — to ensure you’re delivering assignments that propel your students to reach higher and achieve more. Doing this will provide a more complete picture of where your students are in their learning and how you can move them toward skill and concept mastery.

Remember this: Students can do no better than the assignments they receive.

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A survey conducted by the Associated Press has revealed that around 58% of parents feel that their child has been given the right amount of assignments. Educators are thrilled that the majority has supported the thought of allocating assignments, and they think that it is just right.

However, the question arises when students question the importance of giving assignments for better growth. Studies have shown that students often get unsuccessful in understanding the importance of assignments.

What key purpose does an assignment have? They often question how an assignment could be beneficial. Let us explain why a teacher thinks it is best to allot assignments. The essential functions of assigning tasks or giving assignments come from many intentions. 

What is the Importance of Assignment- For Students 

The importance of the assignment is not a new concept. The principle of allocating assignments stems from students’ learning process. It helps teachers to evaluate the student’s understanding of the subject. Assignments develop different practical skills and increase their knowledge base significantly. As per educational experts, mastering a topic is not an impossible task to achieve if they learn and develop these skills.  

Cognitive enhancement 

While doing assignments, students learn how to conduct research on subjects and comprise the data for using the information in the given tasks. Working on your assignment helps you learn diverse subjects, compare facts, and understand related concepts. It assists your brain in processing information and memorizing the required one. This exercise enhances your brain activity and directly impacts cognitive growth. 

Ensured knowledge gain   

When your teacher gives you an assignment, they intend to let you know the importance of the assignment. Working on it helps students to develop their thoughts on particular subjects. The idea supports students to get deep insights and also enriches their learning. Continuous learning opens up the window for knowledge on diverse topics. The learning horizon expanded, and students gained expertise in subjects over time.      

Improve students’ writing pattern 

Experts have revealed in a study that most students find it challenging to complete assignments as they are not good at writing. With proper assistance or teacher guidance, students can practice writing repetitively.

It encourages them to try their hands at different writing styles, and gradually they will improve their own writing pattern and increase their writing speed. It contributes to their writing improvement and makes it certain that students get a confidence boost. 

Increased focus on studies 

When your teachers allocate a task to complete assignments, it is somehow linked to your academic growth, especially for the university and grad school students. Therefore, it demands ultimate concentration to establish your insights regarding the topics of your assignments.

This process assists you in achieving good growth in your academic career and aids students in learning concepts quickly with better focus. It ensures that you stay focused while doing work and deliver better results.         

Build planning & organization tactics

Planning and task organization are as necessary as writing the assignment. As per educational experts, when you work on assignments, you start planning to structurize the content and what type of information you will use and then organize your workflow accordingly. This process supports you in building your skill to plan things beforehand and organize them to get them done without hassles.   

Adopt advanced research technique

Assignments expand the horizon of research skills among students. Learners explore different topics, gather diverse knowledge on different aspects of a particular topic, and use useful information on their tasks. Students adopt advanced research techniques to search for relevant information from diversified sources and identify correct facts and stats through these steps.  

Augmenting reasoning & analytical skills 

Crafting an assignment has one more sign that we overlook. Experts have enough proof that doing an assignment augments students’ reasoning abilities. They started thinking logically and used their analytical skills while writing their assignments. It offers clarity of the assignment subject, and they gradually develop their own perspective about the subject and offer that through assignments.     

Boost your time management skills 

Time management is one of the key skills that develop through assignments. It makes them disciplined and conscious of the value of time during their study years. However, students often delay as they get enough time. Set deadlines help students manage their time. Therefore, students understand that they need to invest their time wisely and also it’s necessary to complete assignments on time or before the deadline.  

What is the Importance of Assignment- Other Functions From Teacher’s Perspective: 

Develop an understanding between teacher and students  .

Teachers ensure that students get clear instructions from their end through the assignment as it is necessary. They also get a glimpse of how much students have understood the subject. The clarity regarding the topic ensures that whether students have mastered the topic or need further clarification to eliminate doubts and confusion. It creates an understanding between the teaching faculty and learners. 

Clarity- what is the reason for choosing the assignment 

The Reason for the assignment allocated to students should be clear. The transparency of why teachers have assigned the task enables learners to understand why it is essential for their knowledge growth. With understanding, the students try to fulfill the objective. Overall, it fuels their thoughts that successfully evoke their insights. 

Building a strong relationship- Showing how to complete tasks 

When a teacher shows students how to complete tasks, it builds a strong student-teacher relationship. Firstly, students understand the teacher’s perspective and why they are entrusted with assignments. Secondly, it also encourages them to handle problems intelligently. This single activity also offers them the right direction in completing their tasks within the shortest period without sacrificing quality. 

Get a view of what students have understood and their perspective 

Assigning a task brings forth the students’ understanding of a particular subject. Moreover, when they attempt an assignment, it reflects their perspective on the specific subject. The process is related to the integration of appreciative learning principles. In this principle, teachers see how students interpret the subject. Students master the subject effectively, whereas teachers find the evaluation process relatively easy when done correctly. 

Chance to clear doubts or confusion regarding the assignment  

Mastering a subject needs practice and deep understanding from a teacher’s perspective. It could be possible only if students dedicate their time to assignments. While doing assignments, students could face conceptual difficulties, or some parts could confuse them. Through the task, teachers can clear their doubts and confusion and ensure that they fully understand what they are learning.   

Offering individualistic provisions to complete an assignment 

Students are divergent, and their thoughts are diverse in intelligence, temperaments, and aptitudes. Their differences reflect in their assignments and the insight they present. This process gives them a fair understanding of students’ future and their scope to grow. It also helps teachers to understand their differences and recognize their individualistic approaches.  

Conclusion:

You have already become acquainted with the factors that translate what is the importance of assignments in academics. It plays a vital role in increasing the students’ growth multifold. 

TutorBin is one of the best assignment help for students. Our experts connect students to improve their learning opportunities. Therefore, it creates scopes of effective education for all, irrespective of location, race, and education system. We have a strong team of tutors, and our team offers diverse services, including lab work, project reports, writing services, and presentations.

We often got queries like what is the importance of assignments to students. Likewise, if you have something similar in mind regarding your assignment & homework, comment below. We will answer you. In conclusion, we would like to remind you that if you want to know how our services help achieve academic success, search www.tutorbin.com . Our executive will get back to you shortly with their expert recommendations. 

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Voices | Student Engagement

To make assignments more meaningful, i’m giving students a more authentic audience, by jonathan lancaster     mar 15, 2024.

Vectorfair / Shutterstock

This fall, after a restless night overthinking an assignment for my upcoming class and drinking three cups of not-strong-enough coffee, I added the final touch on my latest assignment for students in my World History II class.

I was finally satisfied with the plan I had for my 10th graders, when it hit me: none of this actually matters.

To be clear, this assignment would require students to analyze documents and write their own responses using evidence, which are important skills of course, but it would inevitably lead to me manically red inking papers that ultimately were written because I assigned an essay that would only ever be read by me .

Unfortunately, my students’ work — and the inkblots which carried my feedback — would never get into the hands of readers who could make change. So, the hours students spent writing and the time I spent grading would have no impact outside the four walls of my classroom.

It was a maddening moment of clarity for me. Sure, the skills of writing may have been practiced, but so what? To what end? As a high school social studies teacher, my job includes helping students learn to use evidence to present arguments, engage in civil discourse and take informed action to bring about change. A core part of that is preparing students to write out in the real world .

But there are forces that get in the way. Curricular mandates and pressure from school and district leaders, for example, can create a teaching and learning environment that fosters insular, make-work assignments. When I considered some of my latest assignments, I realized that’s what I was doing — these writing tasks embodied work without deep value or authentic audiences. As a result, my students were only completing them for a grade, and had lost sight of why they’re learning any of this at all. I couldn’t blame them.

I had a related revelation a few years ago, when I began to recognize that curriculum without a why is problematic. Since then, I’ve redesigned my curriculum, honing in on an overarching essential question for each unit that allows me to explore modern, relevant issues with students. I like to think of this shift as a transition from content-based to issues-based curriculum.

As I reflected on the evolution of my curriculum and why I was teaching what I was teaching, I questioned how I’d landed on the tasks I’d been assigning students.

While looking for research and ideas for how to make a change, a close friend of mine recommended a talk by Larry McEnerney, who served as director of the writing program at the University of Chicago for 30 years, about the craft of effective writing. While McEnerney was speaking to graduate students, some of his points resonated deeply for my work with high schoolers, particularly as he pointed out a hard truth about writing in the educational system: “Teachers read texts because they are paid to care about the students. You’ve learned to write in a system where you’re writing to readers who are paid to care about you. That will stop,” McEnerney said.

This served as a reminder that make-work assignments can hinder students’ writing abilities because students write only with the teacher and assignment in mind, as opposed to a genuine audience of readers interested in deepening their understanding or making a change.

With McEnerney’s points in the back of my mind, I began wondering how I could provide students with opportunities to write in a variety of contexts that served authentic audiences.

I wanted to build upon the curricular updates I’ve made to develop more meaningful assignments in which students could write for an audience of readers positioned to make change. If I could offer students more opportunities to interact with these issues, I thought, I could help them tap into the why of their learning.

Giving My Students Something to Talk About

For students to say something interesting, meaningful and authentic, they need something interesting, meaningful and authentic to talk about.

This isn’t a novel idea. There are a number of teaching methods developed with this idea in mind, such as project-based learning , which centers on students building skills through working on an engaging project with purpose, and inquiry-based learning , which allows students to develop their own questions and curiosities about content. And this concept was a driving force as I redesigned my own curriculum, anchoring it to real, timely, pressing issues that impact my students.

To develop writing assignments that would promote student agency and empowerment, I knew I needed to consider their audience. Who would read their work?

At first, I started small, taking one unit from my American History class — “The Early Republic,” — and reflecting on why students truly needed to learn the content, how it’s relevant today and what kinds of assignments would provide opportunities for students to write for an audience that would motivate them.

This unit covered the Constitutional Convention, the factions that formed in early American history, and the establishment of the American government system. When I reoriented this unit around an engaging issue, I created an important essential question that would address problems that I knew would resonate with my students: Who are “We, the People?” in the preamble of the U.S. Constitution?

By shifting the focus of the unit from historical content to this essential question, I was able to help students explore a number of modern issues, including representation, government structures and voter suppression. Students began to think more critically about who was being represented by the Constitution, and more importantly, who was not.

In prior years, this unit culminated with an essay in which students responded to the essential question. This year I decided to experiment with a new assignment where students had the option to write a letter to a legislator, a nonprofit organization, a lobbyist or a political action group to help advocate for potential policy changes to better represent “the people.”

This pivot changed everything for students. In addition to learning about the Constitutional Convention and early American history, they learned how to use their writing to advocate for issues they cared about. They worked collaboratively and brainstormed people and organizations to send their work to. They began seeking feedback on their work before they sent it because there were stakes beyond grades. It even sparked a meta-discussion around whether they, the students, were a part of “We, the People,” and if their voices could inspire change.

After experiencing success reworking this assignment, I tried it with a unit from my World History class called “Atlantic Revolutions,” which included the American, French, Haitian and Mexican revolutions.

I had already reframed the unit from focusing solely on historical content to applying historical understanding to modern challenges, particularly the essential question, “Is the United States heading towards political violence?” Students evaluated the usefulness of a number of academic theories, including Louis Gottschalk’s Theory of Revolution and Symbolic Politics Theory , decided which theory was most comprehensive and then applied it to the modern-day U.S.

Rather than culminating the unit by having students write yet another essay for me, I offered them an opportunity to write to a political theorist, an academic, a law enforcement officer, legislator or news pundit, regarding the current threat of political violence through utilizing one of the theories they studied.

They began asking questions like, “Who should I write to?” and “Who has the power to actually change things?” and “How do I find the contact information of those in positions of power?” By developing more authentic writing opportunities, the historical content in our units became alive and useful for my students.

Beyond the Curriculum

My greatest fear as a teacher is a student raising their hand in class and genuinely asking, “Why do we need to know this?”— and me stumbling to land on a clear, important answer. This nightmare keeps me up at night (hence the need for those three cups of coffee).

Grounding my units in important modern issues has allowed my students to see the value in what they are learning, and designing assignments that empower them to make a difference has made the purpose more evident. It’s been exciting to witness my students engaging with the content more meaningfully through interactions with the world outside of the classroom.

This idea has been critical for me as a social studies teacher, but it goes beyond the social studies classroom. To engage our students in deep learning across disciplines, any teacher can reflect on their content and ask themselves questions like, “Why am I teaching this?” and “Is this the most meaningful assignment I can offer?” If they’re not satisfied with the answer, centering a core issue that students can apply their learning toward might help.

I got into this profession to make a difference. What really matters isn’t if my students can regurgitate information on a quiz or write a formulaic five paragraph essay. What matters most to me is that they see the value in what they are learning, develop agency in how they engage with it and believe that their voice matters in this world.

Jonathan Lancaster is a social studies teacher at a high school in New Jersey.

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Assignments Matter: Making the Connections That Help Students Meet Standards

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What exactly is an "assignment" and why does it matter? How can educators ensure that their teaching meets the rigorous demands of the Common Core State Standards, so that all students are well prepared for college or careers?

Table of contents

Introduction

Part 1: Why and What

Why Assignments Matter

Part 2: In the Classroom

About the authors

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Why Should You Use Writing Assignments in Your Teaching?

Brad hughes, director, writing across the curriculum, university of wisconsin-madison.

Why should you use writing assignments in your teaching? That’s an important question. Even though this is a Writing Across the Curriculum website, designed to encourage faculty to incorporate writing into their teaching, let’s be honest—there are many reasons why you might not want to assign writing in your courses. And many of those reasons have to do with limits on your time. Designing writing assignments and responding to student writing take valuable time—lots of time if you do them carefully. The larger the enrollment is in your classes, the more time responding to student papers takes. You have lots of important course content to cover, so you have limited time for building in a sequence of writing assignments and some instruction around those assignments. . . .

You also need to remember that writing assignments  take substantial time for your students to do well. And not all of your students are well prepared to succeed with the writing you assign. This list could go on; the challenges can be formidable.

Yet countless faculty—in every discipline across the university—make writing an integral part of their teaching and reap benefits from doing so. Why? Here are some of the many reasons writing is an especially effective means for students to learn.

• Writing deepens thinking and increases students’ engagement with course material.
• Well-designed writing assignments prompt students to think more deeply about what they’re learning. Writing a book review, for example, forces students to read more thoroughly and critically. As an old saying goes, “How do I know what I think until I hear what I say or see what I’ve written?”
• In fact, research done by Richard Light at Harvard confirms that “students relate writing to intensity of courses. The relationship between the amount of writing for a course and students’ level of engagement—whether engagement is measured by time spent on the course, or the intellectual challenge it presents, or students’ self-reported level of interest in it—is stronger than any relationship we found between student engagement and any other course characteristic” ( The Harvard Assessment Seminars , Second Report, 1992, 25).
• Research done by the Association of American Colleges and Universities demonstrates that writing-intensive courses are a high-impact practice in undergraduate education (George D. Kuh, High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter , 2008).
• Research done by Michele Eodice, Anne Ellen Geller, and Neal Lerner ( The Meaningful Writing Project , 2017) demonstrates that certain writing projects can be especially meaningful parts of undergraduate education.
• Writing can improve our relationship with our students. When students write papers, we get to know them and their thinking better; they’re more likely to talk with us after class, or come to our office hours to share a draft or seek advice.
• Writing gives us a window into our students’ thinking and learning. Through our students’ writing, we can take pleasure in discovering that students see things in course readings or discussion we didn’t see; students make connections we ourselves hadn’t made. And through our students’ writing, we also discover what confuses our students. Admittedly, we’re not always eager to discover the gaps in our students’ knowledge or understanding, but it’s our job to expand that knowledge and improve students’ thinking.
• Writing assignments can improve our classroom discussions. By helping students keep up with readings, regular writing assignments can prepare students to participate in discussion.
• Writing assignments provide us with an opportunity to teach students to organize ideas, develop points logically, make explicit connections, elaborate ideas, argue points, and situate an argument in the context of previous research-all skills valued in higher education.
• Students remember what they write about-because writing slows thinking down and requires careful, sustained analysis of a subject. No matter how many years it’s been, most of us can remember some paper we wrote as undergraduates, the writing of which deepened our knowledge of a particular subject.
• Students and professors remember what they’ve written, in part, because writing individualizes learning. When a student becomes really engaged with a writing assignment, she has to make countless choices particular to her paper: how to focus the topic, what to read, what to make the central argument, how to organize ideas, how to marshal evidence, which general points to make, how to develop and support general ideas with particulars, how to introduce the topic, what to include and what to omit, which style and tone to adopt. . . .
• Finally, though it’s much more than this, writing is a skill—a skill that atrophies when it isn’t practiced regularly. Because learning to write well is difficult and because it requires sustained and repeated practice, we need to ensure our undergraduates write regularly, throughout the curriculum, in all majors. It’s the responsibility of all of us to ensure that students learn to think and write clearly and deeply.

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Designing Assignments for Learning

The rapid shift to remote teaching and learning meant that many instructors reimagined their assessment practices. Whether adapting existing assignments or creatively designing new opportunities for their students to learn, instructors focused on helping students make meaning and demonstrate their learning outside of the traditional, face-to-face classroom setting. This resource distills the elements of assignment design that are important to carry forward as we continue to seek better ways of assessing learning and build on our innovative assignment designs.

On this page:

Rethinking traditional tests, quizzes, and exams.

• Examples from the Columbia University Classroom
• Tips for Designing Assignments for Learning

Reflect On Your Assignment Design

Connect with the ctl.

• Resources and References

Cite this resource: Columbia Center for Teaching and Learning (2021). Designing Assignments for Learning. Columbia University. Retrieved [today’s date] from https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/teaching-online/designing-assignments/

Traditional assessments tend to reveal whether students can recognize, recall, or replicate what was learned out of context, and tend to focus on students providing correct responses (Wiggins, 1990). In contrast, authentic assignments, which are course assessments, engage students in higher order thinking, as they grapple with real or simulated challenges that help them prepare for their professional lives, and draw on the course knowledge learned and the skills acquired to create justifiable answers, performances or products (Wiggins, 1990). An authentic assessment provides opportunities for students to practice, consult resources, learn from feedback, and refine their performances and products accordingly (Wiggins 1990, 1998, 2014). 

Authentic assignments ask students to “do” the subject with an audience in mind and apply their learning in a new situation. Examples of authentic assignments include asking students to: 

• Write for a real audience (e.g., a memo, a policy brief, letter to the editor, a grant proposal, reports, building a website) and/or publication;
• Solve problem sets that have real world application; 
• Design projects that address a real world problem; 
• Engage in a community-partnered research project;
• Create an exhibit, performance, or conference presentation ;
• Compile and reflect on their work through a portfolio/e-portfolio.

Noteworthy elements of authentic designs are that instructors scaffold the assignment, and play an active role in preparing students for the tasks assigned, while students are intentionally asked to reflect on the process and product of their work thus building their metacognitive skills (Herrington and Oliver, 2000; Ashford-Rowe, Herrington and Brown, 2013; Frey, Schmitt, and Allen, 2012). 

It’s worth noting here that authentic assessments can initially be time consuming to design, implement, and grade. They are critiqued for being challenging to use across course contexts and for grading reliability issues (Maclellan, 2004). Despite these challenges, authentic assessments are recognized as beneficial to student learning (Svinicki, 2004) as they are learner-centered (Weimer, 2013), promote academic integrity (McLaughlin, L. and Ricevuto, 2021; Sotiriadou et al., 2019; Schroeder, 2021) and motivate students to learn (Ambrose et al., 2010). The Columbia Center for Teaching and Learning is always available to consult with faculty who are considering authentic assessment designs and to discuss challenges and affordances.   

Examples from the Columbia University Classroom 

Columbia instructors have experimented with alternative ways of assessing student learning from oral exams to technology-enhanced assignments. Below are a few examples of authentic assignments in various teaching contexts across Columbia University. 

• E-portfolios: Statia Cook shares her experiences with an ePorfolio assignment in her co-taught Frontiers of Science course (a submission to the Voices of Hybrid and Online Teaching and Learning initiative); CUIMC use of ePortfolios ;
• Case studies: Columbia instructors have engaged their students in authentic ways through case studies drawing on the Case Consortium at Columbia University. Read and watch a faculty spotlight to learn how Professor Mary Ann Price uses the case method to place pre-med students in real-life scenarios;
• Simulations: students at CUIMC engage in simulations to develop their professional skills in The Mary & Michael Jaharis Simulation Center in the Vagelos College of Physicians and Surgeons and the Helene Fuld Health Trust Simulation Center in the Columbia School of Nursing; 
• Experiential learning: instructors have drawn on New York City as a learning laboratory such as Barnard’s NYC as Lab webpage which highlights courses that engage students in NYC;
• Design projects that address real world problems: Yevgeniy Yesilevskiy on the Engineering design projects completed using lab kits during remote learning. Watch Dr. Yesilevskiy talk about his teaching and read the Columbia News article . 
• Writing assignments: Lia Marshall and her teaching associate Aparna Balasundaram reflect on their “non-disposable or renewable assignments” to prepare social work students for their professional lives as they write for a real audience; and Hannah Weaver spoke about a sandbox assignment used in her Core Literature Humanities course at the 2021 Celebration of Teaching and Learning Symposium . Watch Dr. Weaver share her experiences.  

​Tips for Designing Assignments for Learning

While designing an effective authentic assignment may seem like a daunting task, the following tips can be used as a starting point. See the Resources section for frameworks and tools that may be useful in this effort.  

Align the assignment with your course learning objectives 

Identify the kind of thinking that is important in your course, the knowledge students will apply, and the skills they will practice using through the assignment. What kind of thinking will students be asked to do for the assignment? What will students learn by completing this assignment? How will the assignment help students achieve the desired course learning outcomes? For more information on course learning objectives, see the CTL’s Course Design Essentials self-paced course and watch the video on Articulating Learning Objectives .  

Identify an authentic meaning-making task

For meaning-making to occur, students need to understand the relevance of the assignment to the course and beyond (Ambrose et al., 2010). To Bean (2011) a “meaning-making” or “meaning-constructing” task has two dimensions: 1) it presents students with an authentic disciplinary problem or asks students to formulate their own problems, both of which engage them in active critical thinking, and 2) the problem is placed in “a context that gives students a role or purpose, a targeted audience, and a genre.” (Bean, 2011: 97-98). 

An authentic task gives students a realistic challenge to grapple with, a role to take on that allows them to “rehearse for the complex ambiguities” of life, provides resources and supports to draw on, and requires students to justify their work and the process they used to inform their solution (Wiggins, 1990). Note that if students find an assignment interesting or relevant, they will see value in completing it. 

Consider the kind of activities in the real world that use the knowledge and skills that are the focus of your course. How is this knowledge and these skills applied to answer real-world questions to solve real-world problems? (Herrington et al., 2010: 22). What do professionals or academics in your discipline do on a regular basis? What does it mean to think like a biologist, statistician, historian, social scientist? How might your assignment ask students to draw on current events, issues, or problems that relate to the course and are of interest to them? How might your assignment tap into student motivation and engage them in the kinds of thinking they can apply to better understand the world around them? (Ambrose et al., 2010). 

Determine the evaluation criteria and create a rubric

To ensure equitable and consistent grading of assignments across students, make transparent the criteria you will use to evaluate student work. The criteria should focus on the knowledge and skills that are central to the assignment. Build on the criteria identified, create a rubric that makes explicit the expectations of deliverables and share this rubric with your students so they can use it as they work on the assignment. For more information on rubrics, see the CTL’s resource Incorporating Rubrics into Your Grading and Feedback Practices , and explore the Association of American Colleges & Universities VALUE Rubrics (Valid Assessment of Learning in Undergraduate Education). 

Build in metacognition

Ask students to reflect on what and how they learned from the assignment. Help students uncover personal relevance of the assignment, find intrinsic value in their work, and deepen their motivation by asking them to reflect on their process and their assignment deliverable. Sample prompts might include: what did you learn from this assignment? How might you draw on the knowledge and skills you used on this assignment in the future? See Ambrose et al., 2010 for more strategies that support motivation and the CTL’s resource on Metacognition ). 

Provide students with opportunities to practice

Design your assignment to be a learning experience and prepare students for success on the assignment. If students can reasonably expect to be successful on an assignment when they put in the required effort ,with the support and guidance of the instructor, they are more likely to engage in the behaviors necessary for learning (Ambrose et al., 2010). Ensure student success by actively teaching the knowledge and skills of the course (e.g., how to problem solve, how to write for a particular audience), modeling the desired thinking, and creating learning activities that build up to a graded assignment. Provide opportunities for students to practice using the knowledge and skills they will need for the assignment, whether through low-stakes in-class activities or homework activities that include opportunities to receive and incorporate formative feedback. For more information on providing feedback, see the CTL resource Feedback for Learning . 

Communicate about the assignment 

Share the purpose, task, audience, expectations, and criteria for the assignment. Students may have expectations about assessments and how they will be graded that is informed by their prior experiences completing high-stakes assessments, so be transparent. Tell your students why you are asking them to do this assignment, what skills they will be using, how it aligns with the course learning outcomes, and why it is relevant to their learning and their professional lives (i.e., how practitioners / professionals use the knowledge and skills in your course in real world contexts and for what purposes). Finally, verify that students understand what they need to do to complete the assignment. This can be done by asking students to respond to poll questions about different parts of the assignment, a “scavenger hunt” of the assignment instructions–giving students questions to answer about the assignment and having them work in small groups to answer the questions, or by having students share back what they think is expected of them.

Plan to iterate and to keep the focus on learning 

Draw on multiple sources of data to help make decisions about what changes are needed to the assignment, the assignment instructions, and/or rubric to ensure that it contributes to student learning. Explore assignment performance data. As Deandra Little reminds us: “a really good assignment, which is a really good assessment, also teaches you something or tells the instructor something. As much as it tells you what students are learning, it’s also telling you what they aren’t learning.” ( Teaching in Higher Ed podcast episode 337 ). Assignment bottlenecks–where students get stuck or struggle–can be good indicators that students need further support or opportunities to practice prior to completing an assignment. This awareness can inform teaching decisions. 

Triangulate the performance data by collecting student feedback, and noting your own reflections about what worked well and what did not. Revise the assignment instructions, rubric, and teaching practices accordingly. Consider how you might better align your assignment with your course objectives and/or provide more opportunities for students to practice using the knowledge and skills that they will rely on for the assignment. Additionally, keep in mind societal, disciplinary, and technological changes as you tweak your assignments for future use. 

Now is a great time to reflect on your practices and experiences with assignment design and think critically about your approach. Take a closer look at an existing assignment. Questions to consider include: What is this assignment meant to do? What purpose does it serve? Why do you ask students to do this assignment? How are they prepared to complete the assignment? Does the assignment assess the kind of learning that you really want? What would help students learn from this assignment? 

Using the tips in the previous section: How can the assignment be tweaked to be more authentic and meaningful to students? 

As you plan forward for post-pandemic teaching and reflect on your practices and reimagine your course design, you may find the following CTL resources helpful: Reflecting On Your Experiences with Remote Teaching , Transition to In-Person Teaching , and Course Design Support .

The Columbia Center for Teaching and Learning (CTL) is here to help!

For assistance with assignment design, rubric design, or any other teaching and learning need, please request a consultation by emailing [email protected] . 

Transparency in Learning and Teaching (TILT) framework for assignments. The TILT Examples and Resources page ( https://tilthighered.com/tiltexamplesandresources ) includes example assignments from across disciplines, as well as a transparent assignment template and a checklist for designing transparent assignments . Each emphasizes the importance of articulating to students the purpose of the assignment or activity, the what and how of the task, and specifying the criteria that will be used to assess students. 

Association of American Colleges & Universities (AAC&U) offers VALUE ADD (Assignment Design and Diagnostic) tools ( https://www.aacu.org/value-add-tools ) to help with the creation of clear and effective assignments that align with the desired learning outcomes and associated VALUE rubrics (Valid Assessment of Learning in Undergraduate Education). VALUE ADD encourages instructors to explicitly state assignment information such as the purpose of the assignment, what skills students will be using, how it aligns with course learning outcomes, the assignment type, the audience and context for the assignment, clear evaluation criteria, desired formatting, and expectations for completion whether individual or in a group.

Villarroel et al. (2017) propose a blueprint for building authentic assessments which includes four steps: 1) consider the workplace context, 2) design the authentic assessment; 3) learn and apply standards for judgement; and 4) give feedback. 

References 

Ambrose, S. A., Bridges, M. W., & DiPietro, M. (2010). Chapter 3: What Factors Motivate Students to Learn? In How Learning Works: Seven Research-Based Principles for Smart Teaching . Jossey-Bass. 

Ashford-Rowe, K., Herrington, J., and Brown, C. (2013). Establishing the critical elements that determine authentic assessment. Assessment & Evaluation in Higher Education. 39(2), 205-222, http://dx.doi.org/10.1080/02602938.2013.819566 .  

Bean, J.C. (2011). Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom . Second Edition. Jossey-Bass. 

Frey, B. B, Schmitt, V. L., and Allen, J. P. (2012). Defining Authentic Classroom Assessment. Practical Assessment, Research, and Evaluation. 17(2). DOI: https://doi.org/10.7275/sxbs-0829  

Herrington, J., Reeves, T. C., and Oliver, R. (2010). A Guide to Authentic e-Learning . Routledge. 

Herrington, J. and Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48. 

Litchfield, B. C. and Dempsey, J. V. (2015). Authentic Assessment of Knowledge, Skills, and Attitudes. New Directions for Teaching and Learning. 142 (Summer 2015), 65-80. 

Maclellan, E. (2004). How convincing is alternative assessment for use in higher education. Assessment & Evaluation in Higher Education. 29(3), June 2004. DOI: 10.1080/0260293042000188267

McLaughlin, L. and Ricevuto, J. (2021). Assessments in a Virtual Environment: You Won’t Need that Lockdown Browser! Faculty Focus. June 2, 2021. 

Mueller, J. (2005). The Authentic Assessment Toolbox: Enhancing Student Learning through Online Faculty Development . MERLOT Journal of Online Learning and Teaching. 1(1). July 2005. Mueller’s Authentic Assessment Toolbox is available online. 

Schroeder, R. (2021). Vaccinate Against Cheating With Authentic Assessment . Inside Higher Ed. (February 26, 2021).  

Sotiriadou, P., Logan, D., Daly, A., and Guest, R. (2019). The role of authentic assessment to preserve academic integrity and promote skills development and employability. Studies in Higher Education. 45(111), 2132-2148. https://doi.org/10.1080/03075079.2019.1582015    

Stachowiak, B. (Host). (November 25, 2020). Authentic Assignments with Deandra Little. (Episode 337). In Teaching in Higher Ed . https://teachinginhighered.com/podcast/authentic-assignments/  

Svinicki, M. D. (2004). Authentic Assessment: Testing in Reality. New Directions for Teaching and Learning. 100 (Winter 2004): 23-29. 

Villarroel, V., Bloxham, S, Bruna, D., Bruna, C., and Herrera-Seda, C. (2017). Authentic assessment: creating a blueprint for course design. Assessment & Evaluation in Higher Education. 43(5), 840-854. https://doi.org/10.1080/02602938.2017.1412396    

Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice . Second Edition. San Francisco: Jossey-Bass. 

Wiggins, G. (2014). Authenticity in assessment, (re-)defined and explained. Retrieved from https://grantwiggins.wordpress.com/2014/01/26/authenticity-in-assessment-re-defined-and-explained/

Wiggins, G. (1998). Teaching to the (Authentic) Test. Educational Leadership . April 1989. 41-47. 

Wiggins, Grant (1990). The Case for Authentic Assessment . Practical Assessment, Research & Evaluation , 2(2). 

Wondering how AI tools might play a role in your course assignments?

See the CTL’s resource “Considerations for AI Tools in the Classroom.”

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Empowering Students to Learn from Each Other

Explore more.

• Classroom Management
• Experiential Learning
• Perspectives
• Student Engagement

W hen educators create opportunities for students to learn from each other , students can benefit significantly—they gain greater insights, get inspiration, and feel encouraged to improve their ideas. This peer learning can take many forms, including team-based project work and peer review on assignments. Peer learning can also occur through active discussions and debates, when students are inspired, provoked, or informed by the views and experiences of their peers.

Yet, for faculty, creating the conditions for active and sustained peer learning can be a challenge. During a class session, for example, a student may feel thoroughly inspired by the approach another student has taken to solve a set task, but they can’t quite retain the learning and embed what they’ve gleaned from their peers into their own thinking after the session has concluded.

It’s also difficult to encourage peer learning across student teams and track individuals’ contributions. When students are working in project groups on a team-based assessment, they may engage intensively within their own groups, but typically the learning is not shared across other teams. In our experience, this is an important but often neglected opportunity.

To solve these challenges and ensure our students can learn from their peers, we designed and developed what we refer to as a Digital Peer Learning Hub. Here’s how it works.

Solving the Problem: The Digital Peer Learning Hub

During the last four years, we’ve created several Digital Peer Learning Hubs for undergraduate, postgraduate, MBA, and executive masters students at University College London (UCL), ETH Zurich, and Hult-Ashridge. At their core, these hubs are customized digital platforms that capture students’ thinking and submissions session by session, create transparency by showcasing how each student or student team solves the set tasks, and enable active peer and faculty feedback on completed tasks.

The Digital Peer Learning Hub approach is versatile and can be incorporated into both short and term-long courses. It can be used for both individual work and team-based tasks and projects.

In 2022, as an example, we designed a Digital Peer Learning Hub specifically for a final year elective course, Digital Conversations & Marketing, delivered at the UCL School of Management. The class consisted of 60 students from across UCL faculty and departments who worked in 13 project teams. The course was delivered fully online in three-hour weekly sessions that ran over 10 weeks.

The aim of the course was to enhance students’ understanding of how organizations can effectively reach and engage with digital consumers through impactful marketing activities. For their team project, students were required to work collaboratively to design and develop an impactful digital campaign for a chosen organization. For their individual assignment, students evaluated and assessed an organization’s digital marketing strategy and proposed a set of action-based recommendations. They had the option of presenting this as a report, as a voice-over presentation, or as an interactive website.

We found using the Digital Peer Learning Hub not only created better engagement among students and with the course content, but also enhanced the learning outcomes. To bring this idea to life, let’s explore the specifics of how these hubs work in our courses, how we design and implement them, and what digital tools we use to drive student success.

Putting the Hub into Practice: A Three-Stage Approach

To make this digital peer learning process work, we visualize it in three stages: Action, Reflection, and Growth (see Figure 1).

Figure 1. A visual representation of how we design, develop, and manage our students’ peer learning using this digital hub approach.

Action: The “Engage” Stage

In this first stage, we brief students on the specific task. We provide information about the purpose of the task and our expectations for the output. For longer courses, we typically set one task every one to two weeks. Students receive guidance on which digital tool to use for creating the set output. For example, using Infogram or Canva if the output is an impactful and interactive infographic presenting the team’s campaign objectives, customer insight, and brand challenges. If the task is to create a visual campaign flow, students will be asked to use Lucidchart, which is a collaborative web-based diagramming application.

We typically kick-start tasks in class sessions, giving teams time to discuss and make initial progress while providing support as needed. In their teams, students continue to work on the task outside of class and then submit their completed work to faculty via email or through a cloud-based shared folder. Once received, we make the outputs available on the Digital Peer Learning Hub prior to the next class session.

We recommend that faculty, not students, do the uploading and embedding of the completed tasks to ensure the work is visually well-presented and the layout will accommodate space for peer and faculty feedback, as well as to minimize the risk of any technical problems.

In the next session, each student team is assigned another team’s completed task to review. We provide students with simple, effective peer-review templates (with prompts such as, We really like . . . and We think your campaign could benefit from . . . ) to guide them on what to give feedback on and to ensure that they give their classmates suggestions for improvements, further research to conduct, and ideas to consider.

Teams are typically given 15 to 20 minutes at the start of the session to review the assigned work and write up their peer feedback. Completed peer feedback is uploaded to the Digital Peer Learning Hub by faculty for all teams to see, reflect on, and learn from.

Reflection: The “Assimilate” Stage

Feedback from students.

We collected feedback from some of our UCL students on their experience with the Digital Peer Learning Hub. Here are some selected responses.

Samantha Siu, BA in Geography

“I liked how the Digital Peer Learning Hub helped facilitate digital learning dialogues and create a positive loop. In the Hub, each team’s multimedia outputs and the associated peer feedback were shared. This allowed me to learn from every team’s work, reflect on my team’s work, and carry the learnings forward in my coursework and beyond. The digital learning dialogues were extended by further discussion during the sessions, maximizing what I could get out of the weekly tasks.

“Moreover, collaborating with my course mates on multiple digital platforms (e.g., Canva, Mural) to produce multimedia outputs within a tight time frame simulated what we might experience in a real-life business environment. Though challenging at first, this was a great opportunity for me to familiarize myself with the digital platforms that are popular in the industry, nicely bridging the transition between the classroom and the workplace. I believe such digital collaboration and creation skills are becoming increasingly important in the post-pandemic world.

“Overall, the user-friendliness of the Digital Peer Learning Hub and its seamless integration with our module delivery made it a successful breeding ground for innovative ideas.”

Ramona Ciulina, BSc in Economics and Statistics

“Being allowed to see what other teams worked on so transparently is an opportunity I experienced through this course for the first time. I was surprised to see that it brought great insights, not only serving as inspiration in seeing what potential competitor companies are doing, but also encouraging our team to improve and perfect our idea in an original manner.

“Moreover, I was impressed that we received honest feedback and useful recommendations from other teams, creating a sense of community rather than competition. Scrolling through the Digital Hub, I easily observed how the same task was interpreted in different ways by other teams, sparking new ideas and pushing our creative boundaries. Throughout the course, this platform became a showcase of our versatility, which managed to bring us together and create a sense of community, going past the computer screen.”

Charlie Dart, BA in Spanish and Management

“I chose the School of Management’s module Digital Conversations & Marketing, led by Dr. Duus and Dr. Cooray, because of the opportunity to develop interdisciplinary research skills. Without the Digital Peer Learning Hub, these skills would not be nearly as developed and rounded as they are today. Each week I learned to embrace the discomfort of novel software, grapple with digital tools, and further expand creative horizons with my team.

“As I start to build my career, I now realize the value of perseverance in an increasingly digital world. Institutions must seek the infrastructure to regularly upskill internal talent rather than relying on graduates to fill technology gaps. I am committed to embracing the philosophy of continuous digital improvement instilled in me from my studies with Dr. Duus and Dr. Cooray and strongly believe this attitude must be nurtured further in education.”

These action responses must explain what improvements and further research the team will make based on the peer feedback received. Each team’s action responses are also uploaded to the Digital Peer Learning Hub. At specified times during a course, we supplement the peer feedback and action responses with our individualized feedback for each team along with overall asynchronous video guidance for all teams to reflect on. We also make this written and video-based content available on the Digital Peer Learning Hub.

Growth: The “Inspire” Stage

Because everything is uploaded, embedded, and presented on the Digital Peer Learning Hub, students have access to a growing source of materials as the sessions go by. They have access to all task outputs, peer feedback, and action responses across student teams. This creates a unique opportunity not only to engage with one’s own work through the peer feedback process, but also to draw inspiration from the ways other teams have solved the same tasks, consider the feedback they have received, and inform the actions they decide to take.

Due to the high levels of engagement from students, the Digital Peer Learning Hub develops into a constructive learning community over the span of the course. We have seen how this level of transparency and access builds students’ confidence, enthusiasm, and engagement with the course subject. Students feel more confident about the progress they are making and can improve their work on an ongoing basis. We have clearly seen how this results in much improved final assignment submissions.

Getting Started with a Digital Peer Learning Hub

We purposely design our Digital Peer Learning Hubs as separate digital platforms using the website development software Wix and not as part of an existing LMS. Using the Wix software gives us more creative freedom to design each hub in ways that meet the specific needs and requirements of the course. It also allows us to create sites that are visually engaging and intuitive.

To get started with a Digital Peer Learning Hub, faculty need to undertake several practical tasks before the start of the course:

Identify and select the appropriate digital platform that will be used to host the Digital Peer Learning Hub. Develop the “skeleton” of the Digital Peer Learning Hub by creating the landing page on Wix, setting up tabs for each of the session tasks, and pre-designing the individual pages where the task outputs will be uploaded as MP4 video files or embedded using the inline frame embed code offered by all of the digital platforms we use (e.g., Canva, Flourish, etc.). We also test that the site is accessible across platforms and devices to facilitate ease and immediacy of sharing among students.

Design the relevant task briefs and templates students will work on during each session. Decide on the purpose of the tasks (i.e., whether they are part of an assessment or designed for other learning purposes). Develop peer feedback templates to capture students’ reflections on other teams’ work. Upload these documents and briefs to the relevant tabs and pages on the Digital Peer Learning Hub for students to access.

Select the digital tools and platforms that will be used by students to create the task outputs. Faculty need to have familiarity with the technology to be able to assist students and demonstrate how the tools and platforms work in practice. We spend a lot of time testing the selected digital platforms to ensure they are user-friendly and will enable students to collaborate, acquire relevant digital skills, and create the desired outputs.

Prepare an introduction to the Digital Peer Learning Hub to share with students in the first session, outlining how it will work and how it will support their learning. It is important to introduce students to the hub at the start of the course and clearly explain what its purpose is, how it will be used, its role in assisting them in learning the course subject, and how it will facilitate submission of their assigned work. It is useful to also share experiences from previous cohorts, if possible, about how to make the most of the Digital Peer Learning Hub and how it can be utilized to accelerate students’ learning and understanding. We like to share video testimonials from previous students.

Customizing Your Hub: Use Digital Tools to Develop Student Tasks

A critical component of a successful Digital Peer Learning Hub is faculty’s ability to design the tasks that students complete as digital submissions using collaboration and design platforms such as Mural and Canva. This ensures that submissions can be uploaded to the digital hub so student teams can access their peers’ work. These tasks can be aligned directly as part of a course assignment or used to engage students more broadly in knowledge acquisition or skills development. In Figure 2, we list common types of tasks we often want our students to complete as part of their group work. We also introduce an array of relevant and exciting digital tools and platforms that students can use to complete the tasks.

Figure 2. Examples of the type of tasks students are asked to complete, and the digital platforms and tools we use to help students accomplish these tasks.

Students in the Digital Conversations & Marketing course from our example above worked in their project teams during the first six weeks of the course, after which they submitted their digital campaigns. We designed tasks as building blocks to help students make progress on their campaigns session by session.

One example of such a task is from session two. We gave teams a campaign outline template, which they used to develop three-minute videos overviewing their campaign concept, target audience, objectives, etc. The teams used Zoom or Loom to record their videos and YouTube to host them. We embedded the videos from YouTube onto the Digital Peer Learning Hub, then facilitated peer feedback in the next session along with our own feedback for each team. In the following sessions, students designed interactive infographics, campaign flow visualizations, promotional videos, social media content, and storyboards. Each output took them one step closer to completing their final digital campaign.

In sessions seven through nine, we switched our focus to the individual assignment and set tasks that gave students the opportunity to work in self-selected groups to apply key frameworks. As with the outputs for the team assignment, these individual outputs were also shared on the Digital Peer Learning Hub and presented and discussed in class sessions. In addition, we created to-the-point video summaries to guide students on how to best apply the frameworks.

Figure 3 provides an overview of how we set specific tasks, selected the appropriate digital platforms, and created mechanisms for peer feedback, faculty feedback, and verbal feedback both during class discussion and asynchronously.

Figure 3. Overview of tasks, technologies, and feedback designed within the Digital Peer Learning Hub.

We found that students were motivated throughout the course to complete these tasks to a high standard; they knew the peer feedback, in-class discussions, and faculty feedback would then be more useful to them in further improving their work.

Although it was not a requirement, some teams decided to re-submit their task outputs after the peer review, as they felt they could produce higher quality work. It was evident to us that teams wanted their best efforts to be displayed on the Digital Peer Learning Hub. In this way, we noticed a positive spiral of engagement as teams pushed and inspired each other to do better.

A Little Extra Effort Goes a Long Way

By integrating these Digital Peer Learning Hubs into our courses, we have found that students perform better in both their team and individual assignments. They acquire important digital skills and competencies directly relevant to future studies or work. There’s also a greater sense of cohesion and belonging as students become more engaged and invested in working within their own teams and helping and supporting others within the class.

As faculty, we’re able to closely follow each team’s progress as it unfolds. We gain unprecedented access to the teams’ thought processes and decisions as they craft their work, task by task and session by session. We are also able to give highly targeted feedback and guidance to each team. Most importantly, it’s incredibly exciting for us to receive students’ digital outputs after each session and be amazed by their creativity, engagement, and desire to do well and support each other.

If you are thinking of designing and managing a Digital Peer Learning Hub in your own course, we must emphasize that it does require additional time and effort to make it run smoothly, especially the first time around. We suggest starting off with a simplified version, perhaps creating three or four tasks over the span of a 10-week (or longer) course and using digital tools and platforms that are highly intuitive and easy to work with (such as Mural, Miro, and Loom). You can then build on this in the future, adding additional tasks, digital tools and platforms, and peer feedback templates.

Despite the additional time and effort, we highly recommend making the Digital Peer Learning Hub a feature of your course. Students will appreciate the opportunity to learn from each other, they’ll engage deeper with the subject, and they’ll leave your course feeling confident about using a multitude of digital platforms and tools.

Dr. Rikke Duus is an associate professor at the University College London (UCL) School of Management and visiting faculty at ETH Zurich. She designs and delivers cutting-edge programs in the areas of digital marketing, digital business transformation, and urban-tech ecosystems to a range of audiences, including managers, across private and public organizations. In her research, she explores the impact of digital technologies on organizations, consumers, and societies.

Dr. Mike Cooray is a professor of strategy and transformation at Hult International Business School (Ashridge), United Kingdom. His areas of expertise are in contemporary strategic management issues including innovation, brand management, and digital transformation. Mike has designed and delivered digital futures programs for multiple international clients. He is currently engaged in delivering several executive education and postgraduate programs in Europe, the UK, and the Middle East. Mike is also the academic director for research projects at Ashridge.

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Unlocking Academic Success: The Top 12 Benefits of Assignments

Is it possible that you would reach the end of your degree but didn't attempt any assignment in your academic career? Not really. Well, the importance of assignments is not hidden from us. We all are aware of its significance. Completing assignments is a daunting task, but do you have any idea about their benefits? If not, then keep reading this article. We'll explain the benefits of assignments in detail and how to finish them fast. Before moving forward, let's have a brief overview of what an assignment is and its purpose.

What is an assignment? 

Assignments play an important part in the learning process of students. It is a well known assessment method for teachers as well. Additionally, it is not only for students but also for professors. With the help of assignments, professors can evaluate the skills, expertise, and knowledge of students. It also helps teachers assess whether or not pupils have met the learning objectives. Moreover, it allows them to gauge how much students have learned from their lessons. 

In education, an "assignment" means a piece of schoolwork that teachers give to students. It provides a range of opportunities to practice, learn, and show what you've learned. When teachers assign assignments, they provide their students with a summary of the knowledge they have learned. Additionally, they assess whether students have understood the acquired knowledge. If not, what concerns do they may have?  

Purpose of Giving Assignments to Students

Teachers give homework to help students in their learning. Doing homework shows they are good at it, responsible, and can manage their time wisely. College professors also give homework to check how well students understand what they learned. Clarity is required when planning an assignment on a number of issues. As a result, the following factors are taken into account by your teacher when creating the structure for your assignment.

• Will it be an individual or group assignment?
• How can it be made more effective for students?
• Should I combine two approaches for this project?
• Do I need to observe how students are working on the assignment? Or should I check it once they've finished it?
• What standards must I follow when evaluating this assignment?

What are the aspects of assignment evaluation?

Instructors usually follow these three aspects when evaluating an assignment.

The assignment and the method used to evaluate the results are in line with the learning objectives.

Reliability

Teachers draw distinctions and assign grades based on the outcomes. The score is consistently calculated based on the predefined parameters. It guarantees that the grades are evaluated in a meaningful way.

Objectivity

An assignment's goal should be obvious. The primary goal of this assignment is to teach students what they will learn. Also, how to finish that assignment. Teachers need to specify what they expect from the assignment and how they are going to evaluate it. 

Types of Writing Assignments

There are different types of writings that teachers assign to students at the college or university level. Some of writing assignment types are:

It presents the author's viewpoint on a subject with supporting data and may also argue its case. The essay structure consists of three main components: introduction, body paragraphs, and conclusion. Essays are of different types, such as analytical essays, compare and contrast essays, and persuasive essays. You can also buy essays from an online writing service. 

A report offers information about an issue in a clear and organized manner. You may have learned this information through reading, research, experiments, and measurements in the field or lab. You might also have gained it from your personal experiences. Additionally, reports have different structures depending on the subject or discipline. The basic structure of the report consists of an abstract, introduction, methodology, findings, discussion, conclusion, and appendices. 

Literature reviews

A literature review may be assigned as a standalone assignment. In the literature review, the goal is to summarize the key research relating to your topic. Alternatively, it might be a section of a lengthy project, like a research report or thesis. The goal would be to justify the need for more research on the topic you have selected.

Annotated bibliographies

A literature review or essay synthesizes various sources and incorporates them into a single discussion about a topic. In contrast, an annotated bibliography evaluates and summarizes each reading independently. Each reading is typically presented alphabetically based on the first letter of the lead author's surname. It is difficult to generate an annotated bibliography. But you can get expert help by hiring an online annotated bibliography writing service . 

Case studies

In general, a case study requires the integration of theory and practice. This helps you connect theoretical ideas to real professional or practical situations. A case may be a person, any event, idea, etc. You are analyzing the case by mapping it against a theoretical explanation to understand and see the big picture – What has happened? It may take the form of a report or an essay. Consult your lecturer or tutor and review the assignment question.

Research paper

The research paper starts with a topic and your research question. Add data from trustworthy sites and properly cite those sources. Moreover, add a claim or argument as your thesis statement. If you don't know how to write a research paper , you can check our latest guide.

Response paper

In the response paper, discuss what you've read or learned about a particular problem or subject. Evaluate concepts about other readings, talks, or debates. Write in a combination of formal and informal styles. (make sure to consult your professor's guidelines)

Top 12 Benefits of Assignments

For hard working students, assignments can offer many benefits once they get used to them. They help you get the grades you want and show what you have learned in your classes. You'll see the benefits of assignments more clearly when you learn about their different types and what your teacher expects. Assignments are an absolute way to do well in your classes.

We have already talked about what an assignment is and its purpose. Let's explore the impact of homework assignment on students' learning.

1. Enhance the student's knowledge

Teachers assign assignments on a variety of subjects and topics. This will help the students to gain knowledge when they work on different kinds of topics. It is one of the best benefits that students receive from assignments. They are also introduced to significant ideas and insightful information.

Suppose your assignment topic is too complex. You have to spend extra time and effort to conduct detailed research to understand the topic. This way, you will not only be able to complete your assignment. But also gain a lot of new information.

There can be a lot of pressure to memorize information exactly. This pressure may lead to simply repeating it when studying for an exam. Students find it challenging to truly grasp the concepts covered in their courses. This results in a lack of deep understanding. On the other hand, when you undertake a challenging assignment, you'll be applying knowledge to real world issues. These issues often have multiple possible solutions. You'll find that developing this kind of thinking and improving your assignment writing skills will help you throughout the course and the rest of your academic career.

2. Improve student's problem solving skills

Another benefit of assignments is when students work on complex projects; their analytical and critical thinking skills are also enhanced. This is an extremely useful skill for students to possess. Since it will help them in their academic and professional journey. We continue to learn from this process regardless of our age.

A great technique to master your course material is to challenge yourself. Give yourself a complex problem to solve and strive to find a solution. Similar to the benefits of homework , you can only improve at something by putting it into practice and giving it a lot of thought. We are always working on these analytical and problem solving skills, and going back to school will force you to develop them even more. 

3. Boost your writing caliber

We frequently find ourselves with a lot on our minds but unable to properly and clearly explain it in front of the audience. Assignments help us in improving our writing skills. When you have a habit of writing, then you can communicate easily. Your writing skills will improve because your academic task requires you to write. Another benefit of assignments is that they assist you in writing concisely and clearly.

4. Help to think under pressure

Sometimes, you might be assigned a very difficult assignment that requires a lot of knowledge, and you are not familiar with it. Handling these complex tasks assists you in persevering when you don't have enough information. It also helps you to grow confidence in your skills to find the right solution.

Additionally, all students and professionals need to learn how to think under pressure. The assignment gives you the opportunity to do so. Since you probably only have a few days to finish the assignment. You'll need to not only manage your busy schedule to finish it. But also squeeze in a lot of learning and application of what you've learned. Possessing this ability will be beneficial because it will enable you to think clearly under pressure, which will help you succeed in school and in your career.

5. Help in boosting grades

There is more pressure to perform well on exams when a course has few exams that make up for an important part of your final grade. Smaller assignments that account for a smaller portion of your final grade mean that even if you don't perform well on one of them, you will still have more chances to improve your grade.

You can feel more at ease knowing that your grades are divided in this manner. This provides you with multiple chances to work towards a higher grade. Many students prefer smaller assessments. These relieve them of worrying about a single test significantly impacting their final grade.

6. Build time management skills

A study conducted among students revealed that students who completed more assignments performed better in their overall academics. They also achieved higher scores in specific subjects.

Due to these tasks, students gain more time management skills, which further empowers them. They learn the ability to allocate their time between assigned tasks and prioritized activities. They are aware of what needs to be done first. How to solve problems faster, and how to turn in their work ahead of schedule. Furthermore, this practice teaches them to use their time wisely.   

7. Enhance organizing and planning skills

Completing an assignment requires thoughtful planning. Students' organizational skills are improved through the information search, sorting, and use of relevant data. Following that, students will be able to plan out when and how to complete their assigned work. Attempting assignments allows them to effectively handle their learning habits. They also help them to apply their knowledge wisely to improve their academic performance.  

8. Understand how to apply in real life scenarios

Applying theoretical concepts to real world situations also gets easier when one learns how to write theoretical assignments. This enables them to be prepared to deal with any problems that arise in the future.

9. Boosts your knowledge of technical subjects and ideas

When a subject is taught in a classroom environment, it's normal for students to not understand it. They are forced to spend more time comprehending and finishing their work when they are assigned assignments on those subjects, though.

This enables them to respond to those questions with ease and proficiency. Regardless of a concept's technicality, you'll gain a strong command over it. This happens when you write multiple articles on the same topic or idea.

10. Improve research skills

Doing homework and assignments also helps students get better at researching. When a professor assigns any assignment, students perform thorough research on different topics. This allows them to learn the ability to find useful information and sort it accordingly. Their professional life is positively impacted, and their academic performance is improved by this habit.

11. Learn the art of tasks prioritizing

When handling a lot of assignments, you will learn to prioritize the task based on its importance. It is a crucial skill that is needed in professional life. Prioritizing your work will help you to complete all your tasks on time. You will be able to meet the deadlines.

12. Making a personal study space

You can get help from your colleagues and online resources. But the task of implementing that knowledge is your own. This is exactly what you need to understand concepts.

As you work on your assignments, you can create a relaxing study space that increases productivity. You'll be able to create a unique working style by doing this. In addition, you can focus on creativity, productivity, learning, and pursuing interests.

Of course, everything has a negative aspect, even though there are definite advantages. Sometimes, students may question the true value of assignments. They wonder if there are any restrictions on this particular grading scheme. Students usually wonder this when they are having difficulty with their coursework or with specific concepts. These carry significant burdens. They can be stressful for students struggling with course material.

However, this belief has a reason. Even experts can't agree on the best way to evaluate a student's performance in a course. This sparks a lot of discussion.

How to finish assignments fast?

Firstly, make a plan of what steps you will cover in your assignment. It includes how much time is required to complete the assignment. Then, list out all the tasks that you will do in your assignment. Identify what you need to complete this assignment, like a calculator, books, paper, and pen. Find a relaxing and quiet place to work without any distractions. Switch off your phone. Have some light snacks and water. Take quick breaks between assignment tasks. When you're done with the assignment, reward yourself.

Concluding Remarks

Now, you have a clear understanding of what the assignment means and its importance. And how it is beneficial for the student's academic career. Would you like additional information? Or do you simply not have the time to complete it? Stop worrying! You can find the solution at Nerdpapers, all under one roof. Our professionals have years of experience. So, if a student gets stuck on a project or assignment, they can take a variety of actions to help them finish it on time. Not only can our native experts produce high quality assignments. But they can also help you achieve good grades at reasonable costs. Therefore, hire subject related experts for appropriate guidance and assistance rather than compromising your grades. Whether you are a college, university, or high school student, there are several benefits of assignment writing.

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Persuasive essay topics – how to choose one for you, how to write a persuasive essay- expert tips.

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Differentiating by Offering Choices

Elementary students have a better chance of showing what they’ve learned when they have a choice about how to show it.

Most classrooms are filled with students of varying academic abilities. Even within a gifted and talented classroom like mine, the ability levels can range drastically. As teachers strive to meet each student’s individual needs, differentiation is key because it’s about giving more opportunities for students to grow to their highest potential, and it is beneficial for all students .

In the digital era, we can provide all of our students with technological ways to enhance their learning, no matter their academic label. Every student is different and needs to be offered a variety of ways to show what they’ve learned in a way that reflects their individuality.

One way to differentiate within the curriculum is to provide students with choices for completing an assignment. Students learn in various ways, and we can let them show their learning in various ways. When I give my students a choice on how they’ll complete a project, they have to meet certain criteria, but I allow them to find an outlet they find most enjoyable, such as creating a Google Slides presentation, a trifold board, or a pamphlet. Giving students a choice allows them to take ownership of their learning as well as create a product that feels authentic to them. They work on something that they’re good at creating, or try something they want to get better at.

An excellent way to ensure differentiation is to have each student create an e-portfolio—a technology-based assessment tool that collects a student’s authentic work samples, providing a quick way for a teacher to assess growth and skills. In a sense, the e-portfolio is a window into a student’s learning, one that allows the student to choose what to include.

An e-portfolio can follow the student across grades, too. And once the time is spent creating one, the process of adding content becomes easier and quicker as the student adds to it in later grades. Since e-portfolios offer a way for students to show authentic learning , they allow students to exhibit their individual growth through their academic experiences.

Differentiating by Giving Choices

The best way to differentiate instruction is to give students a choice in how they show their learning. All students learn in their own way, and they need to be able to show their individual skills and interests. As long as they’re able to demonstrate a certain skill, assessment should be more about the process than the product.

Giving choices may seem like more work for the teacher, and it can be, but it’s also worthwhile because it encourages more students to take more ownership of their learning.

Adding a technology component to an assignment can drastically increase student engagement, especially if they haven’t been given such options in the past. Using a novel app, such as Flipgrid, adds an element of fun while also giving students practice with tech skills.

But technology is not the only way to provide choice—try using choice boards, which provide students with many options for presenting content. Students may present the water cycle stages in a song, for example, or create a comic that lays out those stages. Such choices can be fun for the students, and can show teachers hidden talents their students possess that they wouldn’t see otherwise.

Differentiating With Portfolios

Few applications offer the opportunity for students to reflect on their learning, but pushing students to do that is important in getting them to think about how they learn best and take an active role in their own learning. Quick assessment applications such as Flipgrid and Kahoot allow for student reflection, but the e-portfolio—which showcases an individual student’s personality—is even better.

With e-portfolios, students reflect on their learning while putting their own mark on their assignments. Students are able to showcase their learning and the process they used to create their final product while individualizing it with their likes and interests.

A teacher may require some items to be present—such as name, class section, pictures of hobbies, or content-related materials—but seeing the ways that students make the e-portfolio their own is what a teacher wants. The e-portfolio is a tool that students can use to express their thinking in a way that is unique to them.

Teachers can assess e-portfolios to measure growth and skills instead of just knowledge of course content. Students are able to take ownership of what they have learned , choose how they present the content, and take control of their learning.

Differentiating allows students to have their voice heard, which can lead them to become self-motivated learners. And that in turn can help increase both their learning growth and their self-awareness of that growth.

Advantages and Disadvantages of Assignments For Students

Looking for advantages and disadvantages of Assignments For Students?

We have collected some solid points that will help you understand the pros and cons of Assignments For Students in detail.

But first, let’s understand the topic:

What is Assignments For Students?

Assignments for students are tasks or activities given by teachers to be completed outside of class time. These can include writing essays, solving math problems, or reading books. They help students practice what they’ve learned and prepare for future lessons.

What are the advantages and disadvantages of Assignments For Students

The following are the advantages and disadvantages of Assignments For Students:

Advantages of Assignments For Students

• Boosts understanding of topics – Assignments help students dive deeper into topics, providing a clear and thorough understanding that goes beyond surface-level knowledge.
• Encourages independent learning – They promote self-learning, pushing students to study and solve problems on their own, fostering self-reliance.
• Enhances time management skills – Time management skills are honed as students balance assignments with other responsibilities, teaching them to prioritize tasks.
• Improves research and writing abilities – Assignments also refine research and writing skills, as students learn to gather information and articulate ideas effectively.
• Reinforces classroom learning – They serve as a reinforcement tool, solidifying what is taught in the classroom and making learning more effective.

Disadvantages of Assignments For Students

• Can increase stress levels – Assignments can often lead to elevated stress levels in students due to tight deadlines and high expectations.
• Limits free time – When students are loaded with assignments, their leisure time gets compromised, affecting their work-life balance.
• May discourage creativity – The rigid structure of assignments can sometimes curb the creative instincts of students, stifling their innovative ideas.
• Risks of plagiarism – Assignments also pose the risk of plagiarism as students might copy answers from readily available sources, compromising their learning.
• Difficulty understanding instructions – Sometimes, students face challenges in comprehending the instructions of assignments, leading to incorrect submissions.
• Advantages and disadvantages of Assignment Method Of Teaching
• Advantages and disadvantages of Assignment Method
• Advantages and disadvantages of Assets

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Students' Achievement and Homework Assignment Strategies

Rubén fernández-alonso.

1 Department of Education Sciences, University of Oviedo, Oviedo, Spain

2 Department of Education, Principality of Asturias Government, Oviedo, Spain

Marcos Álvarez-Díaz

Javier suárez-Álvarez.

3 Department of Psychology, University of Oviedo, Oviedo, Spain

José Muñiz

The optimum time students should spend on homework has been widely researched although the results are far from unanimous. The main objective of this research is to analyze how homework assignment strategies in schools affect students' academic performance and the differences in students' time spent on homework. Participants were a representative sample of Spanish adolescents ( N = 26,543) with a mean age of 14.4 (±0.75), 49.7% girls. A test battery was used to measure academic performance in four subjects: Spanish, Mathematics, Science, and Citizenship. A questionnaire allowed the measurement of the indicators used for the description of homework and control variables. Two three-level hierarchical-linear models (student, school, autonomous community) were produced for each subject being evaluated. The relationship between academic results and homework time is negative at the individual level but positive at school level. An increase in the amount of homework a school assigns is associated with an increase in the differences in student time spent on homework. An optimum amount of homework is proposed which schools should assign to maximize gains in achievement for students overall.

The role of homework in academic achievement is an age-old debate (Walberg et al., 1985 ) that has swung between times when it was thought to be a tool for improving a country's competitiveness and times when it was almost outlawed. So Cooper ( 2001 ) talks about the battle over homework and the debates and rows continue (Walberg et al., 1985 , 1986 ; Barber, 1986 ). It is considered a complicated subject (Corno, 1996 ), mysterious (Trautwein and Köller, 2003 ), a chameleon (Trautwein et al., 2009b ), or Janus-faced (Flunger et al., 2015 ). One must agree with Cooper et al. ( 2006 ) that homework is a practice full of contradictions, where positive and negative effects coincide. As such, depending on our preferences, it is possible to find data which support the argument that homework benefits all students (Cooper, 1989 ), or that it does not matter and should be abolished (Barber, 1986 ). Equally, one might argue a compensatory effect as it favors students with more difficulties (Epstein and Van Voorhis, 2001 ), or on the contrary, that it is a source of inequality as it specifically benefits those better placed on the social ladder (Rømming, 2011 ). Furthermore, this issue has jumped over the school wall and entered the home, contributing to the polemic by becoming a common topic about which it is possible to have an opinion without being well informed, something that Goldstein ( 1960 ) warned of decades ago after reviewing almost 300 pieces of writing on the topic in Education Index and finding that only 6% were empirical studies.

The relationship between homework time and educational outcomes has traditionally been the most researched aspect (Cooper, 1989 ; Cooper et al., 2006 ; Fan et al., 2017 ), although conclusions have evolved over time. The first experimental studies (Paschal et al., 1984 ) worked from the hypothesis that time spent on homework was a reflection of an individual student's commitment and diligence and as such the relationship between time spent on homework and achievement should be positive. This was roughly the idea at the end of the twentieth century, when more positive effects had been found than negative (Cooper, 1989 ), although it was also known that the relationship was not strictly linear (Cooper and Valentine, 2001 ), and that its strength depended on the student's age- stronger in post-compulsory secondary education than in compulsory education and almost zero in primary education (Cooper et al., 2012 ). With the turn of the century, hierarchical-linear models ran counter to this idea by showing that homework was a multilevel situation and the effect of homework on outcomes depended on classroom factors (e.g., frequency or amount of assigned homework) more than on an individual's attitude (Trautwein and Köller, 2003 ). Research with a multilevel approach indicated that individual variations in time spent had little effect on academic results (Farrow et al., 1999 ; De Jong et al., 2000 ; Dettmers et al., 2010 ; Murillo and Martínez-Garrido, 2013 ; Fernández-Alonso et al., 2014 ; Núñez et al., 2014 ; Servicio de Evaluación Educativa del Principado de Asturias, 2016 ) and that when statistically significant results were found, the effect was negative (Trautwein, 2007 ; Trautwein et al., 2009b ; Lubbers et al., 2010 ; Chang et al., 2014 ). The reasons for this null or negative relationship lie in the fact that those variables which are positively associated with homework time are antagonistic when predicting academic performance. For example, some students may not need to spend much time on homework because they learn quickly and have good cognitive skills and previous knowledge (Trautwein, 2007 ; Dettmers et al., 2010 ), or maybe because they are not very persistent in their work and do not finish homework tasks (Flunger et al., 2015 ). Similarly, students may spend more time on homework because they have difficulties learning and concentrating, low expectations and motivation or because they need more direct help (Trautwein et al., 2006 ), or maybe because they put in a lot of effort and take a lot of care with their work (Flunger et al., 2015 ). Something similar happens with sociological variables such as gender: Girls spend more time on homework (Gershenson and Holt, 2015 ) but, compared to boys, in standardized tests they have better results in reading and worse results in Science and Mathematics (OECD, 2013a ).

On the other hand, thanks to multilevel studies, systematic effects on performance have been found when homework time is considered at the class or school level. De Jong et al. ( 2000 ) found that the number of assigned homework tasks in a year was positively and significantly related to results in mathematics. Equally, the volume or amount of homework (mean homework time for the group) and the frequency of homework assignment have positive effects on achievement. The data suggests that when frequency and volume are considered together, the former has more impact on results than the latter (Trautwein et al., 2002 ; Trautwein, 2007 ). In fact, it has been estimated that in classrooms where homework is always assigned there are gains in mathematics and science of 20% of a standard deviation over those classrooms which sometimes assign homework (Fernández-Alonso et al., 2015 ). Significant results have also been found in research which considered only homework volume at the classroom or school level. Dettmers et al. ( 2009 ) concluded that the school-level effect of homework is positive in the majority of participating countries in PISA 2003, and the OECD ( 2013b ), with data from PISA 2012, confirms that schools in which students have more weekly homework demonstrate better results once certain school and student-background variables are discounted. To put it briefly, homework has a multilevel nature (Trautwein and Köller, 2003 ) in which the variables have different significance and effects according to the level of analysis, in this case a positive effect at class level, and a negative or null effect in most cases at the level of the individual. Furthermore, the fact that the clearest effects are seen at the classroom and school level highlights the role of homework policy in schools and teaching, over and above the time individual students spend on homework.

From this complex context, this current study aims to explore the relationships between the strategies schools use to assign homework and the consequences that has on students' academic performance and on the students' own homework strategies. There are two specific objectives, firstly, to systematically analyze the differential effect of time spent on homework on educational performance, both at school and individual level. We hypothesize a positive effect for homework time at school level, and a negative effect at the individual level. Secondly, the influence of homework quantity assigned by schools on the distribution of time spent by students on homework will be investigated. This will test the previously unexplored hypothesis that an increase in the amount of homework assigned by each school will create an increase in differences, both in time spent on homework by the students, and in academic results. Confirming this hypothesis would mean that an excessive amount of homework assigned by schools would penalize those students who for various reasons (pace of work, gaps in learning, difficulties concentrating, overexertion) need to spend more time completing their homework than their peers. In order to resolve this apparent paradox we will calculate the optimum volume of homework that schools should assign in order to benefit the largest number of students without contributing to an increase in differences, that is, without harming educational equity.

Participants

The population was defined as those students in year 8 of compulsory education in the academic year 2009/10 in Spain. In order to provide a representative sample, a stratified random sampling was carried out from the 19 autonomous regions in Spain. The sample was selected from each stratum according to a two-stage cluster design (OECD, 2009 , 2011 , 2014a ; Ministerio de Educación, 2011 ). In the first stage, the primary units of the sample were the schools, which were selected with a probability proportional to the number of students in the 8th grade. The more 8th grade students in a given school, the higher the likelihood of the school being selected. In the second stage, 35 students were selected from each school through simple, systematic sampling. A detailed, step-by-step description of the sampling procedure may be found in OECD ( 2011 ). The subsequent sample numbered 29,153 students from 933 schools. Some students were excluded due to lack of information (absences on the test day), or for having special educational needs. The baseline sample was finally made up of 26,543 students. The mean student age was 14.4 with a standard deviation of 0.75, rank of age from 13 to 16. Some 66.2% attended a state school; 49.7% were girls; 87.8% were Spanish nationals; 73.5% were in the school year appropriate to their age, the remaining 26.5% were at least 1 year behind in terms of their age.

Test application, marking, and data recording were contracted out via public tendering, and were carried out by qualified personnel unconnected to the schools. The evaluation, was performed on two consecutive days, each day having two 50 min sessions separated by a break. At the end of the second day the students completed a context questionnaire which included questions related to homework. The evaluation was carried out in compliance with current ethical standards in Spain. Families of the students selected to participate in the evaluation were informed about the study by the school administrations, and were able to choose whether those students would participate in the study or not.

Instruments

Tests of academic performance.

The performance test battery consisted of 342 items evaluating four subjects: Spanish (106 items), mathematics (73 items), science (78), and citizenship (85). The items, completed on paper, were in various formats and were subject to binary scoring, except 21 items which were coded on a polytomous scale, between 0 and 2 points (Ministerio de Educación, 2011 ). As a single student is not capable of answering the complete item pool in the time given, the items were distributed across various booklets following a matrix design (Fernández-Alonso and Muñiz, 2011 ). The mean Cronbach α for the booklets ranged from 0.72 (mathematics) to 0.89 (Spanish). Student scores were calculated adjusting the bank of items to Rasch's IRT model using the ConQuest 2.0 program (Wu et al., 2007 ) and were expressed in a scale with mean and standard deviation of 500 and 100 points respectively. The student's scores were divided into five categories, estimated using the plausible values method. In large scale assessments this method is better at recovering the true population parameters (e.g., mean, standard deviation) than estimates of scores using methods of maximum likelihood or expected a-posteriori estimations (Mislevy et al., 1992 ; OECD, 2009 ; von Davier et al., 2009 ).

Homework variables

A questionnaire was made up of a mix of items which allowed the calculation of the indicators used for the description of homework variables. Daily minutes spent on homework was calculated from a multiple choice question with the following options: (a) Generally I don't have homework; (b) 1 h or less; (c) Between 1 and 2 h; (d) Between 2 and 3 h; (e) More than 3 h. The options were recoded as follows: (a) = 0 min.; (b) = 45 min.; (c) = 90 min.; (d) = 150 min.; (e) = 210 min. According to Trautwein and Köller ( 2003 ) the average homework time of the students in a school could be regarded as a good proxy for the amount of homework assigned by the teacher. So the mean of this variable for each school was used as an estimator of Amount or volume of homework assigned .

Control variables

Four variables were included to describe sociological factors about the students, three were binary: Gender (1 = female ); Nationality (1 = Spanish; 0 = other ); School type (1 = state school; 0 = private ). The fourth variable was Socioeconomic and cultural index (SECI), which is constructed with information about family qualifications and professions, along with the availability of various material and cultural resources at home. It is expressed in standardized points, N(0,1) . Three variables were used to gather educational history: Appropriate School Year (1 = being in the school year appropriate to their age ; 0 = repeated a school year) . The other two adjustment variables were Academic Expectations and Motivation which were included for two reasons: they are both closely connected to academic achievement (Suárez-Álvarez et al., 2014 ). Their position as adjustment factors is justified because, in an ex-post facto descriptive design such as this, both expectations and motivation may be thought of as background variables that the student brings with them on the day of the test. Academic expectations for finishing education was measured with a multiple-choice item where the score corresponds to the years spent in education in order to reach that level of qualification: compulsory secondary education (10 points); further secondary education (12 points); non-university higher education (14 points); University qualification (16 points). Motivation was constructed from the answers to six four-point Likert items, where 1 means strongly disagree with the sentence and 4 means strongly agree. Students scoring highly in this variable are agreeing with statements such as “at school I learn useful and interesting things.” A Confirmatory Factor Analysis was performed using a Maximum Likelihood robust estimation method (MLMV) and the items fit an essentially unidimensional scale: CFI = 0.954; TLI = 0.915; SRMR = 0.037; RMSEA = 0.087 (90% CI = 0.084–0.091).

As this was an official evaluation, the tests used were created by experts in the various fields, contracted by the Spanish Ministry of Education in collaboration with the regional education authorities.

Data analyses

Firstly the descriptive statistics and Pearson correlations between the variables were calculated. Then, using the HLM 6.03 program (Raudenbush et al., 2004 ), two three-level hierarchical-linear models (student, school, autonomous community) were produced for each subject being evaluated: a null model (without predictor variables) and a random intercept model in which adjustment variables and homework variables were introduced at the same time. Given that HLM does not return standardized coefficients, all of the variables were standardized around the general mean, which allows the interpretation of the results as classical standardized regression analysis coefficients. Levels 2 and 3 variables were constructed from means of standardized level 1 variables and were not re-standardized. Level 1 variables were introduced without centering except for four cases: study time, motivation, expectation, and socioeconomic and cultural level which were centered on the school mean to control composition effects (Xu and Wu, 2013 ) and estimate the effect of differences in homework time among the students within the same school. The range of missing variable cases was very small, between 1 and 3%. Recovery was carried out using the procedure described in Fernández-Alonso et al. ( 2012 ).

The results are presented in two ways: the tables show standardized coefficients while in the figures the data are presented in a real scale, taking advantage of the fact that a scale with a 100 point standard deviation allows the expression of the effect of the variables and the differences between groups as percentage increases in standardized points.

Table ​ Table1 1 shows the descriptive statistics and the matrix of correlations between the study variables. As can be seen in the table, the relationship between the variables turned out to be in the expected direction, with the closest correlations between the different academic performance scores and socioeconomic level, appropriate school year, and student expectations. The nationality variable gave the highest asymmetry and kurtosis, which was to be expected as the majority of the sample are Spanish.

Descriptive statistics and Pearson correlation matrix between the variables .

Table ​ Table2 2 shows the distribution of variance in the null model. In the four subjects taken together, 85% of the variance was found at the student level, 10% was variance between schools, and 5% variance between regions. Although the 10% of variance between schools could seem modest, underlying that there were large differences. For example, in Spanish the 95% plausible value range for the school means ranged between 577 and 439 points, practically 1.5 standard deviations, which shows that schools have a significant impact on student results.

Distribution of the variance in the null model .

Table ​ Table3 3 gives the standardized coefficients of the independent variables of the four multilevel models, as well as the percentage of variance explained by each level.

Multilevel models for prediction of achievement in four subjects .

β, Standardized weight; SE, Standard Error; SECI, Socioeconomic and cultural index; AC, Autonomous Communities .

The results indicated that the adjustment variables behaved satisfactorily, with enough control to analyze the net effects of the homework variables. This was backed up by two results, firstly, the two variables with highest standardized coefficients were those related to educational history: academic expectations at the time of the test, and being in the school year corresponding to age. Motivation demonstrated a smaller effect but one which was significant in all cases. Secondly, the adjustment variables explained the majority of the variance in the results. The percentages of total explained variance in Table ​ Table2 2 were calculated with all variables. However, if the strategy had been to introduce the adjustment variables first and then add in the homework variables, the explanatory gain in the second model would have been about 2% in each subject.

The amount of homework turned out to be positively and significantly associated with the results in the four subjects. In a 100 point scale of standard deviation, controlling for other variables, it was estimated that for each 10 min added to the daily volume of homework, schools would achieve between 4.1 and 4.8 points more in each subject, with the exception of mathematics where the increase would be around 2.5 points. In other words, an increase of between 15 and 29 points in the school mean is predicted for each additional hour of homework volume of the school as a whole. This school level gain, however, would only occur if the students spent exactly the same time on homework as their school mean. As the regression coefficient of student homework time is negative and the variable is centered on the level of the school, the model predicts deterioration in results for those students who spend more time than their class mean on homework, and an improvement for those who finish their homework more quickly than the mean of their classmates.

Furthermore, the results demonstrated a positive association between the amount of homework assigned in a school and the differences in time needed by the students to complete their homework. Figure ​ Figure1 1 shows the relationship between volume of homework (expressed as mean daily minutes of homework by school) and the differences in time spent by students (expressed as the standard deviation from the mean school daily minutes). The correlation between the variables was 0.69 and the regression gradient indicates that schools which assigned 60 min of homework per day had a standard deviation in time spent by students on homework of approximately 25 min, whereas in those schools assigning 120 min of homework, the standard deviation was twice as long, and was over 50 min. So schools which assigned more homework also tended to demonstrate greater differences in the time students need to spend on that homework.

Relationship between school homework volume and differences in time needed by students to complete homework .

Figure ​ Figure2 2 shows the effect on results in mathematics of the combination of homework time, homework amount, and the variance of homework time associated with the amount of homework assigned in two types of schools: in type 1 schools the amount of homework assigned is 1 h, and in type 2 schools the amount of homework 2 h. The result in mathematics was used as a dependent variable because, as previously noted, it was the subject where the effect was smallest and as such is the most conservative prediction. With other subjects the results might be even clearer.

Prediction of results for quick and slow students according to school homework size .

Looking at the first standard deviation of student homework time shown in the first graph, it was estimated that in type 1 schools, which assign 1 h of daily homework, a quick student (one who finishes their homework before 85% of their classmates) would spend a little over half an hour (35 min), whereas the slower student, who spends more time than 85% of classmates, would need almost an hour and a half of work each day (85 min). In type 2 schools, where the homework amount is 2 h a day, the differences increase from just over an hour (65 min for a quick student) to almost 3 h (175 min for a slow student). Figure ​ Figure2 2 shows how the differences in performance would vary within a school between the more and lesser able students according to amount of homework assigned. In type 1 schools, with 1 h of homework per day, the difference in achievement between quick and slow students would be around 5% of a standard deviation, while in schools assigning 2 h per day the difference would be 12%. On the other hand, the slow student in a type 2 school would score 6 points more than the quick student in a type 1 school. However, to achieve this, the slow student in a type 2 school would need to spend five times as much time on homework in a week (20.4 weekly hours rather than 4.1). It seems like a lot of work for such a small gain.

Discussion and conclusions

The data in this study reaffirm the multilevel nature of homework (Trautwein and Köller, 2003 ) and support this study's first hypothesis: the amount of homework (mean daily minutes the student spends on homework) is positively associated with academic results, whereas the time students spent on homework considered individually is negatively associated with academic results. These findings are in line with previous research, which indicate that school-level variables, such as amount of homework assigned, have more explanatory power than individual variables such as time spent (De Jong et al., 2000 ; Dettmers et al., 2010 ; Scheerens et al., 2013 ; Fernández-Alonso et al., 2015 ). In this case it was found that for each additional hour of homework assigned by a school, a gain of 25% of a standard deviation is expected in all subjects except mathematics, where the gain is around 15%. On the basis of this evidence, common sense would dictate the conclusion that frequent and abundant homework assignment may be one way to improve school efficiency.

However, as noted previously, the relationship between homework and achievement is paradoxical- appearances are deceptive and first conclusions are not always confirmed. Analysis demonstrates another two complementary pieces of data which, read together, raise questions about the previous conclusion. In the first place, time spent on homework at the individual level was found to have a negative effect on achievement, which confirms the findings of other multilevel-approach research (Trautwein, 2007 ; Trautwein et al., 2009b ; Chang et al., 2014 ; Fernández-Alonso et al., 2016 ). Furthermore, it was found that an increase in assigned homework volume is associated with an increase in the differences in time students need to complete it. Taken together, the conclusion is that, schools with more homework tend to exhibit more variation in student achievement. These results seem to confirm our second hypothesis, as a positive covariation was found between the amount of homework in a school (the mean homework time by school) and the increase in differences within the school, both in student homework time and in the academic results themselves. The data seem to be in line with those who argue that homework is a source of inequity because it affects those less academically-advantaged students and students with greater limitations in their home environments (Kohn, 2006 ; Rømming, 2011 ; OECD, 2013b ).

This new data has clear implications for educational action and school homework policies, especially in compulsory education. If quality compulsory education is that which offers the best results for the largest number (Barber and Mourshed, 2007 ; Mourshed et al., 2010 ), then assigning an excessive volume of homework at those school levels could accentuate differences, affecting students who are slower, have more gaps in their knowledge, or are less privileged, and can make them feel overwhelmed by the amount of homework assigned to them (Martinez, 2011 ; OECD, 2014b ; Suárez et al., 2016 ). The data show that in a school with 60 min of assigned homework, a quick student will need just 4 h a week to finish their homework, whereas a slow student will spend 10 h a week, 2.5 times longer, with the additional aggravation of scoring one twentieth of a standard deviation below their quicker classmates. And in a school assigning 120 min of homework per day, a quick student will need 7.5 h per week whereas a slow student will have to triple this time (20 h per week) to achieve a result one eighth worse, that is, more time for a relatively worse result.

It might be argued that the differences are not very large, as between 1 and 2 h of assigned homework, the level of inequality increases 7% on a standardized scale. But this percentage increase has been estimated after statistically, or artificially, accounting for sociological and psychological student factors and other variables at school and region level. The adjustment variables influence both achievement and time spent on homework, so it is likely that in a real classroom situation the differences estimated here might be even larger. This is especially important in comprehensive education systems, like the Spanish (Eurydice, 2015 ), in which the classroom groups are extremely heterogeneous, with a variety of students in the same class in terms of ability, interest, and motivation, in which the aforementioned variables may operate more strongly.

The results of this research must be interpreted bearing in mind a number of limitations. The most significant limitation in the research design is the lack of a measure of previous achievement, whether an ad hoc test (Murillo and Martínez-Garrido, 2013 ) or school grades (Núñez et al., 2014 ), which would allow adjustment of the data. In an attempt to alleviate this, our research has placed special emphasis on the construction of variables which would work to exclude academic history from the model. The use of the repetition of school year variable was unavoidable because Spain has one of the highest levels of repetition in the European Union (Eurydice, 2011 ) and repeating students achieve worse academic results (Ministerio de Educación, 2011 ). Similarly, the expectation and motivation variables were included in the group of adjustment factors assuming that in this research they could be considered background variables. In this way, once the background factors are discounted, the homework variables explain 2% of the total variance, which is similar to estimations from other multilevel studies (De Jong et al., 2000 ; Trautwein, 2007 ; Dettmers et al., 2009 ; Fernández-Alonso et al., 2016 ). On the other hand, the statistical models used to analyze the data are correlational, and as such, one can only speak of an association between variables and not of directionality or causality in the analysis. As Trautwein and Lüdtke ( 2009 ) noted, the word “effect” must be understood as “predictive effect.” In other words, it is possible to say that the amount of homework is connected to performance; however, it is not possible to say in which direction the association runs. Another aspect to be borne in mind is that the homework time measures are generic -not segregated by subject- when it its understood that time spent and homework behavior are not consistent across all subjects (Trautwein et al., 2006 ; Trautwein and Lüdtke, 2007 ). Nonetheless, when the dependent variable is academic results it has been found that the relationship between homework time and achievement is relatively stable across all subjects (Lubbers et al., 2010 ; Chang et al., 2014 ) which leads us to believe that the results given here would have changed very little even if the homework-related variables had been separated by subject.

Future lines of research should be aimed toward the creation of comprehensive models which incorporate a holistic vision of homework. It must be recognized that not all of the time spent on homework by a student is time well spent (Valle et al., 2015 ). In addition, research has demonstrated the importance of other variables related to student behavior such as rate of completion, the homework environment, organization, and task management, autonomy, parenting styles, effort, and the use of study techniques (Zimmerman and Kitsantas, 2005 ; Xu, 2008 , 2013 ; Kitsantas and Zimmerman, 2009 ; Kitsantas et al., 2011 ; Ramdass and Zimmerman, 2011 ; Bembenutty and White, 2013 ; Xu and Wu, 2013 ; Xu et al., 2014 ; Rosário et al., 2015a ; Osorio and González-Cámara, 2016 ; Valle et al., 2016 ), as well as the role of expectation, value given to the task, and personality traits (Lubbers et al., 2010 ; Goetz et al., 2012 ; Pedrosa et al., 2016 ). Along the same lines, research has also indicated other important variables related to teacher homework policies, such as reasons for assignment, control and feedback, assignment characteristics, and the adaptation of tasks to the students' level of learning (Trautwein et al., 2009a ; Dettmers et al., 2010 ; Patall et al., 2010 ; Buijs and Admiraal, 2013 ; Murillo and Martínez-Garrido, 2013 ; Rosário et al., 2015b ). All of these should be considered in a comprehensive model of homework.

In short, the data seem to indicate that in year 8 of compulsory education, 60–70 min of homework a day is a recommendation that, slightly more optimistically than Cooper's ( 2001 ) “10 min rule,” gives a reasonable gain for the whole school, without exaggerating differences or harming students with greater learning difficulties or who work more slowly, and is in line with other available evidence (Fernández-Alonso et al., 2015 ). These results have significant implications when it comes to setting educational policy in schools, sending a clear message to head teachers, teachers and those responsible for education. The results of this research show that assigning large volumes of homework increases inequality between students in pursuit of minimal gains in achievement for those who least need it. Therefore, in terms of school efficiency, and with the aim of improving equity in schools it is recommended that educational policies be established which optimize all students' achievement.

Ethics statement

This study was carried out in accordance with the recommendations of the University of Oviedo with written informed consent from all subjects. All subjects gave written informed consent in accordance with the Declaration of Helsinki. The protocol was approved by the University of Oviedo.

Author contributions

RF and JM have designed the research; RF and JS have analyzed the data; MA and JM have interpreted the data; RF, MA, and JS have drafted the paper; JM has revised it critically; all authors have provided final approval of the version to be published and have ensured the accuracy and integrity of the work.

This research was funded by the Ministerio de Economía y Competitividad del Gobierno de España. References: PSI2014-56114-P, BES2012-053488. We would like to express our utmost gratitude to the Ministerio de Educación Cultura y Deporte del Gobierno de España and to the Consejería de Educación y Cultura del Gobierno del Principado de Asturias, without whose collaboration this research would not have been possible.

Conflict of interest statement

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

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Why Students Are Given Assignments ? Learn The Benefits

• 🗔 January 24, 2022
• 🖉 Mentyor
• Assignment Guidance

Why Students Are Given Assignments ? One of the most common phrase or statement used by students is “I hate homework” is the widely expressed statement among the many expressions used by the students across the globe. There is no doubt that students are least interested in doing the assignment and coming up with the assignment pressures. No matter whether you are an intelligent or an average or a dumb student, assignments always adds burden to the shoulders. But it keeps on rolling in front of eyes every now and then.

However, they are obliged to finish up the homework. See, finishing homework of your favorite subject don’t pose that much of problem but when it comes to solving typical assignments such as finance assignments then students seriously look for help from Mentyor. They offer excellent finance assignment help services at very cheap rates .

Assignment are considered to be part of academic activities but due to busy schedule of students it has given rise to the emergence of educational services .

Interestingly, if we consider the bigger picture, assignments provide the students with a lot of benefits which are beneficial to them in their future. Some of the advantages are listed below, here you go….

Table of Contents

So Why Students Are Given Assignments ?

1. improved writing skills.

Assignments trains the students how to write and convey their message in such a manner that it is easily understandable to the reader. They develop the quality of writing to pen down their squiggled thoughts in a coherent way with the help of assignments. and thus, these should be regular and consistent part of the curriculum.

2. Increases the Knowledge

Students may be ignorant about a certain topic but handling those topics for an assignment can aid in increasing their knowledge about the said topic. Assignments literally broaden the horizons of the students. And it literally helps them develop a perspective towards the particular topic and how to deal with it effectively.

Read this for tips : SOLVING HOMEWORK AND ASSIGNMENTS – 10 TIPS

3. Increasing Reasoning Ability

Sometimes, the assignment’s topic statement asks the student to provide concrete evidence or legitimate solution that involve logical thinking. In this manner, students learn how to convey information and reason in a way that is convincing and understandable to the readers.

4. Prepares them to become a Good Planner

Recall if you had any movie plans, an assignment, and a laundry to do, what was your course of action? You prioritized these tasks accordingly and made a plan to follow. The management of homework prepared you an excellent planner that scheduled things to make them work, therefore assignments prove to be a positive element to a student’s life . So, instead of crying, students must thank assignments.

5. Teaches Time Management

Assignment not only make the students a better planner but also helps them to create a timetable that aids them to accomplish plans. As time management is necessary for every walk of life, and an assignment not only teaches you about the subject but also how to manage things properly and at correct time.

Related blog : Make the most of your time with Mentyor’s Online Assignment Help

6. Teaches to Work Independently

Assignment teach an individual how to work on their own and utilize different mediums to extract the knowledge required. This results in adding the list of qualities acquired by the students such as having faith in yourself.

7. Teaches to Take Responsibility

When it comes to finishing up of the assignment students need to keep a track on timely finishing up assignment. As a result, it shapes an individual to take their responsibilities seriously hence leaving no room for mistakes and negligence.

Conclusion – Why Students Are Given Assignments ?

Besides going through all the benefits, there are students who look for help in finance assignments. For them Mentyor can be a great sign of relief as they offer marvelous finance assignment help services at pocket friendly rates.

But those who are willing to do some of their assignments, knowledge to their list. Assignments are disliked by everyone, but they bring numerous benefits to the table, all crafted for students. Let’s look at the positive picture and count the benefits of finance assignments among the blessings dawned upon us.

So Mentyor is here to help you, so don’t grind your teeth, smile, and get on with the assignments to grasp the future advantages offered. All the very best!

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Home » What is the role of assignment in the life of a student? 

What is the role of assignment in the life of a student? 

• April 13, 2023
• Editorial Team

As a student, have you ever wondered why your teachers or professors keep assigning you homework or projects? I bet most of you see it as just another burden or an additional task to complete. But did you know that these assignments actually serve a crucial role in shaping your life and future?      

So, let’s explore the importance of assignments in a student’s life.    

It develops critical thinking skills in student     

First and foremost, let’s talk about critical thinking skills. Yes, it’s that ability to think independently, analyze information, evaluate different perspectives, and draw conclusions based on evidence. I know it sounds daunting, but trust me, it’s an essential skill that you need to develop not just in school, but also in everyday life. Through assignments, you get to sharpen these skills by breaking down complex topics into smaller, more manageable parts. And once you’ve developed this skill, you’ll realize that it’s something that you can use beyond your academic life.    

Assignments helps you in developing time management skills    

We know that as a student, there’s always a lot on your plate. From attending classes to studying for exams, and let’s not forget about extracurricular activities. With all these things to do, it’s essential to manage your time effectively. And guess what? Assignments can help you develop this skill too! By setting deadlines for assignments, you learn to prioritize tasks and manage your time more efficiently. And you know the best part? This skill is not only useful in your academic life, but also in your personal and professional life.    

Research Skills    

We all know that a vast amount of information is available on the internet. But you know it’s crucial to learn how to go through it and identify reliable sources of information. Assignments give you the opportunity to develop this skill by researching a particular topic, evaluate sources of information. And once you’ve developed this skill, you’ll find it easier to make informed decisions.    

Opportunity for self- improvement    

Through feedback from your teachers or professors, you get to identify your strengths and weaknesses. And trust me, this is an opportunity that you don’t want to miss. Feedback enables you to reflect on your work, identify areas for improvement, and develop a plan to enhance your skills.    

It prepares you for exam     

Yes, those dreaded things that we all have to face. But did you know that assignments actually help you prepare for exams? Assignments often cover similar topics as those covered in exams, and completing assignments helps you revise and reinforce your knowledge of these topics. And with a little bit of preparation, you’ll find yourself performing better in exams and achieving your academic goals.    

conclusion     

Assignments are not just another burden or task to complete. They play a vital role in shaping your life and future. So, the next time you receive an assignment, don’t say “ Ye assignments khatam kyun nahi hote”!      

Embrace it as an opportunity to develop essential life skills that will serve you well beyond your academic life.    

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Importance of assignments in Student life

• January 29, 2020
• Academic Help , Education , general awareness , general knowledge , informative blogs , make my assignment

Many of us believe that assignments are a total waste in our lives and that they have no significant importance in academics. Which is why we do get annoyed whenever our teachers talk about submitting assignments or assigning one. Assignment writing task is something, which is almost disliked by every individual reading this blog. However, this concept is completely wrong.

From the beginning of the learning process, students are given certain assignments and homework , to develop their critical and analytical skills. In the initial stages, i.e. if we talk about elementary schooling part, the complexity level of such assignments remain low, but as a student enters some college or university, the assignments turn into a more complicated and sophistical thing. Though, many of us might still question as to why we are given assignments, and what is the main purpose behind it? Well, there are many intentions behind giving assignments and homework to students.

Teachers deliver necessary knowledge and information to students which help them in understanding the topics related to various subjects. As a teacher, it is not acceptable behavior to present everything to their students and pamper them. This effectively harms the learning competencies of students, and thus education becomes meaningless to them. Therefore, with the help of assignments and homework, students are expected to gain knowledge on their own at home.

There are many reasons as to why students are given with assignments , which are as follows-

Building focus

Often the assignments and homework come with a good percentage which can further boost their final score. Therefore, students are required to complete their assignments in order to finish their full course. This will help them concentrate more on their subject and encourage high score so that they can easily write a flawless paper.

Advancement of the learners

Students are given numerous types of assignments which need to be completed at their home, as this requires their complete dedication which further helps in their development. According to some experts, the growth of a human is directly linked to its utilization of the brain. So, if students give more efforts and study time without taking help from others, they tend to gain more knowledge.

Practical skills

With the help of assignments, students get to learn new techniques and specific writing tips which assist them in their academics. Continuous practice is required if you want to excel in this field. Practice leads to an improvement in one’s skills or grabbing a grip for some subject. Thus, assignment writing and homework is a means of this exercise. When students write assignments or do their homework, they come across new problems and equations and discover its relevant solutions on their own, which is why they are given this task to complete at home. The practice also benefits the students by getting them ready for certain unpredicted situations.

Time management

The assignments and homework assigned to students need to be completed within a specified time period; which somehow makes them a time savvy. They find out which task is of more importance to them and how they can handle their agenda. Based on the urgency or significance, they assign equal importance to each task depending upon its time completing and other factors. Time management skill is something which can be used for future purpose as well. Therefore, it prepares one for his/her future career and endeavors.

Evaluative purpose

The primary purpose of providing assignments to students is to analyze whether they have understood a specific topic or subject. On the other hand, if the concept is not clear to a student, then it might reflect their sparse learning and weak foundation of understanding. Apart from this, teachers also assess various other skills that are endured in this process.

To become successful

Assignment and homework writing task is something that helps students with their future studies and theories; they also get the preparation done for their exams as well. This also helps them achieve their specific set goals and aims, and concentrate better on future endeavors.

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4 Reasons – Why Assignment Is Important For Students

Table of Contents

4 Reasons Why Assignment is Important for Students

What are the benefits of assignment.

Assignments are one of the most common elements of any course. They can be given at any point in the course, but they generally serve as a good way to make sure that the students are following the material. Assignments also provide great opportunities to learn new skills and educate oneself on topics that one might not be familiar with.

1. Assignment Helps with Acquiring Knowledge and Skills

The goal of this assignment is to help you acquire skills in the field of copywriting. The skills that you will learn are vital for any copywriter, and can be used in a variety of different industries. This assignment will cover a variety of topics, including the history and future of copywriting, the role AI writers play in the future of copywriting, and how to become a copywriter . The Future of Copywriting Copywriters have been around since ancient times.

The first written copy is found in cuneiform, which was developed by the Assyrians and Babylonians over 5000 years ago. It wasn’t until the late 1800s that people began to embrace writing as a profession, along with the creation of new printing technologies like lithography and the typewriter. As copywriting continues to evolve, the future is looking bright for copywriters. The role of AI writers in the future of copywriting is uncertain.

In some industries, AI writers can replace human writers due to their ability to work quickly and accurately without mistakes. However, in other industries, AI writers have not been successful yet and it’s unclear if they will ever improve. As copywriting continues to evolve, the future is looking bright for copywriters.

The role of AI writers in the future of copywriting is uncertain. In some industries, AI writers can replace human writers due to their ability to work quickly and accurately without mistakes. However, in other industries, AI writers have not been successful yet and it’s unclear whether they ever will be.

In marketing, AI writers can be beneficial because they can generate a high volume of copy in a short amount of time. However, in other industries, like finance and legal writing, AI writers haven’t been successful yet as it’s unclear whether they’ll ever be able to produce work that compares to human-written content.

2. Assignment Leads to Achievement

The assignment leads to achievement when the learner is able to identify and analyze the elements of the assignment. The learner is able to create a plan and execute it, and then reflects on what they have learned.

3. Assignment Increases Creativity and Problem Solving Ability

Creativity and problem solving are two skills that are often used in the workplace. They can be used to solve problems as well as come up with new ideas. The assignment is a way to increase these skills by giving people a chance to work on something that they wouldn’t normally do.

The assignment should be given out in order to increase creativity and problem solving ability. It should not take too long, and the person who is assigned it should be able to finish it in one sitting.

4. Assignment Improves Critical Thinking Skills

Critical thinking is the process of analysing and evaluating thoughts and ideas. It is a skill that has been shown to be highly correlated with academic success, personal achievement, and workplace success. In this assignment, you will be asked to apply critical thinking skills in order to solve problems.

The goal of this assignment is for you to practice your critical thinking skills by solving problems in a variety of formats. The first problem will be a word problem that requires logic and reasoning skills. The second problem will require you to provide an answer based on your gut feeling or intuition as opposed to logic or reasoning.

The third problem will be an opinion statement that requires you to justify your answer with supporting evidence from the text or elsewhere. These are designed so that each one offers a different experience for practicing critical thinking skills which can help you strengthen your skills in one area while honing in on a different area.

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The Tremendous Importance That Assignments Hold In Students Life

Home / Blog / The Tremendous Importance That Assignments Hold In Students Life

The sheer mention of assignments brings immense annoyance to any student. They believe it to be of no use, and a total waste of time as the study which they do in the college or school is sufficient for them. This concept is fully wrong. From the beginning of the learning process of the students, they are provided with homework. In the initial stage, the complexity level remains low, but as they enter college and university, the assignments also turn more complicated and difficult. Any student might question why they are given with these. There are many intentions behind giving homework to students.

Teachers are there to deliver the necessary knowledge to the students which help them in having a clear understanding of various subjects. As a teacher, it is not an acceptable behavior to present everything to the student on a plate and pampering them. The students’ learning competencies get harmed by this, and thus education becomes meaningless. In the educational institution, the students get to clear their doubts regarding the concepts, and they are expected to gain knowledge on their own in the home.

There are many purposes behind giving homework to students such as:

• Advancement of the learners

Students are given numerous numbers of projects to do at home which require them to get involved in them because it helps in their development. It has been proved by science that the growth of human is directly related to the utilization of the brain. When students give more effort and study without taking the help from others, they gain more knowledge.

• Evaluative purpose

The major reason behind giving tuition assignments is to analyze how much they have understood a specific topic or lesson. When a student doesn’t get a clear understanding of a concept, they develop a weak foundation and based on that if they write something it reflects their lack of knowledge. Also, they are a great means for teachers to assess their various skills as well as their levels of comprehension and knowledge. How much they have progressed in their studies can also be checked.

• To become successful

Writing homework can help the students in assignment writing  or thesis paper, and they also get the preparation for examinations based on theory. Students who have specific aims in life learn to work hard and concentrate on the important things in life.

• Practical Skills

Students get to learn the techniques and structure of specific writings which help them in the long run. Continuous practice is required in the disciplines of science. Practice helps in improving one’s skills or in getting a grip on the subject. Homework is a means of this exercise. While doing assignments, students will come across new problems and discover its solution. They also benefit the students by getting them ready for unpredicted situations in valuable exams like SAT.

Often the projects are allocated with a good percentage which can boost their final score. Now any student will need to complete the assignments in order to finish their full course. They will concentrate more on the subject encouraged by the high score they can get from writing an excellent paper.

• Time Management

Usually, universities and colleges give the students with a lot of assignments to complete within a very little time. This helps them in managing their time well. They find out which task to give more importance to and how to handle their agenda. They gain the knowledge of how much time to assign to which project based on their urgency or significance. This skill is necessary even in the workplace, so the students get prepared for their future job as well.

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Theater | Review: History Theatre’s ‘A Unique Assignment’…

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Theater | review: history theatre’s ‘a unique assignment’ deftly tells complex civil rights story, play centers on relationship between mississippi student james meredith and young minnesota army officer henry gallagher.

While History Theatre is known for bringing Minnesota stories to the stage, its latest takes us to 1962 Mississippi. Yet “A Unique Assignment” is a Minnesotan’s story.

Lt. Henry Gallagher was a 23-year-old Army officer from South Minneapolis following orders that came all the way from the top: President John F. Kennedy dispatched troops to Oxford, Miss., to keep the peace as James Meredith became the first African American to attend the University of Mississippi. Gallagher was named head of the security detail assigned to protect Meredith from violent racists, arriving amid the gunfire and fury that’s come to be called the Ole Miss riot of 1962.

Assembled from the memoirs of Meredith and Gallagher, “A Unique Assignment” is a gripping piece of storytelling that feels like one of the most important works History Theatre has created in the past decade. With only four actors portraying a virtual battalion’s worth of characters, it’s a story about civil rights seen in close-up, in which one young man’s courageous and confident decision to desegregate a school leads to a life-changing experience for the young officer entrusted to keep him safe.

Directed with a crisp pace and fluid flow by Richard D. Thompson, it’s an expertly executed interpretation of Harrison David Rivers’ deeply involving script. With very few props but a plethora of costume and character changes, “A Unique Assignment” eloquently conveys the danger, hatred and unease that permeated the steamy Southern air, as well as the calm contrast found in the relationship that developed between Meredith and Gallagher.

While admirably explaining some principal cultural differences between South and North, Rivers also offers a very believable portrait of U.S. Army culture circa ‘62 and the tug of war between order and chaos that can ensue when soldiers are cast into a role of unclear scope.

Conversely, Meredith is acutely focused on his mission, and James A. Williams imbues him with a fascinating blend of inspiring self-confidence and enigmatic unflappability. Through monologues that sound directly from the pages of Meredith’s memoir, Williams brings us a very private man who decided to take on a very public challenge.

Meanwhile, Kevin Fanshaw’s young Gallagher is disarmingly open about his flaws and misgivings, taking us inside the mind and heart of a kid trying to figure out how to be a leader. As Pearce Bunting ably evokes an older Gallagher narrating his youthful experiences, Rivers’ script frequently finds the humor within this soldier’s reminiscences, with Kevin Brown Jr. making a multitude of characters invariably engaging.

In a story about divisions between black and white, Ursula K Bowden’s abstract set is decked in gray, its tall rectangular panels serving as screens for Brown to duck behind for his countless costume changes. Kurt Jung’s lighting serves the story well, and Kathy Maxwell’s projections combine with Katharine Horowitz’s sound design to make the riot scenes crackle with tension.

Speaking of sound, the show’s true-to-the-times modern jazz soundtrack is great for the atmosphere, but the volume is sometimes way too high. This is a show in which words are very important, so best not to obscure them. For they forge an important link to aspects of recent history that some Americans believe best left untold.

‘A Unique Assignment’

When: Through April 7

Where: History Theatre, 30 E. 10th St., St. Paul

Tickets: $64-$25, available at 651-292-4323 or historytheatre.com

Capsule: An important piece of theater filled with gripping storytelling.

Rob Hubbard can be reached at [email protected].

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