online assignment definition

How to create and manage online assignments for learners

Developing effective assignments for online learning does not have to be daunting. M aster the art of creating and managing online assignments for learners, whether you are with learners using 1:1 devices in a classroom, teaching hybrid or virtually.

One amazing benefit of today’s K-12 education community is the amount of resources, tips and tools available online from educators just like you. Tapping their experience, we’ll show how to create online assignments using digital tools that offer learners at least as much rigor as the ones you may have taught traditionally. 

As importantly, you will get tips on successfully managing your students during the learning process. Finally, this blog will give you teaching resources, including alternatives to building online lessons from scratch.  

How to plan successful online assignments for learners

An assignment lacking clear structure and substance can spell disaster. Not only will it be harder to manage, but learners may end up frustrated or fail to really learn the material. If not managed well, technology tools can turn into exciting and distracting shiny objects. 

To avoid the “edutainment” trap, ensure that onscreen activities support defined learning objectives tied to your district’s standards. Beginning with a strategically planned lesson provides the foundation for whatever digital tools you choose to incorporate. 

Know your learners and their current needs

The first step is to clarify what skills or knowledge your learners need to master before moving to the next level. Next, consider different types of assignments online for students to see how they could facilitate this learning. 

One brilliant advantage of digital delivery is the ability to tailor assignments to specific learner needs and interests. While selecting which kind of assignment to create, consider what might work best for your learners. Consider specific learners who may need accommodations in content or delivery. 

If you don’t already have data to understand the level of knowledge and prior experience learners have in the subject, consider using a Quizlet, survey or other fact-finding tool. Remember the backdrop of what is going on in the students’ surroundings and lives may have a bearing on their learning needs. Consider circumstances that may be affecting learners personally or in their community. 

Assess your resources including digital tools

Tap your personal teaching experience before exploring digital resources. Consider how your own understanding and knowledge of the subject can best shine through digital tools. 

Having strategies in place can help save time and reduce stress during the process of moving your expertise to an online format. Remember, the extra time put into initial start-up pays off in the long run because digital content can be reused over and over. Lessons in a digital format are shareable, adaptable and updateable.

How to make online assignments for learners

Consider variety and higher-level learning as you build assignments that are both engaging and contribute to long-term student goals. Once your academic aims are clear, look for digital tools designed to adapt to your needs as an educator and enhance what you would do in a non-digital format.

Provide clear and concise instruction

Make sure the assignment includes a logical flow from beginning to end. Organize content with headings and bullet points as well as multimedia that breaks up text. Include measurable objectives so learners can clearly understand expectations for the assignment. In some cases, it may be necessary to provide easy-to-understand instruction for each task learners need to complete. Remember you may not be there to fill in the blanks if you leave out an important detail.

Getting started with a few basics can simplify the process of creating dynamic digital content . Recording short videos is an excellent way to simulate actually being there, especially when teaching concepts asynchronously. To record what is on your computer screen, try a screencast program, like Screencastify or Loom for Education . Here you can include your face and help learners better understand you by watching you speak.  

Along with video and audio recordings, further support deeper understanding of the subject matter with multimedia elements. These can include graphics, animations, digital graphics, p odcasts, interactive quizzes and simulations like trivia games. 

Support learners with orientation and an intuitive system

Even the best instruction and assignments won’t make the learning experience pleasant if students have to spend extra hours figuring out where to find assignments and instructions. Just because students are often tech-savvy does not mean all of them can immediately navigate your school’s LMS unsupported. 

Your online assignment at the beginning of the school term could be a simple one that orients learners while providing the opportunity to get hands-on practice using the system. That helps them get used to the workflow and setup. Frustration is easy to mitigate by structuring assignments and using an intuitive learning platform. One example is Hāpara Workspace with an easy-to-view layout that organizes goals, resources, assessments and rubrics into columns.

Promote interaction and collaboration

At the heart of learning is interacting with peers and collaborating. Include activities and projects that support individuals as they practice engaging and working together with other learners. Some learners who feel more comfortable working alone may need extra encouragement and support. This is an opportunity to promote deeper learning and connection by introducing resources that are relevant to students.

Teachers can quickly share resources with groups, or better yet, give learners the opportunity to add their own resources in Hāpara Workspace. Upload everything from videos, links to apps, images and online articles to Google Docs, Slides, Forms and Drawings into Workspace. Group members can access all these resources for shared activities , assessments and collaborative projects.

Managing online assignments 

Once you have a well-designed assignment with clear instructions tailored to the needs of different learners, it’s essential to give them guidance. The amount of management you need to provide can vary significantly.

Communicate effectively

Clearly communicate with students throughout the learning process all the way through to assessment. Regular communication helps students stay informed and engaged. You can manage learners as they build toward mastery in an online environment with Hāpara tools. 

They provide superior student communication tools, including date reminders for learners and online progress tracking for teachers.

Hāpara Student Dashboard is an online assignment tracker that helps learners develop crucial executive functioning skills. It will help them gain practice organizing their own time, managing and prioritizing their assignments and assessments. 

Educators can help learners build upon these skills by providing formative feedback that encourages students to take risks and learn from mistakes. Directly from Hāpara Teacher Dashboard , you can open a learner’s assignment or assessment and provide personalized support. This timely feedback helps learners move toward their academic goals more quickly and confidently.

Monitor learner progress

Monitor how learners are progressing through the assignment. This can inform you whether you need to check in with a learner. Teacher Dashboard shows each learner’s most recent files and when they last modified it. You can also send due date reminders to the class or individual learners through an instant message in Hāpara Highlights .

Provide personalized and differentiated support 

With Teacher Dashboard, it’s easy to leave personalized feedback in learners’ recent files and share differentiated resources directly to their screens.

Pull from your own Google Drive or create a new Google Doc, Slide or Drawing on the spot to share with the class, a group or an individual learner. 

When a learner can’t find a Google file, teachers can access a learner’s Google Drive with one click in Hāpara. S earch for missing files by title or content and filter to view deleted or unshared files.

Assess and give feedback

Evaluate learners’ understanding and progress with different types of assessment methods, including rubrics, quizzes, peer review and presentations. 

Assessments should provide meaningful feedback for learners and educators alike. Use learner feedback to improve on each new assignment you develop. Data on engagement, task completion rates and learner satisfaction will help you make adjustments to improve a future assignment.

Additional resources for online assignment creation

Several alternatives to building your lessons from the ground up are available. These can save time and hassle. To begin with, Google Assignments is a free online assignment solution. To make this even easier, in Hāpara Highlights, as teachers monitor what learners are doing online and offering personalized support, they can quickly share Google Classroom Assignments, Questions and Materials. 

Finding free assignments online is another option. With the Discover feature in Hāpara Workspace , you can access online assignments other educators have created from around the world. Search thousands of curriculum-aligned Workspaces by standard, subject, grade level or topic. Then copy and modify them to meet your learners’ needs. 

Use AI to plan and teach 

Teachers can also use AI to support learning content development and in class with students.

Among the many ways ChatGPT can be used by teachers is helping them create new material, and generate ideas and quizzes. They can quickly personalize the same content in several ways to reach different learners. For example, high school literacy specialist Amanda Kremnitzer told EdWeek that she used ChatGPT to create outlines for her multiple learners who require them as a supplementary aid.  

Team up on content creation

Consider shouldering the effort and building content together as a team. Individual members of departments or subject-grade level teams can develop the type of content they are best at and share. Or they can collaborate as a group. As mentioned, you can use the Discover option in Hāpara Workspace to find assignments educators from around the world have created. 

If you are looking for a way to create, curate and manage a collection of digital assignments that only your school or district can access, consider Hāpara’s Private Library . With just a click, you can easily distribute your online assignments to educators in your school or district.

Discover why vetting edtech tools for inclusivity matters, learn key questions and criteria, and unlock strategies to leverage edtech for inclusivity.

About the author, sheilamary koch, you might also enjoy, pin it on pinterest.

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Creating and Adapting Assignments for Online Courses

Online teaching requires a deliberate shift in how we communicate, deliver information, and offer feedback to our students. How do you effectively design and modify your assignments to accommodate this shift? The ways you introduce students to new assignments, keep them on track, identify and remedy confusion, and provide feedback after an assignment is due must be altered to fit the online setting. Intentional planning can help you ensure assignments are optimally designed for an online course and expectations are clearly communicated to students.  

When teaching online, it can be tempting to focus on the differences from in-person instruction in terms of adjustments, or what you need to make up for. However, there are many affordances of online assignments that can deepen learning and student engagement. Students gain new channels of interaction, flexibility in when and where they access assignments, more immediate feedback, and a student-centered experience (Gayten and McEwen, 2007; Ragupathi, 2020; Robles and Braathen, 2002). Meanwhile, ample research has uncovered that online assignments benefit instructors through automatic grading, better measurement of learning, greater student involvement, and the storing and reuse of assignments. 

In Practice

While the purpose and planning of online assignments remain the same as their in-person counterparts, certain adjustments can make them more effective. The strategies outlined below will help you design online assignments that support student success while leveraging the benefits of the online environment. 

Align assignments to learning outcomes. 

All assignments work best when they align with your learning outcomes. Each online assignment should advance students' achievement of one or more of your specific outcomes. You may be familiar with  Bloom's Taxonomy,  a well-known framework that organizes and classifies learning objectives based on the actions students take to demonstrate their learning. Online assignments have the added advantage of flexing students' digital skills, and Bloom's has been revamped for the digital age to incorporate technology-based tasks into its categories. For example, students might search for definitions online as they learn and remember course materials, tweet their understanding of a concept, mind map an analysis, or create a podcast. 

See a  complete description of Bloom's Digital Taxonomy  for further ideas. 

Provide authentic assessments. 

Authentic assessments call for relevant, purposeful actions that mimic the real-life tasks students may encounter in their lives and careers beyond the university. They represent a shift away from infrequent high-stakes assessments that tend to evaluate the acquisition of knowledge over application and understanding. Authentic assessments allow students to see the connection between what they're learning and how that learning is used and contextualized outside the virtual walls of the learning management system, thereby increasing their motivation and engagement. 

There are many ways to incorporate authenticity into an assignment, but three main strategies are to use  authentic audiences, content, and formats . A student might, for example, compose a business plan for an audience of potential investors, create a patient care plan that translates medical jargon into lay language, or propose a safe storage process for a museum collection.  

Authentic assessments in online courses can easily incorporate the internet or digital tools as part of an authentic format. Blogs, podcasts, social media posts, and multimedia artifacts such as infographics and videos represent authentic formats that leverage the online context. 

Learn more about  authentic assessments in Designing Assessments of Student Learning . 

Design for inclusivity and accessibility. 

Adopting universal design principles at the outset of course creation will ensure your material is accessible to all students. As you plan your assignments, it's important to keep in mind barriers to access in terms of tools, technology, and cost. Consider which tools achieve your learning outcomes with the fewest barriers. 

Offering a variety of assignment formats is one way to ensure students can demonstrate learning in a manner that works best for them. You can provide options within an individual assignment, such as allowing students to submit either written text or an audio recording or to choose from several technologies or platforms when completing a project. 

Be mindful of how you frame and describe an assignment to ensure it doesn't disregard populations through exclusionary language or use culturally specific references that some students may not understand. Inclusive language for all genders and racial or ethnic backgrounds can foster a sense of belonging that fully invests students in the learning community.  

Learn more about  Universal Design of Learning  and  Shaping a Positive Learning Environment . 

Design to promote academic integrity online. 

Much like incorporating universal design principles at the outset of course creation, you can take a proactive approach to academic integrity online. Design assignments that limit the possibilities for students to use the work of others or receive prohibited outside assistance.  

Provide   authentic assessments  that are more difficult to plagiarize because they incorporate recent events or unique contexts and formats. 

Scaffold assignments  so that students can work their way up to a final product by submitting smaller portions and receiving feedback along the way. 

Lower the stakes  by providing more frequent formative assessments in place of high-stakes, high-stress assessments. 

In addition to proactively creating assignments that deter cheating, there are several university-supported tools at your disposal to help identify and prevent cheating.  

Learn more about these tools in  Strategies and Tools for Academic Integrity in Online Environments . 

Communicate detailed instructions and clarify expectations. 

When teaching in-person, you likely dedicate class time to introducing and explaining an assignment; students can ask questions or linger after class for further clarification. In an online class, especially in  asynchronous  online classes, you must anticipate where students' questions might arise and account for them in the assignment instructions.  

The  Carmen course template  addresses some of students' common questions when completing an assignment. The template offers places to explain the assignment's purpose, list out steps students should take when completing it, provide helpful resources, and detail academic integrity considerations.  

Providing a rubric will clarify for students how you will evaluate their work, as well as make your grading more efficient. Sharing examples of previous student work (both good and bad) can further help students see how everything should come together in their completed products. 

Technology Tip

Enter all  assignments and due dates  in your Carmen course to increase transparency. When assignments are entered in Carmen, they also populate to Calendar, Syllabus, and Grades areas so students can easily track their upcoming work. Carmen also allows you to  develop rubrics  for every assignment in your course.  

Promote interaction and collaboration. 

Frequent student-student interaction in any course, but particularly in online courses, is integral to developing a healthy learning community that engages students with course material and contributes to academic achievement. Online education has the inherent benefit of offering multiple channels of interaction through which this can be accomplished. 

Carmen  Discussions   are a versatile platform for students to converse about and analyze course materials, connect socially, review each other's work, and communicate asynchronously during group projects. 

Peer review  can be enabled in Carmen  Assignments  and  Discussions .  Rubrics  can be attached to an assignment or a discussion that has peer review enabled, and students can use these rubrics as explicit criteria for their evaluation. Alternatively, peer review can occur within the comments of a discussion board if all students will benefit from seeing each other's responses. 

Group projects  can be carried out asynchronously through Carmen  Discussions  or  Groups , or synchronously through Carmen's  Chat function  or  CarmenZoom . Students (and instructors) may have apprehensions about group projects, but well-designed group work can help students learn from each other and draw on their peers’ strengths. Be explicit about your expectations for student interaction and offer ample support resources to ensure success on group assignments. 

Learn more about  Student Interaction Online .

Choose technology wisely. 

The internet is a vast and wondrous place, full of technology and tools that do amazing things. These tools can give students greater flexibility in approaching an assignment or deepen their learning through interactive elements. That said, it's important to be selective when integrating external tools into your online course.  

Look first to your learning outcomes and, if you are considering an external tool, determine whether the technology will help students achieve these learning outcomes. Unless one of your outcomes is for students to master new technology, the cognitive effort of using an unfamiliar tool may distract from your learning outcomes.  

Carmen should ultimately be the foundation of your course where you centralize all materials and assignments. Thoughtfully selected external tools can be useful in certain circumstances. 

Explore supported tools 

There are many  university-supported tools  and resources already available to Ohio State users. Before looking to external tools, you should explore the available options to see if you can accomplish your instructional goals with supported systems, including the  eLearning toolset , approved  CarmenCanvas integrations , and the  Microsoft365 suite .  

If a tool is not university-supported, keep in mind the security and accessibility implications, the learning curve required to use the tool, and the need for additional support resources. If you choose to use a new tool, provide links to relevant help guides on the assignment page or post a video tutorial. Include explicit instructions on how students can get technical support should they encounter technical difficulties with the tool. 

Adjustments to your assignment design can guide students toward academic success while leveraging the benefits of the online environment.  

Effective assignments in online courses are:  

Aligned to course learning outcomes 

Authentic and reflect real-life tasks 

Accessible and inclusive for all learners 

Designed to encourage academic integrity 

Transparent with clearly communicated expectations 

Designed to promote student interaction and collaboration 

Supported with intentional technology tools 

• Cheating Lessons: Learning from Academic Dishonesty (e-book)
• Making Your Course Accessible for All Learners (workshop reccording)
• Writing Multiple Choice Questions that Demand Critical Thinking (article)

Learning Opportunities

Conrad, D., & Openo, J. (2018).  Assessment strategies for online learning: Engagement and authenticity . AU Press. Retrieved from  https://library.ohio-state.edu/record=b8475002~S7 

Gaytan, J., & McEwen, B. C. (2007). Effective online instructional and assessment strategies.  American Journal of Distance Education ,  21 (3), 117–132. https://doi.org/10.1080/08923640701341653   

Mayer, R. E. (2001).  Multimedia learning . New York: Cambridge University Press.  

Ragupathi, K. (2020). Designing Effective Online Assessments Resource Guide . National University of Singapore. Retrieved from  https://www.nus.edu.sg/cdtl/docs/default-source/professional-development-docs/resources/designing-online-assessments.pdf  

Robles, M., & Braathen, S. (2002). Online assessment techniques.  Delta Pi Epsilon Journal ,  44 (1), 39–49.  https://proxy.lib.ohio-state.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=507795215&site=eds-live&scope=site  

Swan, K., Shen, J., & Hiltz, S. R. (2006). Assessment and collaboration in online learning.  Journal of Asynchronous Learning Networks ,  10 (1), 45.  

TILT Higher Ed. (n.d.).  TILT Examples and Resources . Retrieved from   https://tilthighered.com/tiltexamplesandresources  

Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., & Liu, X. (2006). Teaching Courses Online: A Review of the Research.  Review of Educational Research ,  76 (1), 93–135.  https://www-jstor-org.proxy.lib.ohio-state.edu/stable/3700584  

Walvoord, B. & Anderson, V.J. (2010).  Effective Grading : A Tool for Learning and Assessment in College: Vol. 2nd ed . Jossey-Bass.  https://library.ohio-state.edu/record=b8585181~S7

Related Teaching Topics

Designing assessments of student learning, strategies and tools for academic integrity in online environments, student interaction online, universal design for learning: planning with all students in mind, related toolsets, carmencanvas, search for resources.

What is Online Learning? Brief History, Benefits & Limitations

Table of Contents

In the rapidly evolving landscape of education, one term has become increasingly prominent: online learning . As technology continues to prevail in every aspect of our lives, the education industry has been quick to adapt, embracing digital platforms to deliver learning experiences beyond the limitations of traditional classrooms .

But, what exactly is online learning , and how does it reshape the way we acquire knowledge and skills?

In this article, we will answer that and explore online learning in depth looking into its origins, methodologies, benefits, and implications for the future of education .

By examining the benefits and challenges of online learning, we will acquire an understanding of its transformative power and its role in shaping the educational landscape of tomorrow.

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Whether you’re a seasoned educator, a lifelong learner, or simply curious about the evolution of digital education , stay put as we learn more about how we can teach and learn in the digital age.

Definition of Online Learning

Online learning, also referred to as e-learning , digital learning or even sometimes virtual learning, encompasses a broad spectrum of educational activities facilitated through digital technologies.

Online learning is a form of education where instruction and learning take place over the internet and through digital learning tools or platforms like online learning platforms , and learning management systems (LMS) .

Instead of traditional face-to-face interactions in a physical classroom, online learning relies heavily on technology to deliver educational content, facilitate communication between instructors and learners, and assess learner progress.

History of Online Learning: The Roots & Evolution

The roots of online learning are deeply intertwined with the development of computing technology and the Internet. Its evolution can be traced back to the mid-20th century when pioneers began exploring the potential of technology to enhance educational experiences.

To better understand online learning and how it has emerged to become what it is today, let’s briefly travel back in time to go over its key milestones.

Early Experiments in Distance Education

In the 1950s and 1960s, early experiments with computer-based instruction laid the groundwork for what would later become online learning.

Programs such as PLATO (Programmed Logic for Automatic Teaching Operations) introduced interactive learning experiences through computer terminals connected to centralized mainframe computers. These systems enabled students to access course materials , complete assignments, and communicate with instructors remotely.

A few years later, the concept of distance learning – which involves delivering instruction to students who are not physically present in a traditional classroom setting, further propelled this evolution.

Institutions such as the Open University in the United Kingdom and the University of Phoenix in the United States pioneered distance learning models , leveraging postal mail, radio broadcasts, and eventually, early forms of online communication to reach remote learners.

The Internet Revolution

The widespread adoption of the Internet in the 1990s marked a significant turning point in the development of online learning as well. The emergence of the World Wide Web democratized access to information and communication, paving the way for developing web-based learning platforms and creating online courses .

In 1983, the online educational network ‘ Electronic University Network ’ (EUN) became available for use on Commodore 64 and DOS computers, and the first course to be completely held online was launched one year later by the University of Toronto.

Other educational institutions, corporations, and individuals then began exploring the potential of the Internet to deliver educational content and facilitate interactive learning experiences.

Advancements in Learning Management Systems

The late 20th and early 21st centuries witnessed the rise of learning management systems , which provided centralized platforms for delivering, managing, and tracking online learning activities.

Platforms such as Moodle (Modular Object-Oriented Dynamic Learning Environment) which was the first open-source LMS, revolutionized the way educational content was delivered and facilitated collaboration between instructors and learners in virtual environments.

Learners were using a downloadable desktop application and from there they would choose which content they wanted to export on their computers.

The rise of Massive Open Online Courses (MOOCs)

In the 2010s, the advent of Massive Open Online Courses ( MOOCs ) further transformed the landscape of online learning.

MOOC platforms started offering free or low-cost access to courses from leading universities and institutions around the world, reaching millions of learners globally. MOOCs popularized the concept of open and accessible online education , sparking discussions about the future of traditional higher education and lifelong learning.

Continued Innovation and Expansion

Online learning continues to evolve rapidly today, driven by advancements in technology, pedagogy, and learning science.

Since the millennium, the elearning industry has grown by 900% , and by the end of 2025 is expected to triple. The global elearning market will reach $336.98 in 2026 and by 2032, the total value projection is estimated to hit a trillion .

Already data shows that around 90% of organizations offer digital learning to train employees , confirming its crucial role in corporate training environments as well.

💁🏼 Find out How to Build a Great Online Corporate Training Program

There is no doubt that innovations such as adaptive learning, virtual reality, and artificial intelligence are reshaping the online learning environment, providing learners with more personalized, immersive, and engaging educational experiences with real impact on their personal and professional lives.

Types of Online Learning

From interactive multimedia-rich modules to live-streamed lectures, online learning today offers a diverse array of tools and resources tailored to meet the needs of learners across several disciplines and levels of expertise.

It encompasses various forms of educational content and activities delivered online, such as online courses , lectures, video tutorials, quizzes, presentations, online classes , live webinars , and more.

Online learning can be categorized into various types , including synchronous and asynchronous learning, as well as blended learning.

Synchronous Learning:

This involves real-time interaction between instructors and students, often through video conferencing tools (like Zoom or Skype), chat rooms, or virtual classrooms.

Synchronous learning mimics the structure of traditional classroom instruction, with scheduled lectures, discussions, and other activities.

Asynchronous Learning:

In asynchronous mode, learners access course materials and complete assignments at their own pace. While there may be deadlines for assignments and exams, online students have flexibility in terms of when and where they engage with the content.

Asynchronous learning typically involves pre recorded lectures, discussion forums, online quizzes, and other interactive elements.

Blended Learning:

Also known as hybrid learning, this approach combines online instruction with face-to-face interactions . Learners may attend some classes in person while completing others online.

Blended learning offers the benefits of both traditional and online education, providing flexibility while still allowing for direct engagement with instructors and peers.

Key Benefits of Online Learning

Online learning offers several advantages , including accessibility for learners with geographical or scheduling constraints and flexibility in pacing and scheduling.

It can support a variety of educational resources, accommodate diverse learning styles , and offer opportunities for personalized learning.

Here are some of the key benefits of online learning:

• It offers flexibility to learners to access course materials at their own pace.
• It provides accessibility to education for learners from various locations and those unable to attend the classroom physically.
• It is more cost-effective than traditional classroom instruction, as it reduces expenses associated with physical infrastructure, commuting, and materials.
• It allows for greater personalization tailoring learning experiences to individual learners’ preferences, abilities, and learning styles.
• It supports a variety of resources including text-based materials, videos, audio recordings, interactive modules, e-books, live-streamed lectures, and more.
• It has a global reach connecting learners with instructors and peers from around the world, fostering cross-cultural exchange, collaboration, and exposure to diverse perspectives and experiences.

Understanding these benefits and multiple facets of online learning is crucial, so let’s take a closer look at each.

Flexibility and accessibility for learners

Online learning offers unparalleled flexibility for learners, allowing them to access educational resources and participate in self-paced learning programs fitting their daily schedules.

Unlike traditional brick-and-mortar classrooms with fixed schedules, online learning caters to the diverse needs of students , whether they are full-time working professionals seeking to enhance their skills or individuals with busy lifestyles balancing multiple commitments.

Additionally, online learning breaks down geographical barriers , enabling individuals from remote or underserved areas to access high-quality education that may not have been feasible otherwise. By providing 24/7 access to the learning material, online platforms empower learners to take control of their education and pursue their academic or professional goals on their own terms.

Cost-effectiveness and scalability

One of the most significant advantages of online learning is its cost-effectiveness and scalability . By leveraging digital technologies and eliminating the need for physical infrastructure, such as classrooms and textbooks, online courses can be delivered at a fraction of the cost of traditional education.

This affordability makes education more accessible to a wider audience , including individuals with limited financial resources or those unable to afford traditional tuition fees.

Moreover, online learning platforms have the potential for rapid scalability, allowing institutions to accommodate a larger number of students without the constraints of physical space or instructor availability. This scalability is particularly advantageous for organizations looking to expand their educational offerings or reach new markets without significant investments in infrastructure.

Customization and adaptability to diverse learning styles

Online learning platforms offer a wealth of tools and resources to cater to diverse learning styles and preferences. From interactive multimedia content to adaptive learning algorithms, these platforms can personalize the learning experience to suit the individual needs and preferences of each student.

Learners can choose the format and pace of their studies, engage with interactive exercises, and simulations, complete coursework, and receive instant feedback to track their progress and identify areas for improvement. Additionally, online courses often incorporate various multimedia elements, such as videos, animations, and gamified activities, to enhance engagement and retention.

Some platforms with advanced features like LearnWorlds , even go the extra mile offering instructors the ability to communicate with their learners as well as learners communicating with their peers, via online discussion boards, in private or public groups, and as part of a wider online learning community .

Give LearnWorlds a spin and explore its awesome capabilities. Get your free trial today!

Global reach and democratization of education

Online learning transcends geographical boundaries, enabling access to education for individuals around the world . Regardless of location or time zone, learners can connect with instructors and peers, fostering a global learning community.

This global reach not only enriches the educational experience by facilitating cross-cultural exchange and collaboration but also promotes inclusivity and diversity within the learning environment.

Moreover, online courses often offer language localization options, making educational content accessible to non-native speakers and individuals with different language preferences.

By offering this level of access to education, online learning empowers individuals from all walks of life to pursue their academic and professional aspirations , regardless of socio-economic status or geographic location.

Challenges of Online Learning

Despite its advantages though, online learning also presents challenges such as the need for reliable internet access and proper computer equipment.

It also requires the self-discipline of learners to stay motivated and focused and comes with potential limitations that may hinder social interaction as well as hands-on learning experiences.

Some of the key challenges of online learning include:

• It often lacks face-to-face interaction found in traditional classrooms, which can lead to feelings of isolation and reduced opportunities for socialization.
• It can present technical difficulties such as internet connectivity issues, software glitches, or hardware malfunctions, disrupting the learning experience and causing frustration.
• It requires greater self-motivation to stay on track with coursework, manage time effectively, and resist distractions, which can be challenging.
• It offers limited hands-on learning for certain subjects or skills that are difficult to teach and learn effectively in an online format; those requiring hands-on practice, laboratory work, or physical manipulation of materials.
• It can be prone to distractions such as social media, email, or household chores, making it difficult for learners to maintain focus and concentration.
• It raises quality and credibility concerns related to educational content and credentials, requiring learners to carefully evaluate the reputation and accreditation of online programs.

Now, let’s examine these downsides in greater detail as well.

Social isolation and lack of face-to-face interaction

Without the physical presence of classmates and instructors, online learners may miss out on spontaneous discussions , group activities, and non-verbal cues that facilitate communication and relationship-building in traditional classrooms. This lack of social interaction can impact engagement and satisfaction with the learning experience.

Technical difficulties and hands-on learning

Online learners may encounter challenges accessing course materials, participating in virtual sessions, or submitting assignments due to technical glitches or outages. These disruptions can undermine the reliability and effectiveness of online learning platforms, requiring robust technical support and contingency plans to minimize their impact on the learning process.

When such problems occur, offering hands-on learning experiences becomes even more difficult. Laboratory experiments, fieldwork, or technical training may be impractical or insufficiently replicated in online environments, limiting opportunities for tactile exploration , observation, and skill development.

Combining online learning with on-site learning though, will allow learners to pursue disciplines that require practical application and experiential learning opportunities.

Self-motivation and potential distractions

Without the structure and supervision provided in traditional classrooms, online learners must possess strong self-discipline , time management skills, and intrinsic motivation to stay on track with coursework and meet deadlines.

The lack of external pressure and accountability can make it challenging for some learners to maintain focus and consistency in their studies. The convenience and accessibility of online learning can increase susceptibility to distractions, requiring learners to implement strategies for minimizing interruptions and creating conducive study environments.

💁🏼 Check out this guide on how to increase student engagement in online learning.

Quality assurance and accreditation concerns

With the wide variety of online courses and credentials available, learners must be extra careful when assessing the reputation, accreditation, and instructional quality of online programs .

Poorly designed or unaccredited courses may lack academic rigor, relevance, or recognition, undermining the value and credibility of the credentials obtained. This underscores the importance of conducting thorough research and due diligence when selecting online learning opportunities to ensure alignment with educational and career goals.

💁🏼 Here are 13 things to consider when determining the value of your online course .

Moving Forward: The Responsibility of Online Instructors & Course Creators

Our digitally-driven world makes everything possible today, and this is one of our biggest assets . Even the hardest challenges can be addressed and resolved effectively; all it takes is staying creative, flexible, and open to trying new things.

This goes out to not only online learners but especially to aspiring online instructors and course creators. Making digital learning a reality starts with a dream and a passion project. Once you have that everything else falls into place, having the right dose of determination and perseverance.

To make sure online learning environments are as inclusive and effective as should be, the next generation of educators needs to think about the instructional methods and strategies they are planning to use and select their equipment carefully.

Pedagogical considerations and instructional design challenges

Diving into the more theoretical and practical aspects of the work of educators , it’s important to go over some key pedagogical considerations and instructional design practices.

Below are some educational principles and strategies to take into account when creating online learning experiences:

Pedagogical Considerations

These are the principles and theories of teaching and learning that guide the design of online courses . Pedagogical considerations involve understanding how students learn best and selecting appropriate instructional methods and strategies to facilitate learning in an online environment.

This may include considerations such as active learning, learner-centered approaches, scaffolding of content, and the use of formative assessment to gauge student understanding.

💁🏼 Need help with course design? Accelerate Course Design with 18 Proven Course Templates

Instructional Design Challenges

These refer to the various hurdles and complexities that educators and instructional designers may face when creating effective online learning experiences.

Challenges may arise in areas such as content organization and sequencing , designing engaging and interactive activities, ensuring accessibility and inclusivity for all learners, managing learner engagement and motivation, and integrating technology tools effectively into the learning experience.

Instructional designers must address these challenges to create meaningful and impactful online courses.

Online course platforms, LMSs, and other tools

The technological means they will use to make this happen have to offer scalable capabilities , robust and advanced features, and provide the innovative solutions they need.

Must-have features in online learning platforms and LMSs include:

🧩 Assessments and feedback: Tools for providing timely and constructive feedback to learners, including automated quizzes, peer assessments, instructor feedback, and self-assessment activities, facilitate continuous improvement and reflection.

💬 Collaboration and social-building tools: Collaboration and communication among learners, instructors, and peers through virtual platforms, discussion forums, group projects, and collaborative tools, which can foster a sense of community and shared learning experiences.

📊 Detailed reporting & analytics: Track progress, monitor performance, and assess learning outcomes through data-rich analytics offered by an LMS, helping to facilitate informed decision-making and targeted interventions.

📝 SCORM-compliance: Ensures that your learning content aligns with the desirable e-learning market standards and is compatible with different LMSs. It allows for interoperability between various tools and platforms, ensuring seamless integration and consistent user experience across different systems.

📲 Mobile Learning: Use of mobile apps on devices such as smartphones and tablets to deliver educational content and facilitate learning activities. It enables learners to access educational resources anytime, anywhere, thus promoting flexibility and accessibility.

🎨 White-labeling: Removing the branding of the LMS provider to customize the appearance and branding of your e-learning website to align with your own brand identity. This can include customizing the platform’s logo, color scheme, and other visual elements.

🎮 Gamification: Involves integrating game design elements and mechanics into e-learning content to engage learners and motivate them to participate in learning activities via the use of points, badges, and leaderboards.

🎥 Live sessions: Real-time, synchronous learning experiences that offer instructor-led opportunities – instructors and learners interact with each other in virtual classrooms or webinars aiding collaboration, and engagement.

🛠️ Integrations: Ability to connect with other software systems and tools, such as CRM (Customer Relationship Management) systems, content repositories, video conferencing tools, and third-party applications, enabling seamless data exchange, and enhanced functionality.

💡 AI-powered functionality: Utilizes AI and machine learning algorithms to automate processes, personalize learning experiences, and provide intelligent insights. This enhances efficiency, effectiveness, and scalability in e-learning by leveraging advanced technologies to support learners and instructors throughout the learning journey.

Lead the Change as a Course Creator: Embrace Online Learning

In this article, we have explored the evolution of online learning, from its early days in computer-based instruction to its current status as a transformative force in education .

As we’ve seen, online learning holds immense potential for democratizing education by overcoming geographical barriers and providing access to unique learning experiences. For the modern digital creator, educator, and trainer, there are huge opportunities to teach online and monetize knowledge while empowering learners from all around the world.

By embracing innovative pedagogical approaches, and fostering interactive learning environments, you can easily create value-packed online courses that cater to the unique needs and preferences of your learners.

Start building your online academy by leveraging a robust learning platform like LearnWorlds . Try it out for free today!

Further reading you might find interesting:

• 183 Profitable Online Course Ideas With Examples
• How to Start a Profitable Online Course Business From Scratch
• Knowledge Economy: How to Sell Knowledge Online
• How to Create and Sell Profitable Online Courses: Step-by-Step Guide
• Sell Digital Downloads: The Complete Guide
• How Much Money Can You Make Selling Online Courses?
• How to Make Money on YouTube: 7 Ways to Monetize

Kyriaki Raouna

Kyriaki is a Content Creator for the LearnWorlds team writing about marketing and e-learning, helping course creators on their journey to create, market, and sell their online courses. Equipped with a degree in Career Guidance, she has a strong background in education management and career success. In her free time, she gets crafty and musical.

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How Online Classes Work: 10 Frequently Asked Questions

Some online courses require students to attend and participate at set times through videoconferencing.

How Online Classes Work: FAQ

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Online classes are typically a mix of video recordings or live lectures supplemented with readings and assessments that students can complete on their own time. But nothing is typical about education in 2020 as the coronavirus has forced a sudden migration to online learning with little time to prepare for it.

As the pandemic accelerated, colleges shifted into emergency mode, shutting down campuses in an effort to prevent the spread of COVID-19 – the disease caused by the novel coronavirus – and moving academic life online. Education experts anticipate more online classes this fall. For students – whether incoming freshmen, seasoned seniors or returning adult learners – here is an overview of what to know about and expect from online classes:

• How is an online classroom typically structured?
• Do students need to attend classes at specific times?
• Do online classes have in-person components?
• How do students interact in an online course?
• What is the typical workload for an online course?
• How many weeks do online classes run?
• What are typical assignments in online classes?
• How do students take proctored exams in online classes?
• What should students know before enrolling in an online course?
• Are there ways to accelerate online degree completion?

How Is an Online Classroom Typically Structured?

The structure of an online classroom varies, experts say. But generally, online students regularly log in to a learning management system, or LMS, a virtual portal where they can view the syllabus and grades; contact professors, classmates and support services; access course materials; and monitor their progress on lessons.

Experts say prospective students should check whether a school's LMS is accessible on mobile devices so they can complete coursework anytime, anywhere. They will also likely need a strong internet connection and any required software , such as a word processor.

One important distinction that experts note is that the forced shift to remote instruction that colleges saw this spring due to the coronavirus is not typical of online education . What students are experiencing in an online format as a result of the pandemic is "emergency remote teaching" says Lynette O'Keefe, director of research and innovation at the Online Learning Consortium.

"Emergency remote teaching forces faculty that have planned their semester in either a face-to-face or blended environment to be carried out fully online, and it forces students that were not necessarily expecting to complete their courses online to do so," O'Keefe says.

She expects courses in the fall to be designed for online offerings rather than hastily forced into the format.

Do Students Need to Attend Classes at Specific Times?

Online classes typically have an asynchronous, or self-paced, portion. Students complete coursework on their own time but still need to meet weekly deadlines, a format that offers flexibility for students .

Some online courses may also have a synchronous component, where students view live lectures online and sometimes participate in discussions through videoconferencing platforms such as Zoom. The latter model is the move many professors have made during the pandemic, experts say.

"It's effectively taking a physical classroom model and doing your best to deliver that over tools like Zoom," says Luyen Chou, chief learning officer at 2U, an online program management company.

Do Online Classes Have In-Person Components?

Some online classes may require students to attend a residency on the school's campus before or during the program. The lengths and details of these requirements vary.

Students may complete team-building activities, network and attend informational sessions. Especially in health fields like nursing , certain online programs may require working in a clinical setting.

How Do Students Interact in an Online Course?

If a course has a synchronous component or requires students to travel to campus, that's a good way to get to know classmates, experts say. Students may otherwise communicate through discussion forums, social media and – particularly for group work – videoconferencing, as well as phone and email.

Online learners interact with professors in similar ways, though they may need to be more proactive than on-campus students to develop a strong relationship . That may involve introducing themselves to their instructor before classes start and attending office hours if offered, Marian Stoltz-Loike, vice president for online education at Touro College in New York, wrote in a 2017 U.S. News blog post.

What Is the Typical Workload for an Online Course?

Just like in traditional classes, the workload varies – but don't expect your course to be easier just because it's online. Many online learners say they spend 15 to 20 hours a week on coursework. That workload, of course, may vary between full-time and part-time students. A lighter course load likely means less study.

At Arizona State University 's online arm – ASU Online – students typically spend six hours a week on coursework for each credit they enroll in, Joe Chapman, director of student services at the school, wrote in a 2015 U.S. News blog post .

How Many Weeks Do Online Classes Run?

While some online degree programs follow the traditional semester-based schedule, others divide the year into smaller terms , and graduation credit requirements may vary. ASU Online courses, for instance, are structured as seven-and-a-half week sessions rather than 14-week semesters.

Sometimes students can choose the number of courses they take at one time, while in other programs they must stick to a set curriculum road map as part of a cohort , experts say. Prospective students should determine whether the academic calendar is structured in a way that will enable them to balance work, school and family. They should also know that academic calendars vary by school.

While some schools have decided to tweak the format for fall 2020, most are sticking to the traditional academic calendar to avoid throwing even more changes at students amid the coronavirus pandemic, Chou says. "I think the majority of the folks that we have talked to have elected, at least for this fall, to preserve their semester structures, just in the interest of not changing everything at the same time."

What Are Typical Assignments in Online Classes?

Online course assignments depend largely on the discipline. But in general, students should expect assignments similar to those in on-ground programs, such as research papers and proctored exams in addition to online-specific assignments such as responding to professor-posed questions in a discussion board .

An online course may also require group projects where students communicate virtually, as well as remote presentations. These can be challenging for online learners, who often live across various time zones, Stoltz-Loike noted in a 2018 blog post .

How Do Students Take Proctored Exams in Online Classes?

Not all online classes have proctored exams . But if they do, online students may need to visit a local testing site with an on-site proctor. They may also take virtually monitored exams online, where a proctor watches via webcam or where computer software detects cheating by checking test-takers' screens.

With more classes likely online in fall 2020, experts expect an uptick in online exam proctoring.

What Should Students Know Before Enrolling in an Online Course?

Prospective students looking for how to start online college should visit the admissions page for the school. They should also understand the requirements for the degree program of interest to them, considering that there may be a higher threshold for certain majors compared with general admissions, experts recommend.

While the registration process for online and on-campus classes is often similar, prospective online students should review the course type and requirements before enrolling, experts say. They should also understand the requirements for dropping classes.

Are There Ways to Accelerate Online Degree Completion?

In some cases, it's possible to earn a degree faster.

For instance, in competency-based online learning , students move quickly through the material they already know and may spend more time on unfamiliar topics. In some programs, students may also earn credits for past work or military experience. Some universities even offer a subscription-based model, which allows students to sign up for various self-paced classes over several months.

Trying to fund your online education? Get tips and more in the U.S. News Paying for Online Education center.

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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 .  

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Home » Assignment – Types, Examples and Writing Guide

Assignment – Types, Examples and Writing Guide

Table of Contents

Definition:

Assignment is a task given to students by a teacher or professor, usually as a means of assessing their understanding and application of course material. Assignments can take various forms, including essays, research papers, presentations, problem sets, lab reports, and more.

Assignments are typically designed to be completed outside of class time and may require independent research, critical thinking, and analysis. They are often graded and used as a significant component of a student’s overall course grade. The instructions for an assignment usually specify the goals, requirements, and deadlines for completion, and students are expected to meet these criteria to earn a good grade.

History of Assignment

The use of assignments as a tool for teaching and learning has been a part of education for centuries. Following is a brief history of the Assignment.

• Ancient Times: Assignments such as writing exercises, recitations, and memorization tasks were used to reinforce learning.
• Medieval Period : Universities began to develop the concept of the assignment, with students completing essays, commentaries, and translations to demonstrate their knowledge and understanding of the subject matter.
• 19th Century : With the growth of schools and universities, assignments became more widespread and were used to assess student progress and achievement.
• 20th Century: The rise of distance education and online learning led to the further development of assignments as an integral part of the educational process.
• Present Day: Assignments continue to be used in a variety of educational settings and are seen as an effective way to promote student learning and assess student achievement. The nature and format of assignments continue to evolve in response to changing educational needs and technological innovations.

Types of Assignment

Here are some of the most common types of assignments:

An essay is a piece of writing that presents an argument, analysis, or interpretation of a topic or question. It usually consists of an introduction, body paragraphs, and a conclusion.

Essay structure:

• Introduction : introduces the topic and thesis statement
• Body paragraphs : each paragraph presents a different argument or idea, with evidence and analysis to support it
• Conclusion : summarizes the key points and reiterates the thesis statement

Research paper

A research paper involves gathering and analyzing information on a particular topic, and presenting the findings in a well-structured, documented paper. It usually involves conducting original research, collecting data, and presenting it in a clear, organized manner.

Research paper structure:

• Title page : includes the title of the paper, author’s name, date, and institution
• Abstract : summarizes the paper’s main points and conclusions
• Introduction : provides background information on the topic and research question
• Literature review: summarizes previous research on the topic
• Methodology : explains how the research was conducted
• Results : presents the findings of the research
• Discussion : interprets the results and draws conclusions
• Conclusion : summarizes the key findings and implications

A case study involves analyzing a real-life situation, problem or issue, and presenting a solution or recommendations based on the analysis. It often involves extensive research, data analysis, and critical thinking.

Case study structure:

• Introduction : introduces the case study and its purpose
• Background : provides context and background information on the case
• Analysis : examines the key issues and problems in the case
• Solution/recommendations: proposes solutions or recommendations based on the analysis
• Conclusion: Summarize the key points and implications

A lab report is a scientific document that summarizes the results of a laboratory experiment or research project. It typically includes an introduction, methodology, results, discussion, and conclusion.

Lab report structure:

• Title page : includes the title of the experiment, author’s name, date, and institution
• Abstract : summarizes the purpose, methodology, and results of the experiment
• Methods : explains how the experiment was conducted
• Results : presents the findings of the experiment

Presentation

A presentation involves delivering information, data or findings to an audience, often with the use of visual aids such as slides, charts, or diagrams. It requires clear communication skills, good organization, and effective use of technology.

Presentation structure:

• Introduction : introduces the topic and purpose of the presentation
• Body : presents the main points, findings, or data, with the help of visual aids
• Conclusion : summarizes the key points and provides a closing statement

Creative Project

A creative project is an assignment that requires students to produce something original, such as a painting, sculpture, video, or creative writing piece. It allows students to demonstrate their creativity and artistic skills.

Creative project structure:

• Introduction : introduces the project and its purpose
• Body : presents the creative work, with explanations or descriptions as needed
• Conclusion : summarizes the key elements and reflects on the creative process.

Examples of Assignments

Following are Examples of Assignment templates samples:

Essay template:

I. Introduction

• Hook: Grab the reader’s attention with a catchy opening sentence.
• Background: Provide some context or background information on the topic.
• Thesis statement: State the main argument or point of your essay.

II. Body paragraphs

• Topic sentence: Introduce the main idea or argument of the paragraph.
• Evidence: Provide evidence or examples to support your point.
• Analysis: Explain how the evidence supports your argument.
• Transition: Use a transition sentence to lead into the next paragraph.

III. Conclusion

• Restate thesis: Summarize your main argument or point.
• Review key points: Summarize the main points you made in your essay.
• Concluding thoughts: End with a final thought or call to action.

Research paper template:

I. Title page

• Title: Give your paper a descriptive title.
• Author: Include your name and institutional affiliation.
• Date: Provide the date the paper was submitted.

II. Abstract

• Background: Summarize the background and purpose of your research.
• Methodology: Describe the methods you used to conduct your research.
• Results: Summarize the main findings of your research.
• Conclusion: Provide a brief summary of the implications and conclusions of your research.

III. Introduction

• Background: Provide some background information on the topic.
• Research question: State your research question or hypothesis.
• Purpose: Explain the purpose of your research.

IV. Literature review

• Background: Summarize previous research on the topic.
• Gaps in research: Identify gaps or areas that need further research.

V. Methodology

• Participants: Describe the participants in your study.
• Procedure: Explain the procedure you used to conduct your research.
• Measures: Describe the measures you used to collect data.

VI. Results

• Quantitative results: Summarize the quantitative data you collected.
• Qualitative results: Summarize the qualitative data you collected.

VII. Discussion

• Interpretation: Interpret the results and explain what they mean.
• Implications: Discuss the implications of your research.
• Limitations: Identify any limitations or weaknesses of your research.

VIII. Conclusion

• Review key points: Summarize the main points you made in your paper.

Case study template:

• Background: Provide background information on the case.
• Research question: State the research question or problem you are examining.
• Purpose: Explain the purpose of the case study.

II. Analysis

• Problem: Identify the main problem or issue in the case.
• Factors: Describe the factors that contributed to the problem.
• Alternative solutions: Describe potential solutions to the problem.

III. Solution/recommendations

• Proposed solution: Describe the solution you are proposing.
• Rationale: Explain why this solution is the best one.
• Implementation: Describe how the solution can be implemented.

IV. Conclusion

• Summary: Summarize the main points of your case study.

Lab report template:

• Title: Give your report a descriptive title.
• Date: Provide the date the report was submitted.
• Background: Summarize the background and purpose of the experiment.
• Methodology: Describe the methods you used to conduct the experiment.
• Results: Summarize the main findings of the experiment.
• Conclusion: Provide a brief summary of the implications and conclusions
• Background: Provide some background information on the experiment.
• Hypothesis: State your hypothesis or research question.
• Purpose: Explain the purpose of the experiment.

IV. Materials and methods

• Materials: List the materials and equipment used in the experiment.
• Procedure: Describe the procedure you followed to conduct the experiment.
• Data: Present the data you collected in tables or graphs.
• Analysis: Analyze the data and describe the patterns or trends you observed.

VI. Discussion

• Implications: Discuss the implications of your findings.
• Limitations: Identify any limitations or weaknesses of the experiment.

VII. Conclusion

• Restate hypothesis: Summarize your hypothesis or research question.
• Review key points: Summarize the main points you made in your report.

Presentation template:

• Attention grabber: Grab the audience’s attention with a catchy opening.
• Purpose: Explain the purpose of your presentation.
• Overview: Provide an overview of what you will cover in your presentation.

II. Main points

• Main point 1: Present the first main point of your presentation.
• Supporting details: Provide supporting details or evidence to support your point.
• Main point 2: Present the second main point of your presentation.
• Main point 3: Present the third main point of your presentation.
• Summary: Summarize the main points of your presentation.
• Call to action: End with a final thought or call to action.

Creative writing template:

• Setting: Describe the setting of your story.
• Characters: Introduce the main characters of your story.
• Rising action: Introduce the conflict or problem in your story.
• Climax: Present the most intense moment of the story.
• Falling action: Resolve the conflict or problem in your story.
• Resolution: Describe how the conflict or problem was resolved.
• Final thoughts: End with a final thought or reflection on the story.

How to Write Assignment

Here is a general guide on how to write an assignment:

• Understand the assignment prompt: Before you begin writing, make sure you understand what the assignment requires. Read the prompt carefully and make note of any specific requirements or guidelines.
• Research and gather information: Depending on the type of assignment, you may need to do research to gather information to support your argument or points. Use credible sources such as academic journals, books, and reputable websites.
• Organize your ideas : Once you have gathered all the necessary information, organize your ideas into a clear and logical structure. Consider creating an outline or diagram to help you visualize your ideas.
• Write a draft: Begin writing your assignment using your organized ideas and research. Don’t worry too much about grammar or sentence structure at this point; the goal is to get your thoughts down on paper.
• Revise and edit: After you have written a draft, revise and edit your work. Make sure your ideas are presented in a clear and concise manner, and that your sentences and paragraphs flow smoothly.
• Proofread: Finally, proofread your work for spelling, grammar, and punctuation errors. It’s a good idea to have someone else read over your assignment as well to catch any mistakes you may have missed.
• Submit your assignment : Once you are satisfied with your work, submit your assignment according to the instructions provided by your instructor or professor.

Applications of Assignment

Assignments have many applications across different fields and industries. Here are a few examples:

• Education : Assignments are a common tool used in education to help students learn and demonstrate their knowledge. They can be used to assess a student’s understanding of a particular topic, to develop critical thinking skills, and to improve writing and research abilities.
• Business : Assignments can be used in the business world to assess employee skills, to evaluate job performance, and to provide training opportunities. They can also be used to develop business plans, marketing strategies, and financial projections.
• Journalism : Assignments are often used in journalism to produce news articles, features, and investigative reports. Journalists may be assigned to cover a particular event or topic, or to research and write a story on a specific subject.
• Research : Assignments can be used in research to collect and analyze data, to conduct experiments, and to present findings in written or oral form. Researchers may be assigned to conduct research on a specific topic, to write a research paper, or to present their findings at a conference or seminar.
• Government : Assignments can be used in government to develop policy proposals, to conduct research, and to analyze data. Government officials may be assigned to work on a specific project or to conduct research on a particular topic.
• Non-profit organizations: Assignments can be used in non-profit organizations to develop fundraising strategies, to plan events, and to conduct research. Volunteers may be assigned to work on a specific project or to help with a particular task.

Purpose of Assignment

The purpose of an assignment varies depending on the context in which it is given. However, some common purposes of assignments include:

• Assessing learning: Assignments are often used to assess a student’s understanding of a particular topic or concept. This allows educators to determine if a student has mastered the material or if they need additional support.
• Developing skills: Assignments can be used to develop a wide range of skills, such as critical thinking, problem-solving, research, and communication. Assignments that require students to analyze and synthesize information can help to build these skills.
• Encouraging creativity: Assignments can be designed to encourage students to be creative and think outside the box. This can help to foster innovation and original thinking.
• Providing feedback : Assignments provide an opportunity for teachers to provide feedback to students on their progress and performance. Feedback can help students to understand where they need to improve and to develop a growth mindset.
• Meeting learning objectives : Assignments can be designed to help students meet specific learning objectives or outcomes. For example, a writing assignment may be designed to help students improve their writing skills, while a research assignment may be designed to help students develop their research skills.

When to write Assignment

Assignments are typically given by instructors or professors as part of a course or academic program. The timing of when to write an assignment will depend on the specific requirements of the course or program, but in general, assignments should be completed within the timeframe specified by the instructor or program guidelines.

It is important to begin working on assignments as soon as possible to ensure enough time for research, writing, and revisions. Waiting until the last minute can result in rushed work and lower quality output.

It is also important to prioritize assignments based on their due dates and the amount of work required. This will help to manage time effectively and ensure that all assignments are completed on time.

In addition to assignments given by instructors or professors, there may be other situations where writing an assignment is necessary. For example, in the workplace, assignments may be given to complete a specific project or task. In these situations, it is important to establish clear deadlines and expectations to ensure that the assignment is completed on time and to a high standard.

Characteristics of Assignment

Here are some common characteristics of assignments:

• Purpose : Assignments have a specific purpose, such as assessing knowledge or developing skills. They are designed to help students learn and achieve specific learning objectives.
• Requirements: Assignments have specific requirements that must be met, such as a word count, format, or specific content. These requirements are usually provided by the instructor or professor.
• Deadline: Assignments have a specific deadline for completion, which is usually set by the instructor or professor. It is important to meet the deadline to avoid penalties or lower grades.
• Individual or group work: Assignments can be completed individually or as part of a group. Group assignments may require collaboration and communication with other group members.
• Feedback : Assignments provide an opportunity for feedback from the instructor or professor. This feedback can help students to identify areas of improvement and to develop their skills.
• Academic integrity: Assignments require academic integrity, which means that students must submit original work and avoid plagiarism. This includes citing sources properly and following ethical guidelines.
• Learning outcomes : Assignments are designed to help students achieve specific learning outcomes. These outcomes are usually related to the course objectives and may include developing critical thinking skills, writing abilities, or subject-specific knowledge.

Advantages of Assignment

There are several advantages of assignment, including:

• Helps in learning: Assignments help students to reinforce their learning and understanding of a particular topic. By completing assignments, students get to apply the concepts learned in class, which helps them to better understand and retain the information.
• Develops critical thinking skills: Assignments often require students to think critically and analyze information in order to come up with a solution or answer. This helps to develop their critical thinking skills, which are important for success in many areas of life.
• Encourages creativity: Assignments that require students to create something, such as a piece of writing or a project, can encourage creativity and innovation. This can help students to develop new ideas and perspectives, which can be beneficial in many areas of life.
• Builds time-management skills: Assignments often come with deadlines, which can help students to develop time-management skills. Learning how to manage time effectively is an important skill that can help students to succeed in many areas of life.
• Provides feedback: Assignments provide an opportunity for students to receive feedback on their work. This feedback can help students to identify areas where they need to improve and can help them to grow and develop.

Limitations of Assignment

There are also some limitations of assignments that should be considered, including:

• Limited scope: Assignments are often limited in scope, and may not provide a comprehensive understanding of a particular topic. They may only cover a specific aspect of a topic, and may not provide a full picture of the subject matter.
• Lack of engagement: Some assignments may not engage students in the learning process, particularly if they are repetitive or not challenging enough. This can lead to a lack of motivation and interest in the subject matter.
• Time-consuming: Assignments can be time-consuming, particularly if they require a lot of research or writing. This can be a disadvantage for students who have other commitments, such as work or extracurricular activities.
• Unreliable assessment: The assessment of assignments can be subjective and may not always accurately reflect a student’s understanding or abilities. The grading may be influenced by factors such as the instructor’s personal biases or the student’s writing style.
• Lack of feedback : Although assignments can provide feedback, this feedback may not always be detailed or useful. Instructors may not have the time or resources to provide detailed feedback on every assignment, which can limit the value of the feedback that students receive.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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[ uh - sahyn -m uh nt ]

She completed the assignment and went on to other jobs.

Synonyms: job , obligation

He left for his assignment in the Middle East.

• an act of assigning; appointment.
• the transference of a right, interest, or title, or the instrument of transfer.
• a transference of property to assignees for the benefit of creditors.

/ əˈsaɪnmənt /

• something that has been assigned, such as a mission or task
• a position or post to which a person is assigned
• the act of assigning or state of being assigned

assignment of a lease

• the document effecting such a transfer
• the right, interest, or property transferred
• law (formerly) the transfer, esp by an insolvent debtor, of property in trust for the benefit of his creditors
• logic a function that associates specific values with each variable in a formal expression
• history a system (1789–1841) whereby a convict could become the unpaid servant of a freeman

Discover More

Other words from.

• misas·signment noun
• nonas·signment noun
• reas·signment noun

Word History and Origins

Origin of assignment 1

Synonym Study

Example sentences.

Yariel Valdés González and I faced these challenges while on assignment in South Florida and the Deep South from July 21-Aug.

They’re putting time into decoration just as they would in their physical classroom, and students can interact with the space by, say, clicking on a bookshelf to get a reading assignment.

For now, if the district moves to in-person learning, instruction in Carlsbad will take place on campus five days per week and students may engage in additional independent practices and other assignments at home.

The assignments must also respect the relationships between the elements in the group.

It’s very hard, by the way, to do real random assignment studies of couples therapy.

His most recent assignment was the 84th Precinct, at the Brooklyn end of the Brooklyn Bridge.

When Lewis was shipped off to Vietnam, his son was just three months old, and the timing of the assignment worried Lewis.

When Vial got that first assignment, she was just beginning her photography career, and Cirque du Soleil was only a few years old.

“For our winter issue, we gave ourselves one assignment: Break The Internet,” wrote Paper.

By the 1950s the rapid assignment of gender to an ambiguously gendered infant had become standard.

Consent to an assignment may be given by the president of the company, without formal vote by the directors.

A transfer by the lessee of the whole or a part of his interest for a part of the time is a sublease and not an assignment.

An assignment to one who has an insurable interest as relative, creditor and the like, is always valid.

When an assignment of it is made, the assignee may sue in his own name for rent accruing after the assignment.

In some states statutes forbid the assignment of such policies for the benefit of creditors.

Related Words

• appointment

Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

• Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
• Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

• What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

• define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
• describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
• explain —give reasons why or examples of how something happened
• illustrate —give descriptive examples of the subject and show how each is connected with the subject
• summarize —briefly list the important ideas you learned about the subject
• trace —outline how something has changed or developed from an earlier time to its current form
• research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

• compare —show how two or more things are similar (and, sometimes, different)
• contrast —show how two or more things are dissimilar
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
• cause —show how one event or series of events made something else happen
• relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

• assess —summarize your opinion of the subject and measure it against something
• prove, justify —give reasons or examples to demonstrate how or why something is the truth
• evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
• support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
• synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
• analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
• argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

• What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
• In lecture, does your instructor ask your opinion, try to prove their point of view, or use keywords that show up again in the assignment?
• What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
• How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

• Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
• The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and they already know everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

• spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
• use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
• use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
• get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Table of Contents

Creating an online assignment, adding your questions, short answer, free response, multiple choice, file upload, question formatting, adding images, adding explanations, choosing when/if explanations appear, adding subquestions and removing questions, hiding questions and responses, randomizing questions and answers for students, setting a time limit for the assignment, extending dates and time limits, displaying answers immediately, displaying answers after the due date, submission interface, submitting work on students' behalf, auto-graded fields, manually graded fields, publishing grades, deleting submissions, regrading auto-graded questions, exporting assignment submissions.

• ​Assignment Workflow

Online Assignments (Beta)

Currently in beta, online assignments let you create questions directly on Gradescope. Students will be able to log in and submit responses within the Gradescope interface. For some types of questions (multiple-choice, select all, and short answer), you can also indicate the correct answer ahead of time, and student submissions will be automatically graded. However, though you can autograde certain fields, AI-assisted grading and answer-grouping are not possible in Online Assignments at this time.

Assignment Setup

• On your course’s homepage, click Assignments (left sidebar) and then Create Assignment  (bottom right). Select Online Assignment from the list of assignment types when it appears. 
• Add an assignment title, set a release date, due date, and, optionally, a late due date. If you’re making a test assignment that students should not see, make sure to set the Release Date far in the future, or use a demo course that has no real students in it.
• (Optional) To give students a set number of minutes to submit work, select  Enforce Time Limit.  Then, use the  Maximum Time Permitted  field to set your time limit.
• (Optional) To allow groups of students to submit the assignment together, select the  Enable Group Submission ,  and set your preferred group size.
• Click  Create Assignment . This will take you to the  Assignment Outline  where you add your questions.
• On the left side of your Assignment Outline , enter your first question title (optional) and point value. You can preview your exam on the right side of your screen as you add questions. While you're creating your outline, note that all instructors and TAs in your course will be able to edit it too. If multiple people are editing the outline at once, all the users will see a warning message at the top of your screen.
• Add your question in the  Problem field.

• From the dropdown, select the way you’d like students to answer this question: short answer, free response, multiple-choice, select all, or file upload. You can add multiple answer fields to a question if you’d like, but be sure each answer field is on a line by itself. See the next section of this guide for more on how the answer input fields work.
• Click the Add Question  button after each question to insert the next problem or task in the assignment along with the point value and answer input fields, repeating the process explained in Steps 1-3. Click the Add Subquestion button after a question to add a child question beneath it and create a group. Note that when you make a group of questions, the top-level question can only be used for description text, and students cannot submit any input fields within that question. For instance, if you have Questions 1.1, 1.2, and 1.3, students can only submit answers to those, and not to Question 1, the parent of the group.
• When you're finished, click  Save . If you close your outline before saving it, the questions you added and changes you made will still be there when you return. However, even if the assignment release date has passed, your students and the other instructors in your course will not be able to see the latest questions or changes until you click Save Assignment either in the footer or after the last question in the outline. If you return to your outline and do not want to keep your unsaved changes, click the up arrow next to the Save Assignment button in the footer, and then click Discard Changes when the option appears.

Answer input fields

We currently support Multiple Choice, Select All, Short Answer, Free Response, and File Upload fields. For Multiple Choice, Select All, and Short Answer questions, you’ll supply the correct answer, and we’ll automatically grade your students’ responses. A question can have multiple input fields, in which case the student must get all of them correct to receive credit. Input markup must be the only thing on the line that it occurs on. This means that you currently cannot have text before or after an input field.

• Choosing "Short Answer" from the Insert Field dropdown or adding this Markdown syntax [____](answer)  to a question's Problem Field gives students a text box where they can enter a short numerical answer or a response that is only a few words.
• To allow Gradescope to autograde answers, you can put the correct answer inside the parentheses.
• Correct answers in the parentheses can be text or numbers.
• Make sure to put the answer field on a separate line, with no text before or after it.
• At the moment, Gradescope can only accept one correct text answer in a short answer field.
• Students will be autograded based on whether or not their response exactly matches the text you entered as the correct answer.
• However, you do have options on the assignment's Settings page to ignore leading and trailing whitespace and case-sensitivity.
• If there is only one correct numerical answer, you can simply put that numerical answer inside the parentheses.
• If you want Gradescope to accept any mathematical equivalent of the correct answer, add = and +-0 to the answer input field. Adding = and +-0 on either side of the correct answer prompts Gradescope to accept any mathematical equivalent of the correct answer. Equivalents can be written using any of these supported operators: +, -, *, /, %, ^, ( ). See tip below.
• If you want Gradescope to accept any mathematical equivalent of the correct answer within an acceptable margin of error , you can add = , +- , and then a value to the answer input field. Adding = , +- , and the additional value prompts Gradescope to accept any mathematical equivalent of any value that falls within the given range. Equivalents can be written using any of these supported operators: +, -, *, /, %, ^, ( ). See tip below. Formatting short answer input fields: Below are some examples to help you format short answer input fields. [____](2) means Gradescope will only accept "2" as the correct answer [____](=2+-0) means Gradescope will accept 2, 2.0, 2.00, 2/1, "1+1", "2*1", "2^1" etc. [____](=2+-0.2) means Gradescope will accept any mathematical equivalent of any value between 1.8 and 2.2
• Choosing "Free Response" from the Insert Field dropdown or adding this Markdown syntax |____|  to a question's Problem Field gives students a text box where they can enter multi-paragraph text answers to that question.
• If a question has any free-response boxes, they won’t be automatically graded and that question must be graded by hand.
• Choosing "Multiple Choice" from the Insert Field dropdown or adding the Markdown syntax shown below will let students click on a single correct answer from a group of options.
• ( ) description  creates a choice.
• (X) answer  designates the correct answer among the choices.
• Don’t leave blank lines between choices, or it’ll start a new group of choices.
• Choosing "Select All" from the Insert Field dropdown or adding the Markdown syntax shown below will let students click on all the possible correct answers from a group of options.
• [ ] description  creates a choice.
• [X] answer  designates a correct answer among the choices.
• Student must mark all required answers to get points.
• Choosing "File Upload" from the Insert Field dropdown or adding this |files|  Markdown syntax lets students upload any file type (PDFs, images, code) as part of their response. 
• File Upload fields also let instructors combine online questions and questions where students upload photos of handwritten work (or code files) within the same Gradescope assignment.
• Though you can view and grade the uploaded files, you will not be able to mark on or annotate them.

Any normal text you type in the question box will be passed through as text. You can use Markdown and LaTeX expressions in your questions and students can use LaTeX in their responses (denote LaTeX with  $$ , eg.  $$x^2$$ ). You can see a preview of what the assignment will look like to students in the pane on the right.

Check out our guides on Markdown and LaTeX for more details on how to use these.

• In the Assignment editor, go to the relevant question.
• Select  Insert Images. This will open the Insert Image dialog.
• When prompted, select an image file from your device's file browser. Select Open .
• (Optional) To add alt text to the image, enter text for the Image Description (Alt Text).
• To upload the image, select  Upload.
• To insert an image or graphic using Markdown syntax , insert the image URL link in the question's Problem field. Here's an example of inserting an image using Markdown syntax:  
• Repeat steps 1 - 3 as needed.

If you'd like, you can add explanations for the correct answer and choose when/if you'd like students to see these explanations. To add an explanation to a question, put two square brackets ( [[ ]] ) around the explanation text. Make sure to put the explanation on a separate line, with no text before or after it. For multiple-line explanations, use brackets around each line of the explanation. Empty lines between explanations will break them up into two separate blocks. There isn’t currently a way to provide explanations for incorrect answers. However, you can add details about incorrect answer options to the explanation for the correct answer.

To choose when/if students see an explanation depends on whether the two Answer Visibility boxes are checked on the assignment's Settings page.

• If only " show explanations when students answer a question correctly " is checked, students will see the explanation as soon as they select the correct answer for an auto-graded question (e.g., multiple-choice or select all) or as soon as you grade a manually graded question with a full-credit rubric item. Students will see this explanation right away, even if the due date hasn't passed yet and even if grades for the assignment haven't been published yet. However, students who select incorrect answers or who don't get full credit would never see the explanation if only this checkbox is checked.
• If only " show answers after due date " is checked, all students will see explanations, regardless of whether they selected the correct or incorrect answer, and regardless of their score. However, they will only see these explanations after the due date or late due date (if one is set), and after grades for the assignment are published.
• If both checkboxes are checked, students who have the correct answer or full credit will see explanations right away, and students who have the incorrect answer will see explanations after the due date has passed and grades have been published.
• If neither checkbox is checked, no students will ever see any explanations.

You can add new questions or subquestions using the  Insert Question  and  Add Subquestion  buttons below each question. The dashed line with an icon, when hovered over, turns into an “Insert Question” button, which inserts a question at the spot where the line is (in between two questions).

Adding a subquestion turns the question into a question group and adds a child question of the current question. Note that when you make a group of questions, the top-level question can only be used for description text, and students cannot submit any input fields within that question. i.e. If you have questions 1.1, 1.2, and 1.3, students can only submit answers to those, and not to Question 1, the parent of the group.

Finally, you can delete questions using the  Delete Question  button. Deleting all parts of a question group will revert that question group to a regular question (i.e. inputs will work again).

• If you’d like to, you can choose to hide an Online Assignment’s questions and students’ responses after the time limit expires or the due date passes (if no time limit is set). To do this, first, open your assignment and navigate to the  Assignment Settings  page from the left side panel.
• On your  Assignment Settings  page, under  Questions and Student Work Visibility  select “Show after grades are published.”
• Then click the  Save  button. Questions and students’ responses will now be hidden after the time limit expires or the due date passes. Students will regain access once you click  Publish Grades .

To assist in preventing unwanted collusion between students, Gradescope allows for questions, answer options, or both to be randomized when distributed. By default, the randomization settings are disabled. To enable them:

• Once the Online Assignment has been created, access the assignment Settings in the left sidebar.
• Shuffle Questions - Top-level questions (1, 2, 3…) will be ordered randomly for each student. Subquestions will remain in their original order (1.1, 1.2 - 2.1, 2.2). 
• Shuffle Choices - The answers to any multiple choice or select all questions will be listed in random order. 
• Select Save . 

When you are ready to grade the assignment, the student submissions will not appear randomized when viewed by an instructor, TA, or reader. If you would like to see how the questions or answers were displayed for an individual student,

• Access the Manage Submissions or Review Grades page.
• Select the name of the student.
• The student’s submission, and the randomization they were given, will be displayed.

The optional  Maximum Time Permitted  feature lets you give students a set number of minutes to complete an Online Assignment from the moment they open it and see the questions. When students open an assignment with a time limit, they’re told how long they have to complete it and can then confirm that they’d like to begin. Students will then see a countdown timer on their screen as they complete the assignment. They can hide the timer if they don’t want to see it and reveal again if they change their mind. Students can update their answers any number of times. The most recently submitted answer for each question at the end of the time limit will be saved for you to view and grade. Because students only have a finite amount of time to submit work, timed assignments reduce the risk of students cheating or working together to get the answers.

If you want to extend or modify when a specific student can start, work on, or submit an assignment, check out Extending assignment release dates, due dates, late due dates, and time limits .

To learn how to give a student more time on all timed assignments in a course, check out Extending time limits at the course level . Currently, at the course level, you can only give blanket time limit extensions. You cannot give a student an extension on all assignment release dates, due dates, or late due dates in a course at once. You would need to give the student those extensions on each assignment. 

By default, students won’t see their feedback and scores until you click the Publish Grades button. For formative assessments in which you'd like students to see their results and feedback for auto-graded questions immediately (e.g., for multiple-choice, select all, or short-answer/fill-in-the-blank questions) you should click Publish Grades from the Review Grades page before you release the assignment to students. Here's how to do that.

• Create your Online Assignment and be sure to fill in the correct answers where applicable. Before you release the assignment to students, click Review Grades in the left side panel ( Course > Assignment > Review Grades ). This will take you to the Review Grades page for that assignment.
• On your  Review Grades  page, click the Publish Grades button in the bottom right. Now, as soon as a student saves an answer, they will immediately see whether that answer is correct or incorrect. See the note and image below for more on incorrect answer notifications. Incorrect answers: If a student answers incorrectly, they will only see that their answer was incorrect. They will not see the correct answers unless you opt to display answers after the due date . However, students can resubmit and update answers until the due date passes or the time limit expiration.

If you’d like students to see the correct answers for each auto-graded question (e.g., multiple-choice, select all, and short answer questions) after the due date has passed (even if they did not get the correct answer), you can check the "Show answers after due date box" on the assignment’s  Settings  page. Please keep in mind that even if you check "Show answers after the due date," you still need to click Publish Grades on the Review Grades page for students to see the correct answers. Also, if you set a late due date, students will only see correct answers after the late due date has passed , not after the due date.

Submitting the assignment

Once you’ve created the assignment, your students will be able to log in and enter their responses within the submission period. Students can use LaTeX in their responses to free response questions, and they can upload files of any type to file upload questions. As students complete each question, they’ll see a progress indicator telling them how many questions they’ve answered and how many questions they have left. 

The way students save or submit answers is slightly different based on whether or not the assignment has a time limit:

• In  timed  assignments, students’ answers will be autosaved as they enter them. They will not have a button to submit each one. Students will also see a countdown timer (which can be hidden) in the top right corner of their screen. 
• In  non-timed  assignments, students will need to click the  Submit Answer  button as they finish each question. They’ll see a timestamp next to each answer they submit. Along the top of their screen, they can also track how many questions they’ve answered or started but haven’t submitted. Any answers they haven’t submitted will have an asterisk next to them in their assignment. 

During the allotted time (if you set a time limit) and submission period, students can submit or update their answers as many times as they need to. You will only see students’ final answers for each question.

When students log in, they will see a link on their course dashboard to submit an online assignment. If they have already submitted, the link will take them to their submission, and there will be a “Resubmit” button that they can use to resubmit as many times as they’d like before the deadline or time limit expiration. 

You can preview what the student submission interface will look like by going to the assignment’s  Manage Submissions page and clicking  New Submission . Note that this interface will automatically show the instructor whether the answer was correct or incorrect, but students will not see this unless you’ve published grades.

Instructors and TAs can submit work to an online assignment on behalf of students at any point, regardless of any set due dates or time limits.

• Open your assignment. Click the left side panel to expand it (if it isn’t already) and select  Manage Submissions . This will take you to a list of submissions that have been made to this assignment so far.
• Click the  New Submission  button at the bottom of the screen.
• On the submission page, type or select the student’s name from the dropdown under the assignment title.
• Enter or select the responses your student has given you. Upload any of their documents to the appropriate  Upload File  question. Click the  Submit Answer  button as you complete each question. If your student had existing responses that you did not touch, those will be preserved.
• When you’re finished, click the  View Submission  button to see the work you submitted for your student.

M ultiple-choice , select all , and short answer questions will be graded automatically based on the correct answer you provided in the question's problem field. Short answer questions require an exact match to be marked correct. You can enable options for making the matching case-insensitive and to remove leading/trailing whitespaces on the assignment’s  Settings  page. If there are multiple input fields in one question, students must answer all of them correctly to receive any credit. Also, if there are both auto-graded and manually graded fields (see below) in the same question, you will need to manually grade all fields. Though you can auto-grade multiple-choice, select all, and short answer questions, AI-assisted grading and answer-grouping are not possible on any answer field in Online Assignments at this time. Note that you can manually override any auto-grading by going to the Grade Submissions page, clicking on the question name, and editing the rubric or rubric item applications.

F ree-response and file upload fields can only be graded manually from the assignment’s  Grade Submissions  page. If there are both auto-graded (see above) and manually grade fields in the same question, you will need to manually grade both fields. Also, though you can auto-grade multiple-choice, select all, and short answer questions, auto-grading, as well as AI-assisted grading and answer-grouping are not possible on free-response and file upload fields at this time.

Rubrics allow you to grade quickly and consistently, applying the same set of feedback to every submission. Gradescope rubrics are created for each individual question .

Online Assignments contain pre-loaded “Correct” and “Incorrect” rubric items for any multiple-choice, select all, and short answer questions. You can add rubric items to these questions if needed; however, editing or deleting these pre-loaded rubric items will interfere with the auto-grading of these questions. To learn more about rubrics, check out our guidance .

Note that students won’t see their feedback and scores until you publish grades. If you intend for students to see their results for auto-graded questions immediately, you should publish grades from the Review Grades page when you are finished creating the assignment. See the section on Displaying answers immediately above for more on this.

If you’d like students to see the correct answers for each auto-graded question after the due date has passed (even if they did not get the correct answer), you can check the  Show answers after due date  box on the assignment’s  Settings  page.

Editing an assignment currently leaves any grading on existing submissions alone. To delete a student’s submission, check their score, or see when they started an assignment or last updated their latest submission, head to your Manage Submissions page.

If the points for auto-graded questions need to be recomputed or rescored, you’ll find a  Regrade All Submissions  button on the assignment’s Manage Submissions page as well. Clicking the Regrade All Submissions button will regrade all auto-graded questions:

• multiple-choice
• short answer

Any manual grading applied to auto-graded questions, such as submission specific adjustments or comments, will not be removed unless you check the box to allow it.

As the regrading only applied to auto-graded question types , rubrics for questions with free response and file upload fields will remain unaffected, even when the "reset manual grading" box is checked.

Exporting Submission Data

Exporting assignment submissions allows you to export submission data and all of your students' scores and responses, including any files they uploaded with an assignment. 

• Open your assignment and go to the R eview Grades page.
• Select Export Submissions and then Download Submissions from the modal. 

• Once downloaded, unzip the submissions.zip file, and you should have a submission_metadata.csv file and, if your assignment had questions with File Upload fields,  a Submission_XXXXX{ID} folder for each student.
• Submission_metadata.csv - contains a spreadsheet of the students’ submission data of each question. Data listed includes submission status, sections, each student’s total assignment score, question data like given question scores, response timestamps for each question, and each student's response for each question. Any file upload questions will contain a text file ID, which you can use to locate the folder of the same name containing the raw file in a student’s submission ID folder.

• Submission_XXXXX{ID} - contains an individual student’s raw files (given a text file ID generated by Gradescope) that they uploaded as a response to any file upload questions in the assignment. The filename of each folder is the student’s submission ID and can be found in the Submission ID column of the submission_metadata.csv . To see a file for a specific question, match text file ID found in the associated Question X Response column of the submission_metadata.csv . 

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Definition of assignment noun from the Oxford Advanced Learner's Dictionary

• Students are required to complete all homework assignments.
• You will need to complete three written assignments per semester.
• a business/special assignment
• I had set myself a tough assignment.
• on an assignment She is in Greece on an assignment for one of the Sunday newspapers.
• on assignment one of our reporters on assignment in China
• The students handed in their assignments.
• The teacher gave us an assignment on pollution.
• Why did you take on this assignment if you're so busy?
• He refused to accept the assignment.
• assignment on

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Meaning of assign in English

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assign verb [T] ( CHOOSE )

• Every available officer will be assigned to the investigation .
• The textbooks were assigned by the course director .
• Part of the group was assigned to clear land mines .
• Each trainee is assigned a mentor who will help them learn more about the job .
• We were assigned an interpreter for the duration of our stay .
• accommodate
• accommodate someone with something
• administration
• arm someone with something
• hand something down
• hand something in
• hand something out
• hand something over
• reassignment

You can also find related words, phrases, and synonyms in the topics:

assign verb [T] ( SEND )

• She was assigned to the Paris office .
• All the team was assigned to Poland.
• advertisement
• employment agency
• equality, diversity and inclusion
• reinstatement
• relocation expenses
• testimonial

assign verb [T] ( COMPUTING )

• 3-D printing
• adaptive learning
• additive manufacturing
• hexadecimal
• hill climbing
• telerobotics
• word processing

assign verb [T] ( GIVE LEGALLY )

Phrasal verb, assign | intermediate english, assign | business english, examples of assign, translations of assign.

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• Dictionary +Plus Word Lists
• assign (CHOOSE)
• assign (SEND)
• assign (COMPUTING)
• assign (GIVE LEGALLY)
• Intermediate    Verb
• Business    Verb
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