assignment on class system

The Classroom Assessment Scoring System® (CLASS)

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Single Focus. Big Impact.

CLASS not only defines teaching quality through the lens of interactions , it provides the ability to measure and improve the interactions that matter most for children’s outcomes. And, it’s a journey of continuous improvement that is data-driven.

As you implement CLASS, you will:

• Focus on high-quality interactions and create a shared understanding of quality in your program
• Measure the quality of interactions to create a system that enables data-driven improvement
• Improve teaching quality through tailored and individualized professional development

Learn more about the exciting enhancements coming to CLASS 2nd Edition and create a transition plan that works for your program!

Make the Switch to CLASS 2nd Edition When You're Ready

Every program is on a different part of its quality improvement journey, and we recognize that transitions take time. We’re here to support your program as you make the move to CLASS 2nd Edition. We anticipate that programs may need up through the school year 2024-2025 to prepare.

During your transition period, we recommend:

• Learning about CLASS 2nd Edition.
• Training your observers and educators on the enhancements with this new version.
• Continuing using CLASS 2008 until you have set a date for when you plan to switch observations to CLASS 2nd Edition.

Over 200 research studies prove children in classrooms with higher CLASS scores demonstrate better social-emotional, cognitive, and academic outcomes.

With a focus on research-based, developmentally appropriate interactions, CLASS is used across all ages, all classroom settings, and alongside any curriculum.

CLASS is the only assessment system that provides teachers the research-proven insights, skills, and strategies they need to improve interactions, the most critical component of their teaching practices.

Our CLASS online platform, myTeachstone, streamlines the data collection, coaching, and professional development processes, making it easier than ever to improve teacher-student interactions.

Create life-changing classroom experiences.

Learn how CLASS is used help each and every child thrive in school and life:

Dual Language Learners

Family Child Care

International

Children with Disabilities

Improve interactions, improve child-outcomes..

There is a reason CLASS is the leading assessment tool in QRIS, and is the Office of Head Start’s chosen quality assessment tool — it works .

“Of the five individual quality indicators (typically in QRIS systems), the CLASS measure of teacher-child interaction quality consistently was the strongest predictor of children’s learning”

– Science Mag

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Maximize the potential for every child.

• Let us create your pathway to success.

Grade Calculator

Use this calculator to find out the grade of a course based on weighted averages. This calculator accepts both numerical as well as letter grades. It also can calculate the grade needed for the remaining assignments in order to get a desired grade for an ongoing course.

Final Grade Calculator

Use this calculator to find out the grade needed on the final exam in order to get a desired grade in a course. It accepts letter grades, percentage grades, and other numerical inputs.

Related GPA Calculator

The calculators above use the following letter grades and their typical corresponding numerical equivalents based on grade points.

Brief history of different grading systems

In 1785, students at Yale were ranked based on "optimi" being the highest rank, followed by second optimi, inferiore (lower), and pejores (worse). At William and Mary, students were ranked as either No. 1, or No. 2, where No. 1 represented students that were first in their class, while No. 2 represented those who were "orderly, correct and attentive." Meanwhile at Harvard, students were graded based on a numerical system from 1-200 (except for math and philosophy where 1-100 was used). Later, shortly after 1883, Harvard used a system of "Classes" where students were either Class I, II, III, IV, or V, with V representing a failing grade. All of these examples show the subjective, arbitrary, and inconsistent nature with which different institutions graded their students, demonstrating the need for a more standardized, albeit equally arbitrary grading system.

In 1887, Mount Holyoke College became the first college to use letter grades similar to those commonly used today. The college used a grading scale with the letters A, B, C, D, and E, where E represented a failing grade. This grading system however, was far stricter than those commonly used today, with a failing grade being defined as anything below 75%. The college later re-defined their grading system, adding the letter F for a failing grade (still below 75%). This system of using a letter grading scale became increasingly popular within colleges and high schools, eventually leading to the letter grading systems typically used today. However, there is still significant variation regarding what may constitute an A, or whether a system uses plusses or minuses (i.e. A+ or B-), among other differences.

An alternative to the letter grading system

Letter grades provide an easy means to generalize a student's performance. They can be more effective than qualitative evaluations in situations where "right" or "wrong" answers can be easily quantified, such as an algebra exam, but alone may not provide a student with enough feedback in regards to an assessment like a written paper (which is much more subjective).

Although a written analysis of each individual student's work may be a more effective form of feedback, there exists the argument that students and parents are unlikely to read the feedback, and that teachers do not have the time to write such an analysis. There is precedence for this type of evaluation system however, in Saint Ann's School in New York City, an arts-oriented private school that does not have a letter grading system. Instead, teachers write anecdotal reports for each student. This method of evaluation focuses on promoting learning and improvement, rather than the pursuit of a certain letter grade in a course. For better or for worse however, these types of programs constitute a minority in the United States, and though the experience may be better for the student, most institutions still use a fairly standard letter grading system that students will have to adjust to. The time investment that this type of evaluation method requires of teachers/professors is likely not viable on university campuses with hundreds of students per course. As such, although there are other high schools such as Sanborn High School that approach grading in a more qualitative way, it remains to be seen whether such grading methods can be scalable. Until then, more generalized forms of grading like the letter grading system are unlikely to be entirely replaced. However, many educators already try to create an environment that limits the role that grades play in motivating students. One could argue that a combination of these two systems would likely be the most realistic, and effective way to provide a more standardized evaluation of students, while promoting learning.

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Google Classroom: When to Use the Different Assignments & How to Assign Work

Samuel J Tan Classroom Technology , Learning , Popular , Technology , Tutorials , VLEs 0

Here is a guide to set the different assignments under the Classwork tab in Google Classroom. This brief tutorial shows the different options; assignment, quiz assignment, question and material, when and how to assign them.

Table of Contents

The object of this tutorial is to give you an overview of what you can achieve with the different assignments supported on Google Classroom. You will need to first head over to the Classwork tab, second after Stream on the top once you are inside your classroom. This tutorial assumes that you have created your first classroom. You can see how to start your own virtual classroom in under 2 minutes for help. We will cover the following:

• create assignments and questions
• use topics to organise classworks into modules or units
• order work by dragging them up or down in Classwork page

Types of Assignment

There are four types of assignments you can create on Google Classroom. They are as follows:

• Assignment (points awarded, good for final assignment with manual marking and use of Rubric)
• Quiz assignment (points awarded, good for automatic marking and grading)
• Question (no points awarded, good for single question quick survey, short answer, multiple choice)
• Material (no points awarded, good for reading assignment or lesson preparations)

Apart from the above, you have the ability to reuse existing post and create topic header. The former lets you reuse posts you have published on Stream in this or other Classes. The latter is topic header you can add to organise the classwork by modules or units. Let’s start looking at each of these different classwork, when to use them and how to create them.

A. Assignment

Probably the most commonly used classwork is the assignment. Here you can pick one of the following top options when creating an assignment. Beyond filling in the title and instruction, choose to:

• Add an existing resource: Google Drive , Link , File or YouTube
• Create a new document: create a new Google Docs , Slides , Sheets , Drawings or Forms

The first option allows you to add a Google Drive, Link to web resources, upload or choose an online file to add to Classroom’s Google Drive. You can use this to assign work like “access the work files or resources in Google Drive”, “revise or research using this link”, “download, open and read the document attached” and “watch this video tutorial or recorded seminar”.

The second option lets you create online documents. This can be a word document, slide presentation file, spreadsheet, drawing or forms. There is no need to upload a document. Here is where your assignment is created and marked totally online. Use the option to assigning a copy to each student and marking them separately with in-line feedback, grade and comments.

As you can see Assignment covers a lot of grounds in terms of resources and online document format supported.

Step by Step Guide on How to Create an Assignment using Google Docs

Here is how to create an online assignment using Google Docs. [number correspond to image in gallery below]

• Open your class
• Click on the second tab, Classwork
• Click “ + Create ” button and choose Assignment
• In the pop up window, add Title and Instructions
• Click “ + Create ” button and choose Docs [4]
• A new tab will open to show the new Google Docs [5]
• Change the title of the document by clicking on Untitled document (top left corner)
• Enter the instruction for assignment into the body, look for  All changes saved in Drive  status in top bar then close tab and return to previous Assignment tab [5]
• Don’t worry if the document still says Untitled document, next to this click drop down menu and choose Make a copy for each student . [6]
• Complete the options in the right side bar (for course, all or select students, grade points, due date, topic and marking rubric (optional) then click Assign button. [7]

NOTE: You can also choose to Schedule the assignment, save or discard draft by clicking on the drop down arrow next to the Assign button.

You will then be returned to the Classwork page where you can see the assignment you have just created, click on it to open a summary card. [8]

B. Quiz Assignment

Based on Google Forms, the quiz is the other assignment you can create as classwork. This is great to gauge the students understanding of the subject. Like any questionnaire or form, you can use different field types when designing your form.

Step by Step Guide on How to Create an Quiz Assignment

• Click “ + Create ” button and choose Quiz Assignment
• A new pop-up window will appear, enter the Title and Instructions for this quiz
• Click on the Blank Quiz link to open the Google Forms file. Click on the title Blank Quiz to change this and start editing the quiz by completing and adding more questions including answers and points for automatic marking.
• Once you have completed your editing, look for All changes saved in Drive , close the tab and return to previous Assignment tab.
• Complete the options in the right side bar (for course, all or select students, grade points, due date, topic and marking rubric (optional) then click Assign button.

You will then be returned to the Classwork page where you can see the assignment you have just created, click on it to open a summary card.

C. Question

The third type of assignment is Question. This is more of a simple single question survey with option to choose between a short answer or multiple choice answer. Nothing more beyond that. It is probably the quickest to set up and least complicated. This is useful to get quick answers from the group. Students can be allowed to see everyones answers and change their answer. No points can be awarded for this assignment.

Step by Step Guide on How to Create Question as Assignment

• Click “ + Create ” button and choose Question
• A new pop-up window will appear, enter the Question and Instructions for this question
• Choose from drop down menu to select Short answer or Multiple choice .
• Here you can also add resources or create online files in Google Drive.
• Complete the options in the right side bar; class(es) the Question is for, assign to All or specific students, Points, Due date and Topic. Also choose if other students can reply to each other and edit their answer if Short answer is chosen. Or, choose if students can see class summary if Multiple choice is chosen.
• Click the Ask button when ready.

D. Material

The last and final assignment is the Material. Here you can assign learning materials for students to study and prepare. As before, you can upload a resource or create online file as material. Like Questions assignment type, no points can be awarded for Material assignment type.

Step by Step Guide on How to Create Material as Assignment

• Click “ + Create ” button and choose Material
• In the pop-up window, complete Title and Description field
• Choose to add a resource or + create online document
• Then configure the assignment using right sidebar, pick to assign to All students or select individuals and pick the Topic this comes under.
• When ready click the Post button.

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Designing Assignments for Learning

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

On this page:

Rethinking traditional tests, quizzes, and exams.

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

Reflect On Your Assignment Design

Connect with the ctl.

• Resources and References

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

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

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

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

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

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

Examples from the Columbia University Classroom 

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

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

​Tips for Designing Assignments for Learning

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

Align the assignment with your course learning objectives 

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

Identify an authentic meaning-making task

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

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

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

Determine the evaluation criteria and create a rubric

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

Build in metacognition

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

Provide students with opportunities to practice

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

Communicate about the assignment 

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

Plan to iterate and to keep the focus on learning 

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

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

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

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

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

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

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

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

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

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

References 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Our assignment builder lets you create interactive classwork that is more impactful, more engaging, and more effective than any other assignment platform on the market.

You can use images, interactive charts and videos to make your assignments feel more real for students. There is also a library of over 10,000 questions with answers, so you don’t have to look elsewhere.

Once you have created your assignment, the fun begins. We ask students just one question at a time, like in a real conversation. This helps them relax, focus and finish the exam without any anxiety.

Track Student Engagement

Save time. Save money. Save energy. All while you see when your students started their assignments, what they know and how far they are along in their learning journey.

With real-time notifications and helpful analytics, you can avoid the stress of grading and constantly reminding students to complete assignments, leaving you with more time to teach and get better results.

Keep everything on the same page! Always

The fastest way to connect with your school’s administrative system, Classwise connects seamlessly with all major classroom management systems.

Results for classwork shared using Classwise automatically synch across Google Classroom, Schoology and many others platforms. Once you connect Classwise with your CMS, you can,

Send assignments directly from your classroom management system

Synch results across Google Classroom, Schoology & many others.

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Fun Fact: Assignments created using Classwise use 23% lower ink and 15% fewer pages than other quiz software programs.

Create an assignment now and make learning a breeze

Once you have created your assignment, the fun begins. We ask students just one question at a time, like a real conversation. This helps them relax, focus and finish the exam without any anxiety.

You can download Classwise assignments with easy print options. Eco-Mode allows you to save trees and print multiple questions on the same page and Focus mode prevents content overflow, so that your students don’t have to keep turning pages.

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7 of the Best Classroom Management Systems

• Janessa Fletcher
• July 10, 2021
• No Comments

Classroom management… it is always the big elephant in the room. ? You know that if you don’t have a grip on the daily runnings of your classroom, that it is very hard for learning to take place. Building relationships with your students, creating expectations, and maintaining routines and procedures are all very important when creating your classroom management system. So, whether you are a new teacher getting ready to put your system into place, or a veteran teacher who is ready to change things up a bit, we have some great classroom management system ideas for you! I’m changing things up a bit and going to try #4 this next school year. ?

How many of these questions are running through your mind…? ?

• How am I going to manage behaviors in my classroom ?
• Will I use a reward system ?
• Will I use consequences?
• How will I communicate behaviors (positive or negative) to parents ?

​Your classroom management system is personal to you . Just like your students, no one magical plan works for everyone . 

Here is a list of different systems you could use in your classroom. Try one out or a combination of a couple of them. ?

Classroom Management System 1 –  Class Dojo

This app allows you to privately give, or take away points from students. The sound it makes cues them in to the fact that you are watching. It also is an easy way to communicate with parents, as they can check on their child’s points, and you can leave messages.

2 – Token Economy

Help your students learn about money while managing behaviors. Students get ‘paid’ for following classroom expectations, being helpful, completing assignments, etc. The money they earn can be used to purchase items from a treasure box, get a few minutes of extra recess, or even lunch with you! ?

Tie your management system into math concepts, by having students trade in their coins for dollars, or make change when purchasing items from your store or treasure box.

3 – Clip Chart

This is a fairly common classroom management system. Using the rainbow (red, orange, yellow, green, blue, and purple), students clip either up or down depending on their behavior. 

The chart is usually created vertically with red on the bottom and purple on the top. Student names are written on clothespins and clipped to the sides of the chart. Most teachers have their students start on green every morning. As a way to communicate with parents, you can put a calendar in each student’s folder and they color in each day depending on where they are on the chart. 

One con about clip charts is that everyone gets to see where others are on the chart. This can be embarrassing for students who may not be having a great day, or who rarely make it to purple.

Classroom Management System 4 – Desk Pets

Raise your hand if you know anything about SQUISHIES!! ??‍♀️??‍♂️ These cute toys have become an adorable classroom management plan. Students can “adopt” a desk pet and earn additions by following classroom expectations. These “extras” include homes, toys for the pet, food, or going to pet daycare. 

5 – Bucket Fillers

Based on the book Have You Filled a Bucket Today? students each get a small bucket or jar. When they follow classroom expectations, they can fill their bucket and those of their classmates. This system is positive based, as students never lose anything from their bucket. They can only remain the same or fill it.

6 – Whole-Class Incentives

I’ve learned over the years that peers are a great asset when it comes to managing behaviors in class. They learn to work together as a team to reach their incentive goals, such as a Pajama Day, a popsicle party, or an extra recess. 

Remember that there may be times when you cannot hold the entire class accountable for the actions of a single student. Individual consequences may need to be put in place for those circumstances. 

Classroom Management System 7 – Build Relationships

Sometimes you don’t have to use external motivation to keep the peace in your classroom. Just create a classroom community of genuine interest and care for your students. Here are some pointers from veteran teachers on building valuable relationships with your students:

• Take time to learn about each student individually.
• Your students need to trust you before they will complete great work for you.
• Take the time to talk with your students and make them feel valued.
• Remember that making connections with some students will take longer than others. There is no “one size fits all”.
• Don’t create consequences that you are not willing to follow through with.

? No matter what system you use, please keep these tips in mind…

• Maintain high expectations (you will be surprised how eager your students are to meet and exceed them)
• Build relationships with your students (by getting to know them, you create a culture of trust and respect)
• Continuously practice routines and procedures in class (be explicit and consistent in your practice, so students always know what to expect)
• Focus your attention on the positives (use “thank you (name) for (desired behavior)”; any student not following the procedure shapes up really quickly) ?

​Classroom management is always the “anxiety to the new year” in the classroom. It can definitely make or break a class community. Know that over time, you will develop a system that works best for you and your students. Stick with your style and be consistent and your students will THRIVE! ? If you have an amazing classroom management system to share, please drop the name and description in the comments below. 

Written by – Janessa Fletcher

At  Education to the Core , we exist to help our teachers build a stronger classroom as they connect with our community to find trusted, state-of-the-art resources designed by teachers for teachers. We aspire to be the world’s leading & most trusted community for educational resources for teachers. We improve the lives of every teacher and learner with the most comprehensive, reliable, and inclusive educational resources.

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Homework & Assignment Management System

• Homework & Assignment Management

SchoolOnApp

Management simplified.

    +91 8896-821-821

[email protected]

 342, SchoolOnApp, 3rd floor, Ganpati Plaza, MI road, Jaipur - 302001  

Assignments are an essential part of academic life. It has the ability to make a significant difference in students’ internal grades. If your teachers or supporting staff are worried about how to handle these valuable assignments for every subject, class, and student, then relieve them by offering the featured SchoolOnApp Assignment Management System! If your teachers are stressed, you could help them by providing a solution for their most challenging tasks including the management of assignments. During a period of rapid evolution, more and more students are learning in several formats that include blended as well as fully-online courses. And during this time when changes in teaching methods have yielded more focus on digital platforms for efficient assignment management like Assignment Management System, it's time to strike a balance between being both highly organized and supportive. The Assignment Management System monitors the progress of learners in school since numerous things like completing assignments, attending classes consistently and improving overall grades directly affect their qualification. Studying along with exams means that you have to balance your studies and live a social life. If you’re looking for some good Assignment management system or app, better grading combined with a student monitoring system can eliminate risks of losing important documents like assignments and monitor whether they are ensuring the expected progress through self-assessments on a regular basis. As a teacher, one of the biggest problems you'll face will be making as many different assignments for as large a number of students as possible without becoming overwhelmed by the workload. We suggest that you to check our homework or assignment section because it includes an easy assignment creation feature which can automate part of the process of the Assignment Management System.  It's a common complaint of many parents that their assignments aren't properly graded by their teachers as they run out of time. Thankfully SchoolOnApp, as the leading student management software company. Encourage your teachers to evaluate students through a better student assignment management system that will allow them to properly assess their students. Accuracy and efficiency should be the main points of focus when organizing assignments, tests, and evaluations.

Key Features of Student Homework and Assignment Management System

• Students can submit assignments according to the end date of the academic year which will make their lives easier by managing their untiring day-to-day workload easily.
• Assignments can be provided by the teacher for different classes according to their subjects. And students can complete the assignment in a single click with the help of a mobile application.
• Multiple Attachments are Available This student assignment management system can attach a wide array of file types to each assignment by students such as PDFs, Word docs, images and many other types of files.
• The Project Tracker allows teachers to mark the status of each project from their end, so the complete status of each project can easily be tracked.
• The interface of the Student Assignment Management System is friendly in a way that it's not difficult to navigate around. With an intuitive design, students and teachers are able to access their data without any trouble.
• When a student is approved to take on an assignment, the instructor can then assign that assignment for the student. The teacher usually needs management approval in order to give out any required assignments.

benefits of Student Assignment Management System

• Your app should be both accessible and engaging as possible, to ensure that your employees/customers can access the information they need when they need it most.
• Assign the homework to include a mobile app which is subject wise.
• Remember that you can filter assignments by project, due date and various other parameters via our mobile app.
• Attachments needed from multiple perspectives i.e. PDF, Word, Jpeg etc.
• Create multiple tasks for multiple classes on a single click.
• For those with a limited amount of time, Quick assigning allows you to assign in a time range.

Online & offline assessments

SchoolOnApp cutting-edge online Assignment management system has workflow automation that supports all kinds of assessments creation, such as online, offline, competency-based, rubrics-based and outcome-based assessment. SchoolOnApp Assignment management system is a software created for schools to plan and design assessments of their choice, run from any device, and instantly assess followed by real-time analysis of student performance data. The assessment pattern mapping with question papers provides another dimension to measure the efficiency of a student!

Catered to Everyone's needs

Students -  Online Assignment management system can be streamlined to work on mobile devices. Once you have taken an assessment, whether it's a final exam or a personality test, you will instantly receive your results online.

Faculty -  Dashboard views keep students in check by keeping them on task towards their education goals. This ultimately benefits teachers and parents knowing that their children are on the right track as well.

Management -  Gain vigilance over the students' progress and forms of assessment; gives you a chance to measure their progress and be able to reflect on ways to improve, amend your plans accordingly, and ensure that all learning outcomes will be met in time for any accreditations.

                                    SchoolOnApp has proven to be invaluable towards our continuous improvement initiatives pertaining to Assurance of Learning. SchoolOnApp allows us to map each assessment component with its corresponding Learning Outcome, thus making it much easier for us to identify areas in which we are doing well as well as where we need more effort and attention. We can also see at a glance how many students have attained the “Design” level of each outcome because this information is recorded automatically in title and subtitle fields for each student's records. This allows SchoolOnApp users including course administrators, teachers, coordinators and designers, technical support personnel and students themselves to easily see what needs attention in their programs based on the Design Outcomes-specific data and activities that need completion.

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Learn how Assignments works

Assignments is an add-on application for learning management systems (LMSs) to help you distribute, analyze, and grade student work with Google Workspace for Education.

For file submissions, Assignments make Google Docs, Google Sheets, Google Slides, and Google Drive compatible with your LMS. You can use Assignments to save time distributing and grading student work, and analyze student submissions with originality reports to ensure authenticity.

You use Assignments as a Learning Tools Interoperability (LTI) tool integrated within your LMS. It works with any LMS that supports LTI version 1.1 or higher, such as Canvas, Schoology, Blackboard, Moodle, and others.

Adding Assignments to your LMS might require assistance from your LMS administrator. If you have never set up an add-on application or external tool for your LMS before, talk to your IT or LMS admin about setting up Assignments in Canvas, Schoology, or another LMS.

Get started with Assignments

Assignments workflow

Step 1: instructor creates an assignment.

• (Required) Setting the point value
• (Optional) Setting the due date
• (Optional) Adding a grading rubric
• (Optional) Attaching assignment files to make a copy for each student to edit and submit
• (Optional) Enabling originality reports

Step 2: Students submit their assignments

• Google Docs, Sheets, Slides, Sites, and Drawings
• Microsoft®️ Word®️, Excel®️, or PowerPoint®️
• Image files
• Video files (WEBM, MPEG4, 3GPP, MOV, AVI, MPEG-PS, WMV, FLV, OGG)
• They no longer have edit or comment access to their original file.
• Assignments makes a copy of the submitted file and saves it to the student's Drive.

For more details, go to How instructors and students share files .

Step 3: Instructor grades and returns assignments

• Ownership of the file returns to the student.
• Assignments archives a copy of the graded file and saves it to the instructor's Drive.
• Grades are saved to the LMS grade book.

General FAQ

Does my organization need google workspace for education to use assignments, where and in what languages is assignments available, how much does assignments cost, what browsers are supported, does assignments work on mobile devices, is assignments built for accessibility, grading faq, does assignments have plagiarism detection, does assignments support rubric grading, can i save draft grades or feedback outside the student’s view, can classwork be returned individually or all at once.

• Leave draft grades and overall feedback.
• Return to the list of students.
• Check the boxes for all the students whose assignments you want to return.
• Click Return .

Can I return classwork without a grade?

Can returned classwork be resubmitted or regraded.

• To provide context for giving a new grade, the previous grade is displayed next to the grade field. Only the most recent grade syncs to the LMS.
• Previous overall feedback is displayed and new overall feedback open in a separate text box.

Can co-instructors grade assignments?

Do grades sync to the lms, class management faqs, can instructors see all their linked courses & assignments, can instructors delete courses & assignments.

Instructors who own courses can delete courses and assignments. Learn how to delete courses and assignments .

Does Assignments support group assignments?

• Tell each group to create a Google Doc and share it with group members for editing.
• Have the owner of the file submit the assignment for grading.
• Grade the assignment, leaving overall feedback as a margin comment or suggestion. Tip : The overall feedback field is visible only to the owner of the file and not to the group.
• In your grade book, record the grade for the other group members.

Does Assignments support peer review of assignments?

• Ask your students to start their assignments in Docs.
• Tell students to share their files with their peer reviewer.
• In Docs, peer reviewers leave margin comments and suggestions.
• Have students turn in their assignments, leaving in the reviewer’s comments and suggestions.Alternatively, students can review, implement, and resolve reviewer comments and instructors can view version history.
• Grade the assignments.
• (Optional) Record a separate grade for peer reviews.

Will Assignments work in a course copied in my LMS?

• Total points
• Settings for originality reports
• Attachments
• Use Assignments LTI version 1.3 for best results.
• Copied assignments can only be opened by students after an instructor links the Assignment to their account. Learn about linking your account to Assignments .
• Make sure the person who copies the course is in the same Google Workspace for Education organization as the course creator or is on the organization’s allow list. Learn more about how to manage your organization’s allow lists .
• Don’t edit or delete the original assignment or its attachments.

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Try these next steps:.

Never forget a class or assignment again.

Unlock your potential and manage your classes, tasks and exams with mystudylife- the world's #1 student planner and school organizer app..

School planner and organizer

The MyStudyLife planner app supports rotation schedules, as well as traditional weekly schedules. MSL allows you to enter your school subjects, organize your workload, and enter information about your classes – all so you can effortlessly keep on track of your school calendar.

Homework planner and task tracker

Become a master of task management by tracking every single task with our online planner – no matter how big or small.

Stay on top of your workload by receiving notifications of upcoming classes, assignments or exams, as well as incomplete tasks, on all your devices.

“Featuring a clean interface, MyStudyLife offers a comprehensive palette of schedules, timetables and personalized notifications that sync across multiple devices.”

” My Study Life is a calendar app designed specifically for students. As well as showing you your weekly timetable– with support for rotations – you can add exams, essay deadlines and reminders, and keep a list of all the tasks you need to complete. It also works on the web, so you can log in and check your schedule from any device.”

“MyStudyLife is a great study planner app that makes it simple for students to add assignments, classes, and tests to a standard weekly schedule.”

“I cannot recommend this platform enough. My Study Life is the perfect online planner to keep track of your classes and assignments. I like to use both the website and the mobile app so I can use it on my phone and computer! I do not go a single day without using this platform–go check it out!!”

“Staying organized is a critical part of being a disciplined student, and the MyStudyLife app is an excellent organizer.”

The ultimate study app

The MyStudyLife student planner helps you keep track of all your classes, tasks, assignments and exams – anywhere, on any device.

Whether you’re in middle school, high school or college MyStudyLife’s online school agenda will organize your school life for you for less stress, more productivity, and ultimately, better grades.  

Take control of your day with MyStudyLife

Stay on top of your studies. Organize tasks, set reminders, and get better grades, one day at a time.

We get it- student life can be busy. Start each day with the confidence that nothing important will be forgotten, so that you can stay focused and get more done.

Track your class schedule on your phone or computer, online or offline, so that you always know where you’re meant to be.

Shift your focus back to your goals, knowing that MyStudyLife has your back with timely reminders that make success the main event of your day

Say goodbye to last minute stress with MyStudyLife’s homework planner to make procrastination a thing of the past.

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MyStudyLife has lots of exciting changes and features in the works. Stay tuned!

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Our easy-to-use online study planner app is available on the App Store, the Google Play Store and can be used on desktop. This means that you can use MyStudyLife anywhere and on any device.

Discover more on the MyStudyLife blog

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Assignments and grades in your class team

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Create, submit, and grade assignments, all in Microsoft Teams .

Create an assignment

Navigate to your class team and select  Assignments .

Select Create > Assignment .

Add details to your assignment

The only thing your assignment requires to be saved is a title. All other fields are optional.

Title (required)

Choose multiple classes or individual students in one class to assign to.

Add additional instructions

Add resources. (See below.)

Select a due date and time. (See below.)

Points available

Add a grading rubric .

Add a category .

Tip:  Read more step-by-step instructions for reusing assignments, assigning quizzes, and more.

When you are finished, select Assign.  To save this assignment as a draft, select Save.

More on adding resources

Select Add resources to choose an existing file or create a blank Office 365 document to assign to each student.

Select Attach .

The default for the file will be Students can't edit , which means the document is read-only. This is a great option for reference materials.

Choose assignment timeline

To set a future assign date or prevent students from turning in late assignments, select Edit underneath the due date field.

Make your selections and select  Done .

Note:  By default, close dates are not selected, allowing students to turn assignments in assignments.

View grades

Track student progress and access grades in Grades.

Navigate to your class team and select  Grades .

Assignments appear in rows and your students in a column. Assignments are in listed in order by soonest due date. Scroll down or across to view all assignments.

You can also view students' assignment statuses:

Viewed  - The student has opened and viewed the assignment.

Turned in  - The student has turned in the assignment and work is ready to grade.

Returned or points  - When you've graded student work, the points assigned will show. You'll see Returned if the assignment doesn't have points.

Blank  - No action has been taken on the assignment yet.

Start grading

You can select any cell in the Grades tab to edit it.

This will open your student's assignment with a Feedback and Points field you can fill in.

To write comments on the document itself, select Edit Document  and either choose to edit in your desktop app or browser.

Select the arrows next to the student's name to navigate between student assignments.

Select  Return >  Return  or Return for revision  when you finish grading and want to return an assignment to a student. They will be notified and able to see your feedback.

Return multiple grades at once

To return multiple student grades simultaneously, select  Assignments .

Select an assignment.

You can enter feedback and points here without opening student work.

Check the boxes to specify which student work to return, or select all.

Click Return >  Return  or Return for revision .

Tip:  Learn more about the Grades tab and reviewing student work .

View and turn in assignments 

Navigate to a class team and select Assignments .  

To view assignment details and submit your work, select the assignment.  

Attach any required materials and select  Turn in .

See your grades 

To view grades for assignments your educator has reviewed and sent back to you: 

Select Grades  in your class team.

All your assignments are listed here with the nearest due date at the top. View your status on each assignment as well as points you've received on graded work. Assignments without points will show as Returned after your educator has reviewed them. 

Use the arrows next to Due date and Assignment  to sort your assignments.

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How Assignment Management System is a backbone of Schools in 2021?

• Assignment Management System

With the increasing popularity of online classrooms, students and teachers alike must access e-learning systems from any location, at any time. It will enable you to manage their tasks and projects in a very convenient manner. A well-functioning assignment management system creates a positive educational impression on both students and instructors. It enables people to receive fast replies, share, and use a wealth of internet resources.

Assignments and projects may be easily generated and handled in an organized manner.

What exactly is an Assignment Management System (AMS)?

Assignment and project management assist teachers in assigning assignments and deadlines to pupils and monitoring their progress in completing these activities. All assignments and projects have a start and finish date, and students must update the task when it is completed. Teachers may examine the task’s status, and reports are created following evaluation.

This approach simplifies things for both teachers and students.

The Advantages of an Assignment Management System:

1) Create Assignments with Ease: Teachers may design assignments with little effort. Additional resources, such as PDFs, documents, photos, and so on, can be connected to the same. It enables instructors to devote more time to teaching and less time to these responsibilities.

2) Saves time: Technology saves time since it involves fewer manual efforts. Students can be issued assignments and projects online. It should put in no extra effort for paperwork.

3) Examine Assignments Using Interactive Reports: Once students have finished their assignments and projects, they can be evaluated online by professors. Grades can be appropriately awarded inside the system. Feedback from educators is useful for students who want to develop themselves.

4) Obtain Immediate Access to Relevant Data: Students have easy access to any topic information. Students may access the resources as soon as professors submit videos, PDFs, Docs, etc. So, these are the main advantages of this method.

Assignment Management System’s Key Features:

1. Student Work-Load Control Students can manage their demanding workload of projects and homework in an organized manner.

2. Grade Scaling Flexibility Teachers are in charge of assigning grades. It will record remarks and directions for tasks and projects as well.

3. Grade Representation Graphically The feedback from the teachers is also provided in graphical form. It allows pupils to have a look at their performance and motivates them to do better.

4. Types of Subject-Specific Assignments It may examine each subject’s assignments and projects in detail. It is also simple for professors to assign subjects to pupils from the system’s pre-defined themes.

5. Complete and Edit Assignments Using a Spreadsheet-like Interface Students can complete and revise assignments as needed before submitting them. Once submitted, It cannot change the work.

What are the major characteristics of the Assignment Management Software as a result?

• Assign projects and assignments to students or groups of students • Track the status of completed activities (pending/finished) • Monitor individual student status • Track student performance • Generate student reports

Let’s go over the various sorts of assignments.

1) Assignment to Read Teachers might ask students to answer questions verbally in Reading Assignments. Teachers might be given the recorded audio files for evaluation.

Benefits of Reading Assignments • Students can answer questions orally. • Teachers can assess how well a kid grasped the subject. • Teachers may listen to individual audio and provide appropriate comments. • It helps to enhance speaking abilities.

2) Writing Project Students create and submit their answers to given subjects to professors in this familiar Assignment mode.

The Advantages of Writing Assignments • Allows students to do research and write accordingly. • Aids in the development of writing skills

3) Visual Project Teachers can assign activities relating to sketching, pictures, movies, and visual assignments.

Benefits of Visual Assignments • Students gain exposure to display their creative talents • A proper method to express themselves artistically

4) Project Management This assignment combines all of the previous tasks. Teachers can assign any of the audio, visual, writing, or reading activities.

Benefits of Project Projects • An efficient approach for students to complete assignments • Students may select and complete any of them at their leisure

How can  Assignment Management Software  help teachers?

1) Easily Post Homework With an assignment management system in hand, teachers’ task of assigning projects to students is simplified. Teachers can choose from the pre-defined subjects offered and assign them to students or create new topics based on convenience and relevancy. It might be difficult for teachers to search for and assign subjects manually between the tedious tasks.

2) Include any references It is typically advantageous for students to have access to documents. Teachers can provide any reference (documents, pdf, videos, etc.) for the job. Students can save videos and notes on their computers and use them later.

3) Track Complete Status Manually tracking each child’s work status is difficult and frequently results in mistakes. This automated system allows teachers to see each student’s assignment and project submission status in detail. It may inform students of the deadline through alerts, and professors can warn them about late submissions.

4) Maintaining a Systematic Record of Completed Work Keeping a systematic record of things is generally a good idea. Teachers, students, and even parents may examine the record of completed work using this method. Teachers may examine the finished records of their pupils, and parents can view the completed records of their children.

5) Simple to use Despite its sophistication, the system offers a user-friendly interface. The system is easily accessible to students, instructors, and parents. It is designed to satisfy the needs of its users in a courteous manner.

Have You Considered the Importance of an Assignment System?

This method benefits parents, instructors, and kids. Let’s see what each of us can achieve with this system:

1) Teachers’ Role in the Assignment Management System Teachers may use this system to generate various sorts of assignments, projects, homework, and so on, which they can readily share. Along with the activities, they may also give students directions, explanations, and information.

Teachers can give assignments to the class that has been allocated to them, or they can assign them class-wide, section-wide, or even to a specific group of pupils. In addition, users may attach any document for reference.

They may also add tasks to an assignment or create new ones. These assignments might be developed by the same teacher or by teachers who specialize in the same subject.

2) Parental Role in Assignment Management System Timekeeping plays an important part in an individual’s life and must be fostered from an early age. Parents can access this system to examine assignments and projects assigned to their children. They are informed of the grades and responsibilities that have been given to them. They might check to see if their ward performed the duties on schedule. Parents may coach and assist their kids in completing the activities and track their child’s progress.

3) Students’ Role in the Assignment Management System The assignment management system allows students to access the assignments that have been assigned to them online. As a result, individuals can complete and submit their assignments and projects with ease.

Vidyalaya assignment management software is a great addition to the school. Contact us now to know more about our software features.

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Assignment 1: Project Proposal

Due: Tuesday, April 23rd, 2024 at 7PM

This quarter, you're going to reimplement an open-source research system in Rust, trying to achieve similar performance on one or more key metrics. You'll explore and come to understand what makes this easy or hard, and report on your experiences. The overall goal of this assignment is to help start to answer the question:

“What are the most important open research challenges for software systems written in Rust?”

There are three major milestones to your project:

Propose a team and project

Submit a midterm report in Week 6

Write up and submit your results

When you're done with this assignment, you should have

formed a team,

agreed on a system you will re-implement in Rust,

decided on 2-3 key performance metrics you will try to match.

1 Forming a Team

Your team should be 3-4 people, of which at least one, if possible, should have significant prior Rust experience. You can expect that this team member (or members) will spend a good deal of time helping the other team members as they become more familiar with the language. This is an important responsibility, and absolutely a valued intellectual goal of the class; one adage is that the best way to learn something is to teach it, as you need to not only understand it but also be able to explain that understanding.

Your team should explicitly select who will take on two different roles in the project. These people are responsible for this aspect of your project and should have the final say. Having a consistent approach to each is important. Plus by placing this responsibility in one person, they know to keep track of the issues in play and spend some of their time and thought on it. The two roles are:

Software architect : This is the person who will decide how to decompose your project into modules and what the interfaces to those modules are. In Rust terminology, this is means deciding on the structs, enums, and traits, especially the public ones. Of course these will evolve as the project progresses. But the software architect has the design in their head and knows how it comes together. Two people working on different modules that interact through a trait can suggest changes to the architect (e.g., to support a piece of functionality), but it's ultimately up to the architect to sign off on a change.

Project manager : This is the person who decides who works on what and when. They are the person who is ultimately responsible for the system working at the end of the quarter. If development is falling behind, the project manager is the person who decides when to ask one person to stop working on one module, or set a partial completion point, before they shift to work on another. Put anothjer way, the project manager decides how to allocate the programming time of the team.

These two roles should have a single owner because, for both of them, having a consistency in approach is often more important than optimizing the exact approach taken. There are many good software architectures to solve a problem: it's more important that you pick one and stick with it than exactly which (of the good ones) you pick. Similarly, there are many good ways to allocate people to complete a project: what's important is that you pick one strategy and stick with it.

Setting Expectations

As you form your team, you should meet in person and answer the following questions:

What are your goals for the class? Please have each member discuss individually.

What is your Rust background? What parts of it do you find harder or easier?

What are some computer systems research papers you've read that you liked?

How do you like to work? Do you prefer to work solo and occasionally sync up? Do you like pair programming?

Find a Time to Meet

Compare your schedules to find two time blocks of at least one hour each week when you all can meet. Commit to meeting at these times each week and working together. If something comes up and someone can't make it, be sure to schedule another time for that week. The purpose of these meetings is to keep everyone in regular, scheduled communication on progress, discuss each other's code, etc.

Be sure to set up a Slack channel (or any other communication medium you prefer) for lower-latency, low-bandwidth communication and coordination.

Set up a repository on GitLab

Go to Stanford's GitLab and set up a repository for your project. Add all of your team memebrs and the course staff as contributors. Write a README that describes your team and the project.

2 Choosing a System and Metrics

Pick an open-source research system that is open source and not written in Rust. This system should be something that you can run and reimplement without requiring specialized hardware: you'll need to be able to run both the open source and your version. We can probably get access to small amounts of cloud compute (e.g., if you want to run on high-core processors), but not 100-node clusters. Note that you do not need to recreate the evaluation setups in papers on the system. E.g., if you are re-implementing a transaction processing system that was evaluated on a server with 52 cores and 1TB of RAM, you can evaluate it on your laptop and gather meaningful results.

Your goal will be to reimplement the system in Rust, and compare the performance of your Rust implementation with the published one. You should pick 2-3 key performance results from a paper describing the research system (e.g., latency under increasing load, throughput under increasing parallelism, etc.). Your goal will be to meet or exceed the results on these metrics. Writing low-performance code is easy: the challenges often come into play when you are forced to take particular approaches in order to minimize overheads (e.g., don't just Copy everything).

The system in question should be large and compled enough to be a substantial challenge. You have source code to refer to, which will help a good deal. A rough rule of thumb is it should be at least 1,000 lines of code per team member.

3 Handing In

Your proposal should be a 1 page document that states:

Who is in your team, and their Rust experience

Who your software architect and project manager is

Your GitLab repository

What system you will re-implement

A link to the open source for the system you will re-implement

Which performance metrics you will try to match; reference the paper and include the table, stated result, or a high-quality images of the figures.

Send an email to [email protected], with the subject “Team <NAME>”, attaching your proposal as a PDF. Your team name should be the system you are re-implementing.

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Class 9 Mathematics Number System Assignments

We have provided below free printable Class 9 Mathematics Number System Assignments for Download in PDF. The Assignments have been designed based on the latest NCERT Book for Class 9 Mathematics Number System . These Assignments for Grade 9 Mathematics Number System cover all important topics which can come in your standard 9 tests and examinations. Free printable Assignments for CBSE Class 9 Mathematics Number System , school and class assignments, and practice test papers have been designed by our highly experienced class 9 faculty. You can free download CBSE NCERT printable Assignments for Mathematics Number System Class 9 with solutions and answers. All Assignments and test sheets have been prepared by expert teachers as per the latest Syllabus in Mathematics Number System Class 9. Students can click on the links below and download all Pdf Assignments for Mathematics Number System class 9 for free. All latest Kendriya Vidyalaya Class 9 Mathematics Number System Assignments with Answers and test papers are given below.

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Course info.

• Prof. Nancy Leveson

Departments

• Aeronautics and Astronautics
• Institute for Data, Systems, and Society

As Taught In

• Operations Management
• Aerospace Engineering
• Systems Engineering

Learning Resource Types

System safety, assignments and class project.

Assignment 1 : Citichem video

Watch the Citichem video Acceptable Risks . Directed by Rick Wallace. Color, 92 min. 1986 and identify the factors that contributed to the accident. Do you think there a “root cause”?

Assignment 2 : Answer the “ How Safe is Safe Enough? ”

• Chapter 1: Which of these factors are true for your field or industry? Are any of them not true?
• Section 2.1: Think of an example (not in the book) of a system that is reliable but not safe, safe but not reliable, conflicting?
• Section 2.3: Chernobyl had a calculated PRA of 10 -9 per year (or a mean time between “failure” of 10,000 years) so what do you think went wrong in the analysis? Or did it? (There is a description of what happened at Chernobyl in Safeware Appendix D, but you do not have to read it to answer the question).
• Section 2.5: Consider the hardware definition of failure. Does it make sense to talk about a failure of a pure abstraction like software? In what way could it make sense? In what ways is it different?
• Section 2.7: Why do you think it is so hard for people to let go of the concept of blame?
• Are there any other assumptions of the traditional approaches to safety that you think are no longer always true or additional goals for a new approach to safety?
• What is an example of another emergent system property besides safety? Why is it emergent?
• Have you ever worked on a safety-critical system project? If so, how was safety handled?

Assignment 4 : Accident report

• Find at least 2 instances of hindsight bias in the SBS Tank 731 overflow accident report (PDF) .
• Summarize an accident report (from the list provided below) and answer questions on: What was cause? Is there a chain of events described? Do you see any hindsight bias? Who or what was blamed? Also, summarize the report it in a 5–10 minute presentation. Some of the reports are quite long. For this assignment you should read at least the introduction and conclusions of the report. Include in your presentation the main events, the causes identified in the report, and their recommendations. Did you find any hindsight bias in the report? If you can find a short (under 2 minute) video online about your accident, feel free to include a link to it in your presentation. We’ll download any videos to my computer before class. You will do the CAST assignment on this accident.

List of Accidents

• Air France 447
• Anacortes Tesoro Refinery
• Texas City: BP Refinery explosion [West Texas explosion would be interesting also but I don’t know if there is enough information available]
• Chevron Richmond report (CSB)
• Gol 1907 and Embraer collision (interesting because investigated by both Brazil and NTSB and they reached different conclusions. What would CAST show? I have access to people in Brazil to question about this (both in Brazilian ATC and Embraer)
• Cali Columbia American Airlines crash (especially interesting human factors information provided)
• Deepwater Horizon (Presidental Oil Spill Commission report is very well done and lots of information available about this accident)
• Woodley Park DC Metro
• Mars Polar Lander
• Minneapolis highway bridge collapse
• Hudson river midair collision between a helicopter and small plane
• 2009 Schiphol airport (Amsterdam), Turkish Airlines B737 [Sidney Dekker wrote a human factors report on this accident that is up on the class website]
• Shell Moerdijk accident

You can also come up with one of your own, but please get my permission first to make sure it is a good accident to analyze (e.g., that enough public information available, etc.). Note that information in the press, before an official investigation is done, is almost always completely wrong.

CAST Analysis Assignment (can be done in groups of up to 2 people)

Create a CAST analysis for your accident. Compare your results with the results in the official report. Feel free to use information from online resources or news articles to supplement the information in the report if you want. Be sure to cite any resources you use. Some hints:

• Make sure your hazard describes the overall state of the system, and not specific behavior of an individual component like software, engines, pilots, etc.
• Your control structure should include the responsibilities for each controller, the possible control actions, and feedback arrows. Label each arrow with the particular actions / information they represent. Add controllers if necessary to capture any additional causes you found.
• Safety responsibilities of physical system (what must it do)
• Physical controls (what design features were meant to fulfill the safety responsibilities)
• Failures and inadequate controls (what went wrong)
• Contextual factors (why did those things go wrong)
• Safety-related responsibilities (what goals they should achieve)
• Unsafe Decisions and Control Actions (what they did that was unsafe)
• Process model flaws (what did they believe about the system that explains their actions)
• Context (what other factors pressures, incentives, history, etc.—explain their actions)

Project Instructions : Do a hazard analysis of a real system.

• Write a description of the system, what are the goals, have there been accidents in the past with it? (if it is not new). What are the technical system safety requirements? [ESW] 7.3 and the overall management or organizational requirements [ESW] 7.4
• Define the accidents and hazards of importance to the stakeholders. Select one or two important ones to analyze.
• Describe the hierarchical safety control structure that either exists or needs to be created.
• Perform a Step 1 analysis for at least one human (operator) and one automated (software) part of your control structure. Rewrite the results as requirements.
• Perform a Step 2 analysis for the unsafe control actions you identified in Step 4. Generate recommendations for human factors design and technical design from the results.
• What information should be passed to operations that you have created in your analysis? Create a plan for operators to use that information.
• What recommendations do you have for the overall safety control structure for the organization that will use this system?
• Is there an existing hazard analysis for this system? If so, compare the results with what you got using STPA. If not, did you find hazard causes that involved non-failure of components?

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Assignments For Class 9 Mathematics Number System

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