what is make up assignment

Making the Most of Make-up Work

Chronic absenteeism—missing at least 1 in 10 school days—correlates with low test scores and other achievement deficits. The fact that these measures can reflect negatively on the school is one motivation for building- or district-wide programs aimed at improving attendance. Classroom teachers, however, have a more personal window into the lives of individual students. We know that the more days a student misses the farther behind he is likely to get—and the harder it might become to engage him. We also know the reason for missing class might not be the student's fault. Family disruptions, transportation difficulties and chronic illness (of the student or a family member) may all contribute to absenteeism.

For all these reasons, it’s important to establish systems and routines that support the whole child and set him up for achievement when he returns. The following suggestions address both classroom management and curriculum strategies that can help.

Classroom management: What do students do when they first come into my classroom?

You may have established a bell ringer or warm-up activity that helps students shift into thinking about your content. When students are accustomed to a self-led routine at the beginning of class, teachers can give individual students attention in the first few minutes. During this pre-established time, absent students can find out what was missed, gather needed materials and be ready to rejoin the class community. Set routines also help students who miss class transition back into learning because they know what to expect when they return.

In addition to the designated warm-up activity, establish the communication system so students can find out what material they missed. This system will look different at different grade levels, and many methods will work. Here are a few to try:

In the elementary classroom:

Mailboxes . Mailboxes or cubbies where students keep their materials are standard in most elementary classrooms. Leaving a half-page note is a way to communicate to an absent student what he missed while he was out. To promote social emotional skills, assign your elementary students a class buddy—one peer who can help out by filling in the blanks when her partner is gone.

You may not always know why a student missed class. A friendly heading on the note expressing that the student was missed helps him transition back into the class community in a positive way, regardless of what may have kept him out of class.

In the middle level classroom:

Class calendar . Use a bulletin board or the back of the door to post a large calendar. Write objectives and assignments on the calendar each day and refer to the calendar when returning to objectives and goals during instruction. Keep learning objectives up for three to four weeks, and include a folder near the calendar for any handouts students might have missed.

In the high school classroom:

Daily class journal . Assign a student in each class to record the date, objectives, activities and any assignments in a class notebook. Keep the notebook in the same location in the classroom. Returning students should know to check the class journal during the bell ringer. Rotate which student writes in the journal each week.

Social media . A social media platform provides another method to communicate missing work with absent students. If your district firewalls allow access to Facebook, you can create a private group for each class and post objectives, activities and assignments daily to that group’s wall. Edmodo is another free online platform that allows teachers to populate calendars, upload documents, track student progress and communicate with families, all in one location.

Curriculum: What is the purpose of the assignment?

Graded assignments provide students an opportunity to independently practice skills and demonstrate their progress toward mastery of objectives. They also allow teachers to collect data about student learning for planning future instruction. Because they are rooted in standards, it should matter to student achievement if an assignment is not completed.

Ask yourself: How do students know the value of class assignments?

Share class goals and objectives with your students and keep them posted in a visible location in your classroom. Point out how assignments are explicitly linked to those goals and objectives, and make it clear that students who complete the assignment by the due date move to the next skill or assignment based on mastery. This reinforces the authentic importance of attendance and of making up work when students miss a day.

Students should also understand the distinction between a due date and a drop-dead due date. Drop-dead due dates are driven by the school calendar and marking periods. Reporting midterm and end-of-term grades is mandatory, and students must complete all required work by these dates. Help students understand that assignments are intentionally built into the quarter or semester to help them work toward previously identified goals and objectives. The desired outcome is to master all class objectives within the marking period. Making this connection allows students to see their learning as cumulative and fosters self-monitoring and awareness—skills that become increasingly important as more and more independence is required of them.

Facilitating and tracking student make-up work can feel like a chore, but incorporating strategies designed to maximize student success serves two important purposes. One, it keeps learning on track and kids moving forward academically. And, two, it makes your classroom an environment that welcomes students back rather than heightens their anxieties about being gone in the first place.

Wicht is the senior manager for teaching and learning for Teaching Tolerance.

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How to Deal With Late Work and Makeup Work

Late Work and Make Up Work Policies

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Late work is a teacher housekeeping task that often causes a classroom management nightmare for teachers. Late work can be especially difficult for new educators who do not have a set policy in place or even for a veteran teacher who has created a policy that just is not working.

There are many reasons why makeup or late work should be allowed, but the best reason to consider is that any work that was deemed important enough by a teacher to be assigned, deserves to be completed. If homework or classwork is not important, or are assigned as "busy work," students will notice, and they will not be motivated to complete the assignments. Any homework and/or classwork a teacher assigns and collects should support a student's academic growth.

There may be students returning from excused or unexcused absences who will need to complete makeup work. There also may be students who have not worked responsibly. There may be assignment completed on paper, and now there may be assignments submitted digitally. There are multiple software programs where students may submit homework or classwork. However, there may be students who lack the resources or support they need at home.

Therefore, it is important that teachers create late work and make-up work policies for hard copies and for digital submissions that they can follow consistently and with a minimum of effort. Anything less will result in confusion and further problems.

Questions to Consider When Creating a Late Work and Makeup Work Policy

• Does my school have a set policy for teachers concerning late work? For example, there might be a schoolwide policy that all teachers are to take off a letter grade for each day late.
• What is my school's policy concerning time for makeup work? Many school districts allow students two days to complete late work for each day they were out.
• What is my school's policy for making up work when a student has an excused absence? Does that policy differ for an unexcused absence? Some schools do not allow students to make up work after unexcused absences.
• Collecting homework (hard copies) at the door as they enter the class.
• Digital submissions to a classroom software platform or app (ex: Edmodo, Google Classroom). These will have a digital time stamp on each document.
• Ask students have to turn homework/classwork into a specific location (homework/classwork box) by the bell to be considered on time.
• Use a timestamp to put on homework /classwork to mark when it was submitted. 
• Determine if you will accept partially-completed homework or classwork. If so, then students can be considered on time even if they have not completed their work. If not, this needs to be clearly explained to students.
• Have students write the date they turn in the homework on the top. This saves you time but could also lead to cheating .
• You write the date the homework was turned in on the top as it is turned in. This will only work if you have a mechanism for students to turn in work directly to you each day.
• If you wish to use a homework collection box, then you can mark the day each assignment was turned in on the paper when you grade each day. However, this requires daily maintenance on your part so that you don't get confused.
• Have an assignment book where you write down all classwork and homework along with a folder for copies of any worksheets/handouts. Students are responsible for checking the assignment book when they return and collecting the assignments. This requires you to be organized and to update the assignment book each day.
• Create a "buddy" system. Have students be responsible for writing down assignments to share with someone who was out of class. If you gave notes in class, either provide a copy for the students who missed or you can have them copy notes for a friend. Be aware that students have to on their own time copy notes and they might not get all the information depending on the quality of the notes copied.
• Only give makeup work before or after school. Students have to come to see you when you are not teaching so that they can get the work. This can be hard for some students who do not have the time to come before or after depending on bus/ride schedules.
• Have a separate makeup assignment that uses the same skills, but different questions or criteria.
• Prepare how will you have students makeup tests and/or quizzes that they missed when they were absent. Many teachers require students to meet with them either before or after school. However, if there is an issue or concern with that, you might be able to have them come to your room during your planning period or lunch to try and complete the work. For students who need to make up assessments, you may want to design an alternate assessment, with different questions.
• Anticipate that long-term assignments (ones where students have two or more weeks to work on) will take much more supervision. Break the project up into chunks, staggering the workload when possible. Breaking up one assignment into smaller deadlines will mean that you are not chasing a large assignment with a high percentage grade that is late.
• Decide how you will address late projects or large percentage assignments. Will you allow late submissions? Make sure that you address this issue at the beginning of the year, especially if you are going to have a research paper or other long-term assignment in your class. Most teachers make it a policy that if students are absent on the day a long-term assignment is due that it must be submitted the day that student returns to school. Without this policy, you might find students who are trying to gain extra days by being absent.

If you do not have a consistent late work or makeup policy, your students will notice. Students who turn their work in on time will be upset, and those who are consistently late will take advantage of you. The key to an effective late work and makeup work policy is good recordkeeping and daily enforcement.

Once you decide what you want for your late work and makeup policy, then stick to that policy. Share your policy with other teachers because there is strength in consistency. Only by your consistent actions will this become one less worry in your school day. 

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Makeup or Make Up – What’s the Difference?

Home » Makeup or Make Up – What’s the Difference?

When you put cosmetics on your face to look pretty on a date, are you using makeup or make up ?

You are probably beautiful just the way you are, and you don’t need to worry about either of those things, but if you work for a cosmetics company and you are in charge of designing ads, you will need to know the difference between these words.

The short story is that one is a noun and one is a verb, but, for a more in-depth discussion, continue reading.

What is the Difference Between Makeup and Make Up?

In this post, I will compare makeup vs. make up . I will use each term in some example sentences, which will give you an idea how they should appear in context.

I will also demonstrate how to use a mnemonic device that makes choosing make up or makeup a little easier.

When to Use Makeup

For example,

• Julia spends 45 minutes each morning putting on her makeup in the bathroom, which annoys Aries.
• Greg’s last job was in the advertising department of company that sells makeup.

Makeup is a category of products. There are several different types of makeup. People use lipstick to color their lips. Eyeliner, eye shadow, and mascara all emphasize the eyes. Foundation and blush even out and accentuate the color of facial skin. There are other types of makeup, as well. For a more in-depth discussion, consult a cosmetologist.

Makeup can also refer to the composition of something. For example, the chemical makeup of something.

• But there are limits to applying the Hawaii model to the rest of the nation, especially considering this state’s unique economy and political makeup. – The Washington Post

When to Use Make Up

• I need to make up a test that I missed last week, or I will not be able to graduate. (Complete something that was postponed)
• Make up a template for these body routs so that we will be able to make clean, even cuts. (Create something)
• I asked where he had been all day, but he just made up a story. (Fabricate a false event or story)

Here is another example of make-up being used to indicate the completion of something postponed.

• With 20 confirmed cases of measles in New York City, now is a good time to check your children’s vaccination records, make up for any shots missed because of illness or travel and reconsider any stance your family might have taken on delaying or refusing vaccinations. – The New York Times

When this term is constructed as the hyphenated compound make-up , it becomes an adjective , like in the phrases make-up game or make-up test . These phrases describe events that had to be postponed, and are now taking place at a later date instead.

Also, make-up artist , make-up remover , make-up bag .

Trick to Remember the Difference

Now, let’s go over a trick to keep track of make up vs. makeup . Since makeup is a compound noun, like the compound nouns takeout and kickoff , the construction of the word is you clue that makeup is a noun.

Is it makeup or make up? As with many compound nouns and phrasal verbs, these terms are only separated by a single space.

• Makeup is a noun.
• Make up is a verb phrase.

Their usage cases do not overlap; you can only use make up as a verb and makeup as a noun.

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What does "make up assignment" mean? See a translation

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It means if you missed or failed an assignment you have to redo the assignment or do a new assignment in its place

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If you miss any work from school because you were absent, the teacher could give you a make up assignment to help you catch up with the class.

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Absent Students: How Teachers Can Keep Track of Make-Up Work in 2024

It’s hard enough to keep track of student work when all your students are in class, never mind when you have a student who is absent. Unfortunately, students being absent is an unavoidable occurrence.  Regardless of if the absence lasts a single afternoon for a dentist appointment or an entire week for a family vacation, you’ll want to have a plan in place so you are not wasting time scrambling around to put together work for them to take home. I suggest developing a policy for make-up work as well as a procedure for handling it. Read below are some tips and ideas about how to manage make-up work for absent students in your classroom.

3 Tips for Managing Make-Up Work for Absent Students

Below are 3 tips for managing make-up work for absent students.

1. Check your school’s policy.

Begin by seeing if your school or district has a policy on absenteeism and missed work. If so, you’ll need to adhere to that. If there is not already a policy in place, then you’ll need to determine what will work best for you and your classroom.

2. Share your policy with your students and their families at the beginning of the year.

We all know that what we do in the classroom can’t be replicated in a packet of worksheets, but parents don’t always understand that. If you don’t share your policy proactively, you’ll run the risk of a parent sending in a note that reads, “We’ll be going out of town tomorrow. He’ll be out of school all next week. Can you please send home all his work so he doesn’t fall behind?”

3. Create a procedure for collecting work when a student is absent.

I have a literature sorter in my classroom that I use for unfinished work. I also use this to collect assignments when students are out. When a student is absent, I place an absent student folder in their box and as work gets passed out throughout the day, a student puts a copy on top of the folder. At the end of the day I staple them all together with a “While You Were Out Note” and slip them into the folder. You can find this note in my managing absent students assignments resource . You could also leave a folder on the student’s desk or in his mailbox. When a folder is prepared for a student, I record the date onto a tracking sheet. When it is returned completed I highlight the date.

What to do When you Know a Student is Going to be Absent

I find it challenging to send work home ahead of time. A lot of what we do in class is based on lessons and activities and not just a self-explainable printable. Also, plans change depending on how quickly students are grasping concepts. Here’s what I recommend doing when you know a child in your class will be absent:

• Look at your plans and give the parents a quick summary of the skills, topics and big ideas that will be covered during the absence. It is easy to find resources and interactive games online and the hope is that the parents’ will take the initiative to do so.
• You may want to consider having some “go to” ideas on hand in advance. You can encourage students to read, practice math facts, etc.
• Send home anything that is already prepared and can be completed independently. I try to keep at least a week’s worth of copies ready and sorted by day in my classroom. If there is anything in there that can be sent home I will attach it to my note.

Related Resources

Below are 2 classroom management resources.

1. Managing Absent Student Assignments Packet

I have created a packet to help organize and manage student make-up work in the classroom. It includes notes to send home when you know in advance that a student will be absent, materials to make “While You Were Out Folders” and tracking sheets to keep records on assignment completion. Learn more about this managing absent student assignments resource !

2. Classroom Management Bundle

Managing assignments when you have students who are absent is just the tip of the iceberg. There are tons of things you need systems for as a teacher. This classroom management resource makes it a lot easier for you to stay on top of things!

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Make up Assignment: Understanding, Guidelines, and Ethical Considerations

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Did you know that nearly 40% of students miss assignments at some point during their academic journey? Falling behind in coursework can be overwhelming, but fear not! If you’re searching for a solution to catch up on missed work, look no further. We have the perfect remedy: make-up assignments. Whether you’re a student seeking guidance or an educator looking for strategies to support your students, this article has got you covered.

Key Takeaways

• Understanding makeup assignments is crucial for students who have missed assignments due to various reasons, as it allows them to catch up on their work and maintain their academic progress.
• Correct usage of terms related to makeup assignments, such as “makeup work” or “alternative assignments,” helps ensure clear communication between students and teachers.
• Ethical considerations should be taken into account when assigning makeup work, such as ensuring fairness and avoiding penalizing students for circumstances beyond their control.
• Critical thinking skills play a vital role in designing effective makeup assignments that encourage students to engage with the material and demonstrate their understanding.
• Following guidelines for makeup assignments, such as setting reasonable deadlines and providing necessary resources, can help both students and teachers navigate the process smoothly.
• Managing missed assignments requires open communication between students and teachers, as well as proactive planning to prevent further delays or disruptions in learning.
• Specialized makeup assignments can be tailored to meet the unique needs of individual students, taking into account their strengths, weaknesses, and learning preferences.
• Digital and virtual makeup assignments offer flexible alternatives for students to complete missed work, leveraging technology to bridge the gap between in-person and remote learning environments.

Understanding Makeup Assignments

Makeup assignments are additional tasks given to students who have missed or failed a previous assignment. These assignments provide students with an opportunity to demonstrate their understanding of the material they missed and catch up on any missed work.

The importance of makeup assignments cannot be overstated. They allow students to make up for missed work and avoid falling behind in their studies. By completing makeup assignments, students can learn from their mistakes and improve their understanding of the subject matter. This can positively impact their overall academic performance.

In academic settings, such as schools and universities, makeup assignments are commonly used to ensure that students have a chance to complete missed work. Academic institutions often have specific policies and guidelines regarding makeup assignments, including deadlines and requirements. The format of these assignments may vary, ranging from written essays to presentations or practical demonstrations.

Physical education classes also utilize makeup assignments when students miss classes due to illness or other reasons. In these cases, makeup assignments may involve completing physical exercises or participating in alternative activities that focus on specific skills covered during the missed class.

Similarly, in music performance classes, makeup assignments may involve practicing and performing a piece of music that was missed during a scheduled rehearsal or lesson. Music teachers assign these tasks to help students catch up on practice time and continue developing their musical skills.

Correct Usage of Terms

Makeup vs make-up vs make up.

It’s important to understand the differences between “makeup,” “make-up,” and “make up.” Each spelling has its own meaning and usage.

Firstly, “makeup” is the correct spelling when referring to cosmetics or the act of applying cosmetics. For example, when talking about a person’s beauty routine or discussing different types of makeup products, we use this term.

Secondly, “make-up” is an alternative spelling for “makeup.” It can also refer to cosmetics or the act of applying them. The only difference here is that there is a hyphen between “make” and “up.” This form is more commonly used in British English.

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Lastly, “make up” without a hyphen is a verb phrase that means to reconcile, compensate, or create something. For instance, if two friends have an argument but later make amends and become friends again, they have made up.

Contextual Differences

The context in which these spellings are used determines their meaning and usage. While American English tends to use the closed form “makeup,” with no space or hyphen between the words, British English often uses “make-up.”

Understanding these contextual differences is crucial for accurate communication. Using the wrong spelling can lead to confusion or misinterpretation.

Ethical Considerations

Make up assignments are an important tool that promotes fairness in education. They provide students with the opportunity to make up for missed work due to valid reasons, such as illness or personal circumstances. By offering make up assignments, educators ensure that all students have equal chances to demonstrate their knowledge and skills.

Fairness in make up assignments also involves setting clear guidelines and deadlines for completion. This ensures that students understand what is expected of them and have a fair chance to catch up on missed work. For example, if a student misses a test due to illness, they can be given the opportunity to take the test at a later date.

Accountability

Make up assignments play a crucial role in fostering accountability among students. When students miss work, it is their responsibility to communicate with their teachers about the missed assignments and make arrangements for completing make-up tasks.

By holding students accountable for completing missed work, educators teach them valuable life skills such as time management and organizational skills. Students learn how to prioritize their responsibilities and meet deadlines even when faced with challenges or setbacks.

For instance, if a student misses several class sessions due to an extracurricular commitment, they are still responsible for catching up on the material covered during those sessions through assigned readings or additional assignments.

Completing make-up assignments requires integrity from students. They are expected to approach these tasks honestly and independently without resorting to plagiarism or any form of academic dishonesty.

Upholding integrity in make-up assignments ensures that the work submitted by students reflects their true understanding and abilities. It allows educators to assess each student’s individual progress accurately while maintaining academic standards across the board.

Critical Thinking in Assignments

Analyzing tasks.

Students need to approach them with critical thinking skills. The first step is to carefully review the instructions and requirements provided by their teachers. By analyzing the tasks, students can identify the key concepts or skills covered in the missed assignment.

Analyzing tasks involves determining the best approach to complete the make up task. For example, if a student missed a math assignment on fractions, they would need to understand the basic concepts of fractions and apply them correctly in their make up work. This requires careful analysis and understanding of what was taught during that particular lesson.

Sometimes, analyzing make up tasks may require additional clarification or guidance from teachers or classmates. If there are any doubts or uncertainties about how to proceed with a make up assignment, students should not hesitate to seek help from their teacher or ask for further explanation from their peers who attended the original class.

Creative Solutions

In addition to analytical thinking, creative solutions can also play a role when designing make up assignments . Teachers have the flexibility to offer alternative formats or methods for completing these assignments based on individual student needs.

For instance, if a student has difficulty expressing themselves through written essays but excels in visual arts, an alternative option could be creating an artwork that demonstrates their understanding of a specific topic covered in class. This allows students with different learning styles and abilities to showcase their knowledge effectively.

Encouraging creative solutions in make up assignments fosters flexibility among students as they are given opportunities beyond traditional assessment methods. It promotes engagement by allowing each student’s unique strengths and interests to shine through while still meeting educational objectives.

Guidelines for Makeup Assignments

Submission rules.

Make up assignments often come with specific submission rules that students need to follow. These rules may include deadlines, file formats, or platforms for submission. It is crucial for students to carefully read and understand the submission guidelines provided by their teachers. By doing so, they can ensure that their make up assignments are accepted without any issues.

Failure to adhere to the submission rules may result in penalties or even disqualification of the make up assignment. For example, if a student misses the deadline or submits their work in an incorrect format, it could lead to a deduction in marks or rejection of the assignment altogether.

To avoid such consequences, students should take note of important details like due dates and preferred file formats when submitting their make up assignments. They should also double-check if there are any additional instructions regarding where and how to submit their work.

For instance, let’s say a student missed an exam due to illness and needs to complete a makeup assignment instead. The teacher might specify that the assignment must be submitted via email as a PDF document within 48 hours of receiving it. In this case, following these specific instructions becomes essential for successfully completing the makeup assignment.

Grading Criteria

The grading criteria for make up assignments typically align with the requirements and rubrics of the original assignment. Students should familiarize themselves with these grading criteria provided by their teachers so they can understand how their makeup assignments will be evaluated.

Clear grading criteria help students focus on meeting necessary expectations and improving their performance on makeup assignments. By understanding what aspects will be assessed—such as content knowledge, critical thinking skills, organization—they can tailor their efforts accordingly.

For example, if an original essay required strong evidence from credible sources as part of its grading criteria, then this requirement would likely carry over into its makeup version as well. Students would need to demonstrate research skills by incorporating reliable sources into both versions of the essay.

Managing Missed Assignments

Students can employ various strategies to ensure they complete the tasks effectively and efficiently. One helpful strategy is creating a schedule. By breaking down the assignment into smaller parts and setting achievable goals, students can better manage their time and avoid feeling overwhelmed. For example, if a student has missed multiple assignments in different subjects, they can allocate specific time slots for each task throughout the week.

Another strategy is seeking clarification from teachers. If students have any questions or uncertainties about the make up assignment, it’s important to reach out to their teachers for guidance. Teachers are there to support their students and provide necessary explanations or additional resources that may be needed.

Peer support can also play a significant role in managing make up assignments. Collaborating with classmates who have completed similar tasks or forming study groups can help alleviate stress and promote learning through shared knowledge and experiences.

Developing effective study habits is another valuable strategy for successfully completing make up assignments. This includes finding a quiet and comfortable study environment, minimizing distractions, taking regular breaks, and utilizing effective note-taking techniques.

Seeking feedback from teachers is essential as well. By submitting drafts or progress updates of their make up assignments, students can receive constructive criticism that will guide them towards improvement.

Specialized Makeup Assignments

Makeup assignments are not limited to just academic subjects; they can also be found in various specialized fields. Let’s explore some examples of specialized makeup assignments in different areas.

Beauty and Fashion

In beauty and fashion courses, makeup assignments go beyond simply applying cosmetics. Students may be tasked with creating unique makeup looks, analyzing current trends, or researching different cosmetic products. These assignments allow students to showcase their understanding of various makeup techniques, color theory, and historical influences within the beauty and fashion industry. By completing these tasks, students not only develop their creativity but also acquire skills that are highly relevant to the field.

Sports and Health

Makeup assignments in sports and health classes focus on a wide range of topics related to physical fitness, nutrition, injury prevention, and sports psychology. For instance, students might design personalized fitness plans tailored to specific individuals or analyze dietary habits for optimal performance. These assignments encourage students to apply theoretical knowledge from class into practical situations while promoting a holistic approach to well-being.

Arts and Music

In arts and music classes, makeup assignments offer opportunities for creative expression through various mediums such as visual art or music composition. Students may create artworks that demonstrate technical skills or compose original pieces of music that reflect their interpretive abilities. They might analyze artistic movements or engage in critical thinking exercises related to the arts. These make up tasks enable students to nurture their creativity while catching up on missed artistic experiences.

Overall, specialized makeup assignments provide valuable learning experiences by allowing students to delve deeper into specific subject areas outside traditional academic coursework.

Digital and Virtual Assignments

Online activity logs.

Online activity logs serve as a convenient platform for tracking and documenting make up assignments completed by students. These logs allow teachers to monitor the progress of students who are catching up on missed work. By requiring students to submit evidence of their completed make up assignments through online activity logs, teachers can verify that the tasks have been properly completed.

For example, if a student misses a class due to illness or other reasons, they can use an online activity log to record their completion of the assigned work. This could include submitting written responses, completing quizzes or tests, or even participating in online discussions related to the missed material.

Not only do online activity logs provide an efficient way for teachers to keep track of make up assignments, but they also offer accountability for students. By having their work documented in an online log, students are more likely to stay on top of their make up assignments and complete them in a timely manner.

Digital Submission Platforms

Digital submission platforms streamline the process of submitting make up assignments electronically. Students can easily upload their completed tasks onto these designated platforms chosen by their teachers.

These digital submission platforms not only simplify the assignment submission process but also facilitate efficient communication between teachers and students regarding make up assignment submissions. Teachers can provide feedback directly on submitted work through these platforms, making it easier for both parties involved.

For instance, if a student has questions about how to complete a specific task for his/her makeup assignment, he/she can reach out directly to the teacher via these digital submission platforms without any hassle.

In conclusion, understanding makeup assignments is crucial for both students and educators. By correctly using the terms and considering ethical implications, you can foster a fair and inclusive learning environment. Encouraging critical thinking in assignments helps students develop valuable skills that will benefit them beyond the classroom. Following the guidelines for makeup assignments ensures consistency and fairness, while managing missed assignments effectively supports student success.

Specialized makeup assignments provide opportunities for individualized learning, while digital and virtual assignments offer flexibility and accessibility. By implementing these strategies, you can enhance the learning experience and cater to diverse student needs. Remember, makeup assignments are not just about catching up on missed work; they are an opportunity for growth and development.

So, take charge of your learning journey and embrace the power of makeup assignments. By doing so, you’ll not only improve your academic performance but also cultivate essential skills that will serve you well in the future. Keep exploring new ways to engage with makeup assignments and make the most out of every opportunity to learn and grow.

Frequently Asked Questions

How can i understand makeup assignments better.

Makeup assignments are a way to catch up on missed work. To comprehend them better, read the blog post “Understanding Makeup Assignments.” It provides insights into their purpose, benefits, and how they differ from regular assignments.

What should I consider when using terms related to makeup assignments?

To ensure accurate communication, refer to the blog post “Correct Usage of Terms.” It outlines key terminology associated with makeup assignments and explains their proper usage. This will help avoid confusion and promote clear understanding among students and instructors.

Are there ethical considerations regarding makeup assignments?

Yes, ethical considerations play an important role in implementing makeup assignments. The blog post “Ethical Considerations” dives deeper into this topic by discussing fairness, integrity, and guidelines for both students and educators when dealing with makeup work.

How can critical thinking be incorporated into makeup assignments?

Critical thinking is essential for academic growth. The blog post “Critical Thinking in Assignments” explores strategies for integrating critical thinking skills within makeup tasks. By doing so, you can enhance your analytical abilities while completing these alternative assessments.

Where can I find guidelines for handling missed assignments effectively?

For comprehensive guidance on managing missed work efficiently, refer to the blog post titled “Guidelines for Makeup Assignments.” It offers practical tips such as setting deadlines, communicating with instructors promptly, and organizing your priorities effectively.

Can specialized fields benefit from customized makeup assignments?

Absolutely! Specialized fields require tailored approaches to address missed coursework adequately. Discover more about this topic by reading the blog post called “Specialized Makeup Assignments,” which highlights examples of subject-specific alternatives designed to meet unique learning objectives.

How do digital and virtual platforms facilitate makeup assignment completion?

Digital tools have revolutionized education delivery.

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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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How to Handle Lab Absences and Make-ups

1. DO THE LAB MAKE-UP ON THEIR OWN TIME If the lab isn’t super labor intensive and students can read through the procedures on their own to figure out what to do, I have them come in and make up the lab on their own time. Luckily my school has an advisory period built into the school day where students can travel to get caught up on their classes. If you don’t have this luxury, they could come in during lunch or after school.

2. SUBSTITUTE THE WET LAB FOR A VIRTUAL LAB There are a bunch of virtual labs out on the internet that you could substitute for the wet lab. Phet or Glencoe are great options to check out.

3. COPY THE LAB DATA FROM A PEER AND ANSWER THE ANALYSIS QUESTIONS This option is my go-to for labs that take multiple days. If students missed the first day of experimental design or data collection, they can come back in, join a lab group, and finish the lab. If it was a one day lab, you can have a “master copy” of data that absent students can copy down and analyze before answering the post lab analysis questions.

4. DO AN ALTERNATIVE ASSIGNMENT ON THE SAME TOPIC If you can’t find a virtual lab on the same topic, try and find an article or worksheet on the same topic and use that assignment to replace the lab grade. Newsela is a great place to find free non-fiction articles. Don’t forget to look for freebies on TpT ! (type in the topic you are looking for and filter by grade and cost).

5. EXCUSE THE ASSIGNMENT I would like to begin with a disclaimer that this is NOT something I do regularly. I think students need to somehow show proficiency on a standard, not just get it excused. However, if a student tells you they were absent for a week because they were in the hospital or had a true family emergency that you can verify, sometimes they just need to be cut a break. Realize they will have missing assignments from 6 other classes on top of yours, pick which assignments you think are vital for mastering the standard, and excuse the rest.

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MISSED exam/assignment & need makeup (PROF advice)

GUIDE to talking to your professor about missing an assignment or exam

As a former professor, with over a decade of experience, I am going to share with you exactly what I would have wanted to hear from my students when they missed an exam or assignment.

And it’s probably not what you would think either.

Then I will let you know how often I would let students makeup a missing assignment or exam so you get a better understanding of your chances.

Finally, I will give you an email template of what to say to your professor when you miss an assignment or exam to help get you a second chance to complete it.

What does it mean to makeup an exam or assignment?

If a student wants to makeup an exam or assignment, this means that the student missed the exam or failed to turn in the assignment. And the student received a zero because they were not present to complete it or failed to turn it in before the deadline.

The professor would give the student an opportunity to complete the exam or assignment and turn it in after the deadline. The grade would replace the missing grade you have because you couldn’t take the exam or didn’t complete the assignment.

It is important to understand the difference between a makeup exam and retaking an exam because these are treated differently by your professors. While some professors may allow a makeup exam, they might not allow students to retake exams.

What is an excuse to makeup an exam or assignment?

If a student wants to makeup an exam or assignment, they want another chance to take it and earn a grade for the assignment. There are some excuses for missing an exam or assignment but it will vary based on the institution and the professor. Some of the excuses to MAKEUP a missed exam or assignment include :

Documented medical issues

Hospitalization

Student related activity

Religious holy days

Funeral of immediate relative

Military duty

Disability accommodations

Internet connection or technical issue (if online)

While I listed some reasons why your professor may allow you to makeup an exam or assignment, I will now tell you some reasons why your professor might NOT allow you to complete a makeup exam or assignment. Keep in mind that your professor may still allow you to complete it late regardless of your excuse.

Some of those reasons may include :

Forgot about it

Studied for another class

Busy with work

Car trouble

Wasn’t prepared

From reviewing the excuses above, you can tell that some of them are more important than others. For example, if you have a valid and documented reason to miss an assignment, then your professor is more likely to allow a makeup opportunity compared to excuses about your unprepardness.

And if you contacted them BEFORE you missed the assignment, you may get to make it up compared to students who reach out to their professors days or even weeks after the missed assignment or exam.

But if you were just unprepared and didn’t take the class seriously, they probably won’t give you another chance to do the assignment late.

One question you should ask yourself is if you didn’t complete the assignment because you were unprepared or unorganized, you may not be entitled to makeup the assignment. But if something traumatic or unavoidable happened, you may get to make it up.

Can you makeup an exam or assignment in college?

College students may be able to makeup an exam or assignment if their professor allows students to have a second chance. It will depend on the student’s excuse and if they have documentation. It will also depend on the professor’s policy.

Some professors are much more lenient when it comes to makeup assignments, while others have strict policies and won’t budge.

Usually there isn’t a university wide policy regarding missed assignments so your professor has a lot of discretion . Professors usually have the ability to let students makeup assignments. While it is not a guarantee, it is something that happens in college.

You won’t know if you can makeup the assignment if you don’t ask. And there is no harm in asking.

As a former professor, I allowed my students an opportunity to makeup an exam or assignment about 10% of the time. This would depend on my particular late policy I had that semester and the student’s excuse.

One time, there was a natural disaster and students couldn’t get online because the internet was completely down. The students really needed to access their online textbook to study. So, those students who were effected by the natural disaster were given an opportunity to complete it late.

Should you ask your professor to makeup an exam or assignment?

If you have a valid excuse, and talk to your professor early, you should ask your professor if you can makeup an assignment to replace the zero you received.

However, I think that anyone who cares about their course grade should ask their professor for a makeup opportunity. Because this zero will effect your overall grade and you never know what your professor will say.

They might allow you to make it up and you wouldn’t know because you didn’t ask. So, regardless if you have a decent excuse, you should still ask because you might be surprised by their answer.

If they say no, oh well. Nothing is lost. But if they say yes, you have a lot to gain by the second chance you’ve been given.

How to talk to your professor about missing an exam or assignment?

Do it quickly.

Go in person.

Explain your circumstances.

Bring documentation.

You don’t want to wait and talk to your professor about making up an assignment weeks after it was due. After so much time has passed, your professor isn’t going to let you complete it late.

However, if you go soon after the assignment was due or the exam date passed, your professor is more likely to give you have a second chance.

I want to mention that you aren’t required to provide medical documentation to your professor , at least not directly. I wouldn’t want to share my personal medical information with my professor. Now, if it’s just a doctor’s note excusing you from the class, that’s one thing, but if it’s your hospital discharge papers, that’s too personal.

If you have this documentation, you might need to talk to someone in the accommodation’s office to see if you can get some reasonable accommodations for your medical issues.

Just let your professor know that you are working on this process to keep them in the loop. I guess this process could be different depending on what country you live in and if you are at a private or public university.

You may want to try and get an EXTENSION on your assignment r ather than missing it and making it up. So, if you see a deadline for an assignment, and you are worried you cannot complete it, you should talk to your professor about getting an extension first.

But if you already missed the exam or assignment, that won’t help you. I will tell you what I wish my students would have said to me when they missed an assignment.

BEFORE you ask for a second chance, please review your professor’s syllabus. Sometimes students would email me about a missed assignment, but I had to explain to them that they could still complete it late for a penalty. They would have known that if they read the syllabus before sending me an email.

I think it’s important to look at your syllabus first because you might be able to turn it in or complete it late RIGHT NOW. And if you take the time to email your professor, it will cause delay. You may miss a deadline for a second chance because you are waiting on an email from your professor.

So, it’s really important to understand what your professor’s policies are in regards to late assignments or missed exams.

What to tell your professor when you miss an assignment

If you miss an exam or assignment in college, you need to talk to your professor immediately. Explain why you missed it. If you have documentation, provide it.

And then tell them that you want the opportunity to complete it late.

You can let them know you would even be willing to complete it for a late penalty.

I need to tell you that you should be honest in your communication to your professor. I don’t want you to simply copy and paste my example, but edit it to fit your needs. I am just sharing with you an example of what I would have liked to hear from my former students.

You should tell your professor the TRUTH when you are asking to makeup something in their course .

Email template to professor for missed exam

Here is an example of what I would have loved to have heard from my students when they missed an assignment.

Dear Professor, I missed our last exam because I was attending my grandfather’s funeral. I have a link to his obituary at the bottom of this email for verification. I was spending time with my family and grieving the loss of my closest grandfather when I missed our latest exam. The funeral was in another state so I had travel arrangements too. I would have sent an email earlier but I was in a frenzy. I would love the opportunity to complete the exam. If I don’t get to complete this exam, I worry that the zero I received will really hurt my overall grade in this course and this does not reflect my knowledge of the subject. By completing the exam, I will be learning the material better by studying. And the exam grade will let me know if I am on track and I can see my progress in the course. While I am concerned about the zero I received, I am more concerned about missing the opportunity to monitor my progress in this course to understand if I am missing important concepts. When I study for the exam, I will learn more of the class material. This will help me in the future. I am willing to take the exam at the most convenient time for you and with a penalty, if necessary. I would also be willing to take a modified version of the exam, if necessary. Thank you.

Look, you are really trying to let them know that the missing assignment is only half of your concern but your biggest concern is how missing the exam hurts your progress in the course.

Think about it for a second. If you don’t study and prepare for the exam, that is valuable information your will never learn. And if you want to complete an assignment late, the feedback that you get from your professor is critical to your college education.

How can you tell how well you are doing in the class if you don’t get to complete the assignments? Your professor will be glad that you are worried about this more than a grade.

But remember, if you don’t really care either way, you shouldn’t pretend. Just tell them the truth. This is just what I would have wanted to hear.

Can you makeup a final exam in college?

Since college final exams are at the end of the semester, students won’t typically be allowed an opportunity to makeup a final exam.

When I was a professor, we had to enter grades within a day or two after the final exam. This means that there was not an opportunity to allow students a chance to makeup the exam. There wouldn’t be enough time for them to take it before the college wanted grades submitted to them.

So, while you can ask if you can makeup a final exam, just know that there may be little your professor can do if they already submitted grades. Plus, a lot of professors may not even be on campus after the final exam so they won’t have the ability to let you make it up anyway.

What to do if you miss an exam or assignment in college?

If you miss an exam or assignment in college, you need to talk to your professor immediately. I recommend going to your professor in person because it makes it more personable. Let them know your circumstances, and ask them if you can makeup the assignment.

You should be prepared for them to say no. If they say no, and you are not given a second chance, you should ask them how your overall grade will be effected.

Sometimes a zero for an assignment could cause you to fail the class or make a really bad grade. You might be better off withdrawing from the course, if necessary. And if you are failing because of this grade , you should talk to your professor about failing instead.

This is something that your professor can answer for you. I wouldn’t do anything until you talk to your professor.

You will need to get back on track in the course to make up for this zero if you have a chance to pass.

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Makeup, Make-up, or Make Up?

"makeup," "make-up," or "make up".

• For the noun and adjective, use "makeup."

• For the verb , use "make up."

Do I Write Make-up, Makeup, or Make Up?

Write makeup (for the noun).

Write Makeup (for the Adjective)

Write make up (for the verb).

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The Choir Director Corner

Finding an effective concert make-up assignment.

By mattwalker on January 6th, 2020 in The Blog!

In my last post, I discussed how I re-evaluated my Concert Rubric a number of years ago, and made the choice to change what I was assessing so that it was a more effective and authentic assessment.

In this follow-up post, I’m discussing what is a challenge for many choir directors: what to use for a make-up assignment when students miss a concert.  

I realize it’s incredibly frustrating to have singers absent for a concert, and that it’s impossible to duplicate the assessment that a concert provides.  That being said, those students should still have to do a make-up assignment; it’s only fair to the other students involved that are spending the time and energy required of a concert.  So let’s talk make-up assignments for a second 🙂

Concert Make-Up Assignment

I am not one to create assignments that are punitive, but I also know that many of us teach in situations where it helps to have a make-up assignment that serves as a deterrent for those students that might be thinking about skipping your concert.  I also don’t want to create something that’s going to take a lot of time for me to grade, or require extra time outside of rehearsal.

In my experience, the best make-up assignment that I have found is having students sing concert repertoire in front of the class.  Most students will do just about anything to avoid singing in front of their peers. And while this doesn’t allow us to assess the student on the exact same set of standards, this does allow you to assess the student in many of your important standards and learning objectives, including their preparation on your concert repertoire.  

I will have students that were absent sing a cappella in a small group.  If I do not have all of the vocal parts covered, I will ask for volunteers to come up and sing–those students get a special thank you (a mini Kit-Kat or peanut butter cup 🙂   Having all vocal parts covered most accurately re-creates the performance environment, and provides the singers the musical context needed to be successful. Not only does this provide singers extra motivation to be at the concert, but it also helps keep singers motivated to pay attention during rehearsal!

An alternative would be to have the student sing through repertoire for you, but do it outside of rehearsal.  I would still make sure all vocal parts were covered, as this is the environment that most closely resembles the concert (you wouldn’t be asking them to sing by themselves at the concert).  The one logistical issue is that this requires the singers to meet with you outside of rehearsal, and it also takes extra time out of your already busy day. That’s another reason why I prefer to do the make-up assignment during class.

I hope you have found some of the ideas in this post helpful, and that they are things you can take and incorporate into your teaching!  If you don’t want to reinvent the wheel, and would like a copy of my Concert Make-Up Singing Rubric,  everyone inside the Choir Director Corner Community Membership gets access!  To find out more about all of the benefits, and to become a member, head on over to: choirdirectorcorner.com/membership

Best of luck with those concert make-ups!

For more great content and a fantastic online community of choir directors, head over to our FREE Facebook Group, The Choir Director Corner Community!  You can find it at: www.ChoirDirectorCornerCommunity.com .

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Best Back to School Ideas 🍏

End the Unfinished Work Battle: Catch-Ups and Pickles

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Are your students struggling to complete their work? Up to your eyeballs in missing or unfinished work assignments? Then you might need to institute a “Catch-up and Pickles” routine in your classroom as a way to win the missing or incomplete work battle! This is seriously my favorite unfinished work routine!

A few weeks ago, I posted a Reel on Instagram about some of my more “controversial ” grading practices. Between you and me… they really aren’t that controversial… just good teaching! But folks LOST THEIR MINDS! And honestly, it shed light on a bigger problem: the struggle of incomplete work.

Controversial Grading Practices

You’re probably wondering what those controversial grading practices were. I’ll let you watch the IG Reel to see all three, but the one that had most teachers up in arms was the belief of not putting anything less than 50% in the grade book.

This one line led to me being called many things, but most teachers asked, “What about missing or incomplete work?”

To which I responded that I rarely struggled with incomplete or missing work. I can think of one time I had to put a zero in the grade book because of a missing assignment – ONCE – in 13 years of teaching. Those are some pretty good odds!

Unfinished Work Routine

So, how can this be?

First, let’s clear up some things:

• No – I didn’t have perfect students who completed every assignment without asking.
• No – I didn’t work at fancy schools with high volumes of parents involved who made sure the work was completed at home.
• And, no – I didn’t work myself to death chasing down students.

I rarely had missing or incomplete work because I planned time in my week for students to work on missing or incomplete assignments.

Today, I’m sharing this simple yet HIGHLY effective routine that basically eliminated the struggle to get students to complete missing or incomplete assignments.

This magical weekly routine that solves the missing work problem is fondly called, “ Catch-up and Pickles. ” But, that’s really just a fancy name for a time set aside on a Friday morning so students can work on unfinished work.

What is Catch-Up and Pickles?

I shared about this concept a while ago in my “Small Group Time Exposed” post , but I feel like after all the hoopla that Reel caused, it warranted its own place on the blog!

Each day, I had 60 minutes of time built into my schedule for small group rotations. That worked great Monday through Thursday. But, I noticed that Fridays were a bit cramped. Not only did we have our spelling and vocabulary test that day but we would also have a reading comprehension assessment. Time is needed to complete all these assessments, and that ate into a portion of our small group time.

Rather than try and stuff the small group instruction into the 30 minutes that were left after completing everything else, I decided to transform that awkward time slot into productive work time.

So at the end of the week, instead of formal center rotations, I did a “Catch-Ups and Pickles” routine. Students who had not finished their work used this time to “Catch-Up,” while those who were done were allowed to “Pickles” a reading-based activity to complete.

For students, this time was dedicated to completing their work or choosing a preferred activity to complete.

For the teacher, this routine provided time to reteach lessons, pull students for  assessments , or conference with students one on one.

And let me just say… this was a wildly popular time in my classroom!

How to Find Time?

So the big question here is, how do you find the time? Everything you are required to teach in a day leaves very little time in your schedule for “makeup work,” but like I shared before… I was able to find time by reallocating the time I was using for reading centers. It wasn’t working for us on Fridays, so we changed it up.

I suggest you take a look at your schedule. Do you have some awkward or weird times?

I like the idea of doing Catch-up and Pickles on a Friday, so it’s easier to track the work that needs to be completed. But maybe Fridays don’t work for you. Look for a block of time (at least 20 mins!) and see if it works. If it doesn’t, restructure or choose a different time. This could even be something you do at the end of a unit in reading or math or on the last school day of the month.

Warning:  I wouldn’t do this one day a quarter… that’s too big a chunk of time to complete everything. Doing that is like saving all your laundry for a month and trying to do it all in one day. Someone will get overwhelmed, and it’s not going to get done.

How to Get Started with Catch Up and Pickles

Once you’ve found your time, it’s time to plan the “Catch-Up and Pickles” activities.

In my classroom, I allowed students to “catch up” on any work, whether it be math, reading, or something else entirely. You need to select what students will be working on. Maybe it’s just reading, so you do only reading makeup work.

Whatever you decide, be specific. The unstructured nature of this routine means that chaos could happen at any minute. Being clear on what students should be working on at this time (and reinforcing it each time you have a Catch-up and Pickles session) can help keep the crazies at bay.

Who is a Catch-Up and Who is a Pickle?

From there, you’ll need a system for knowing who is a “catch-up” and who is a “pickle.”

Right before we started, I’d scan my grade book for any missing assignments. Those students with missing work would go on my “catch up” list.

Another way I identified students was through their “Unfinished Work” folder. Any classwork that didn’t get completed went in there (not tests or quizzes, just classwork). Right before we’d begin, students would pull out their folders and check to make sure there wasn’t any work that needed to be completed. If there was, they were on the “catch-up” list.

Let me just say, just even having an “Unfinished Work” folder helped a great deal with handling incomplete work! It was much easier for students to keep track of their work. If they finished an assignment early, they could either grab a book to read or work on unfinished work from their folder. The finished work folder lived in their desk, and I always told them, “If you aren’t done, put it in your finished work folder!”

You can read more about the unfinished work folder here !

I kept this routine real simple, guys! No fancy slide shows…just a whiteboard and names. In one column, I’d write “catch-up” with the students’ names and a list of work they needed to complete. In the other column, I’d write “Pickles” with the names of students who had completed all their work. When a student completed assignments and turned them in, they could erase their name and put it under the “pickles” side instead.

Activity Idea for Pickles

Now, remember, the name of any student who had completed all their work or their I-Ready minutes would be placed in the Pickles column.

My students loved being a pickle! They loved the idea of choosing their own activities (even if they were reading-based).

Some activities my students could pick from:

• Writing and illustrating stories – Pretty popular! Especially the illustrating. I showed students how to make a mini-book with lined paper folded and stapled together.
• Playing an educational computer game – Probably the most popular!
• Creating or playing on the IPad – Don’t worry, I was very clear about which apps they could use during this time!
• Completing a reading center game – Students could do this with their friends. I’d put any stations we had completed that week in an area towards the back of the classroom, and students could grab one to play. This also worked well for any student who needed to complete a station activity for their “catch-up” activity. Need reading center ideas? These were always a hit !
• Free choice reading – They could choose their own book and where they’d like to sit and read. They could also read with a buddy.
• Helping a friend complete their work – This one was pretty popular! I allowed it as long as they weren’t just telling their buddies the answers. Honestly, it was a win-win: The student got help, and the student helping was learning more! Bonus- it freed me up to complete DRAs, fluency checks, or reteach skills as needed.
• Teacher assistant – Sometimes I needed help, so if they were done and didn’t want to do one of the other activities, I’d put them to work, helping to organize papers or filling the mailboxes with returned work.

Unfinished Work Routine- Catch-up and Pickles

So there you have it, teacher friends. This is the simple, routine way I kept my students on top of their work. I mean, what teacher wants to feel like they are constantly chasing students around trying to get them to finish their work? NOT ME! Now you don’t have to!

Free Catch Up and Pickles Download

Want to grab a few resources to help you get started? Click below and have this resource sent straight to your inbox! Now you can easily implement a Catch-up and Pickles routine in your classroom this week! This free download includes printable tracking sheets, whiteboard labels, and an editable PowerPoint file.

More Great Ideas!

Check out these other great ideas to try in your classroom!

• 5 Tips for Dealing with a Chatty Class
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• Help Students Take Ownership of Their Learning without a Data Notebook
• End of the Year Survival Tips
• Categories: Classroom , Classroom management

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The Applicious Teacher is all about creating hands-on and engaging lessons that align with the standards while still having time for your life. This is your place for ideas, tips, and resources for the REAL teacher!

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Makeup Course Assignment: A Tutorial

I hope you’re having a wonderful day. This month I’ll be taking you through one of my favorite assignments yet, assignment D3: Bridal Makeup! I absolutely LOVE bridal makeup applications so I’m excited to revisit this one. Are you ready?

For this assignment I had to create a client card, do a practical bridal application, and ask my model to complete a Model Feedback Form. I asked my friend, and real bride-to-be, to be my model for this one. I arranged her hair in a messy updo to give her a more bridal look and asked her to wear a white top. Since she’s getting married in July, I asked her to bring magazine tear-outs of bridal looks she liked so we could try one out. She brought a beautiful and sexy bridal look.

After talking about the look and knowing what she wanted, I started with the application. She had already cleansed and moisturized her face beforehand.

I applied Becca’s Ever-Matte Poreless Priming Perfector to get perfect, matte skin. It’s one of my favorite primers ever for combination to oily skin.

Afterwards I applied Makeup Forever foundation and Eve Pearl concealer and set with Makeup Forever HD Powder.

I did a light contour with Too Faced Chocolate Soleil, highlighted with The Balm’s Mary Lou-Manizer (Nathan’s favorite) and applied L’Oreal True Match Blush in W 5-6.

For the eyes I used the Naked Palette by Urban Decay. Here’s a step-by-step for the eye makeup.

• First, I primed the lid with MAC Paint Pot in Soft Ochre and used Virgin to highlight the brow bone.
• I used a bit of Half Baked to highlight the tear duct area.
• I applied Toasted on the upped lid.
• I used Naked as a transition shade, applied with a fluffy brush.
• I added a bit more Toasted on the upped lid.
• I used Hustle for the crease shade and Darkhorse for the outer v.
• Add liner, mascara, and lashes (I used FRENDS D-Wispies on her)

My model was very happy with her makeup and gave me a perfect score on the Model Feedback Form. 🙂

Once I sent the assignment in I just had to wait a few days before Nathan got back to me. I got an A on the whole unit. Nathan’s feedback was that her skin looked very good and that is was a beautiful application. He did say the blush color was a bit low on the cheeks and mentioned that he normally doesn’t line the waterline on brides with black since it gives the looks a more sultry feel. Overall it was a positive feedback.

I think something that comes into play here is the difference in cultures in terms of color choices in bridal. In this unit, the one question I got wrong on one of the assignments was saying that bridal makeup is almost always neutral instead of natural. I live in Puerto Rico, and the makeup trends here tend to be a bit heavier-handed and a bit darker. 99% of brides have black liner all over and full coverage foundation. Most of them feel that if they’re paying for professional makeup, they want to look like they have lots of makeup on. The style here is like a toned-down version of the beautiful traditional Asian bridal makeup applications.

The important thing is that you learn all the theory and the foundation of makeup application here at QC and you can always take seminars around your home to continue your education. I started taking a course with a Makeup Artist here on the island to learn the makeup techniques and trends used here and, believe me, I arrived with a huge knowledgebase thanks to Nathan.

So, if I could give you 3 tips on getting a good grade on this particular assignment they would be:

• Flawless foundation application—Take the time to really make the skin look perfect.
• Color choices—Pick appropriate shades for the application (lighter tones)
• Lighting—Since this is a distance course, you HAVE to take well-lit pictures that really showcase the hard work you did.

Feel free to comment below with any questions and have lots of fun!!

Interested to learn more about our assignments? Check out the different kinds of assignments you’ll encounter when taking an online makeup course with QC here!

An 8-rule guide to email marketing, author ana scholtes, join the discussion 2 comments.

Great post with excellent tips for this assignment! I’m looking forward to completing it for my course. Thanks for sharing : )

Since my mother passed away when I was young, I never had anyone teach me how to use makeup. I’m so glad that I found this tutorial! So far, I’ve just followed your pictures to put on a base, mascara, and eyelashes. I already feel like I look so much better!

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Home » Makeup Assignments

VMA Makeup Assignments

Let’s get started!

Here is how you can complete your assignments as you proceed through your course. 

 For all assignments, you will need: 

• Your smartphone or a high-quality camera. 
• You can apply your makeup on any model or duplicate the look on yourself. 
• Your makeup kit, brushes, and tools 
• Print the assignment photo submission form If you don’t have access to a printer, you can write the form on a piece of paper. 
• Fill out the “Before” submission form carefully.
• Before you apply your makeup, take a “Before” photo of your model holding the submission form. 
• Take clear, close-up photographs of your work in good lighting.
• Create a stunning masterpiece on your model’s face with the perfect makeup look!
• Fill out your “After” submission form. 
• Take an “After” photo of your model holding the submission form with the complete makeup application. 
• Upload your before and after photos on each assignment chapter and submit your work.

Showcase your work by posting your best makeup assignment photographs on Vizio Makeup Academy’s social media platforms.

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• Grade Calculators

Final Grade Calculator

Enter Final Info

My final exam is worth:

I want (at least) this in the class:

Enter Class Grades

Calculator Instructions

• In the top part of the form, enter how much your final exam is worth and the grade that you would like to get in the class. For example, your final test might be worth 20% of your overall grade and you want to get at least a 93% in the class. You would enter these numbers into the form.
• In the bottom half of the form, enter a description (optional) of the classwork, the grade received for that classwork, and the weight of the classwork. Most class grades are made up of several components such as homework assignments, tests, exams, quizzes, class participation, attendance, etc. For example, a class exam might be worth 10% of your grade and you received a 95% on the test. You would enter those values into the form.
• If you need more than four rows, press the "Add Row" button to add an additional line. You can add as many rows as you need.
• Once you have finished entering your grades, press the "Calculate" button and the grade you need on the final exam will be displayed.

Final Grade Formula

final grade = ((g wanted x w total ) - gw) / w final

w total = w 1 + w 2 + w 3 + ... + w final

w 1 = weight of assignment #1

w final = weight of final exam

gw = g 1 x w 1 + g 2 x w 2 + g 3 x w 3 + ...

g 1 = grade for assignment #1

g wanted = grade wanted in the class

Example Calculation

Let's say your class has the following grading plan.

Now let's assume you received the following grades on your classwork.

Finally, let's assume that you want to get a 90% in the class. To determine what you need to get on your final exam in order to get a 90% in the class, let's do some math using the formula above.

First add the weight of all the class assignments together including your final:

w total = 10% + 10% + 20% + 20% + 20% = 100%

Next, multiple the grade you received on each assignment by the weight of the assignment.

gw = (91% x 10%) + (85% x 10%) + (75% x 20%) + (95% x 20%) + (97% x 20%) = 7100%

Now, calculate what you need on the final exam:

final exam grade = ((90% x 100%) - 7100%) / 20% = 95%

This is how you manually calculate your final grade. Of course, you can make your life a little easier using the calculator above!

What if my class grade is based on points rather than percentages?

Let's assume you have the following class syllabus that is based on points.

Let's assume you received the following grades.

To enter these grades in the calculator above, you first need to calculate your grade percentage for each assignment using the following formula:

grade percentage = points earned / possible points x 100

So taking your mid-term test grade as an example, we get the following:

mid-term test = 190 points earned / 200 possible points x 100 = 95%

In the weight column of the calculator, you would enter the possible points for each assignment.

Assuming you wanted to get at least a 90% in the class and your final exam is worth 250 points (i.e.the weight), you would enter the following information into the calculator.

In this example, you would need to get a 93.6% on your final in order to get a 90% in the class.

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