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Creating and Adapting Assignments for Online Courses

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

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

In Practice

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

Align assignments to learning outcomes. 

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

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

Provide authentic assessments. 

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

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

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

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

Design for inclusivity and accessibility. 

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

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

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

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

Design to promote academic integrity online. 

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

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

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

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

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

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

Communicate detailed instructions and clarify expectations. 

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

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

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

Technology Tip

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

Promote interaction and collaboration. 

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

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

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

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

Learn more about  Student Interaction Online .

Choose technology wisely. 

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

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

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

Explore supported tools 

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

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

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

Effective assignments in online courses are:  

Aligned to course learning outcomes 

Authentic and reflect real-life tasks 

Accessible and inclusive for all learners 

Designed to encourage academic integrity 

Transparent with clearly communicated expectations 

Designed to promote student interaction and collaboration 

Supported with intentional technology tools 

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

Learning Opportunities

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

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

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

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

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

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

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

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

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

Related Teaching Topics

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

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Assignments is an application for your learning management system (LMS). It helps educators save time grading and guides students to turn in their best work with originality reports — all through the collaborative power of Google Workspace for Education.

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Save time distributing and grading classwork

Distribute personalized copies of Google Drive templates and worksheets to students

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Compare student work against hundreds of billions of web pages and over 40 million books with originality reports

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• How to create and manage online assignments for learners
• How to plan successful online assignments for learners
• Know your learners and their current needs
• Assess your resources including digital tools
• How to make online assignments for learners
• Provide clear and concise instruction
• Support learners with orientation and an intuitive system
• Promote interaction and collaboration
• Managing online assignments 
• Communicate effectively
• Monitor learner progress
• Provide personalized and differentiated support 
• Assess and give feedback
• Additional resources for online assignment creation
• Use AI to plan and teach 
• Team up on content creation
• Discover why vetting edtech tools for inclusivity matters, learn key questions and criteria, and unlock strategies to leverage edtech for inclusivity.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Designing Assignments for Learning

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

On this page:

Rethinking traditional tests, quizzes, and exams.

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

Reflect On Your Assignment Design

Connect with the ctl.

• Resources and References

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

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

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

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

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

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

Examples from the Columbia University Classroom 

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

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

​Tips for Designing Assignments for Learning

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

Align the assignment with your course learning objectives 

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

Identify an authentic meaning-making task

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

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

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

Determine the evaluation criteria and create a rubric

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

Build in metacognition

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

Provide students with opportunities to practice

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

Communicate about the assignment 

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

Plan to iterate and to keep the focus on learning 

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

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

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

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

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

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

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

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

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

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

References 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Rethinking Online Assignments

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Assignments and assessments designed to be used in person might be less effective when adapted for online learning. These strategies for rethinking learning activities for online courses can help you address these issues.

Clearly communicate assignment instructions

We often take for granted the many informal interactions that occur in a face-to-face setting. Simple clarifications, adjustments, and reassurances about assignment due dates, requirements, and expectations can be lost when going online. Consider the following strategies to address this:

• Make instructions clear and explicit. Provide students with clear guidance about exactly what needs to be done, when assignments are due, and how this will affect their grades.
• Allocate more time to communicating with students. Be prepared to spend more time communicating assignment instructions, sending reminders, answering questions, or clarifying requirements.
• Be meticulous with assignment instructions. Keep assignment instructions consistent in how and where they appear in the online learning space. Be sure to highlight any changes.
• Keep it simple. Avoid elaborate assignments that require overly complex instructions. Or, if such an assignment is important to your course, dedicate extra time to reviewing the instructions.

Make assignments easy to manage

Online coursework, particularly with asynchronous elements, gives learners more choices around how they can engage with the course. This can provide more flexibility and freedom, but it requires students to effectively and proactively manage their own learning. Help your students focus more on learning and less on managing their workload with these strategies:

• Chunk big assignments.  Large assignments put a lot of stress on particular weeks, so losing a week of work for any reason can heavily impact student success. A well-designed online course spreads the workload out as evenly as possible. With a little planning, it is also easy to accommodate extended time for short assessments . 
• Create routines and habits.  Consider repeating assignments that occur regularly, like weekly reading reflections, daily problem sets, or regular discussion forums. Create predictability by having regular due dates and instructions.
• Make the content needed for assignments convenient. If students need a particular article or weblink for an assignment, make it available with the assignment instructions. Clearly label files and materials so students can easily identify what they need to complete an assignment.

Be intentional about community and student input

You may find that meaningful engagement and connection happen differently in online learning than in traditional learning. Students can become disconnected from learning if the assignments are not meaningful to them, especially with asynchronous formats. These strategies can help you to get students more engaged with assignments:

• Try group projects, if it makes sense.  While group projects can be more difficult to organize, they are a great way to get students in the course to know each other and build a learning community. 
• Introduce low-stakes community-building assignments.  Try starting students off with something very simple, like a self introduction exercise, that lets them share something about themselves and connect to one another. Then, perhaps create spaces for students to get to know each other and deepen connections around shared interests, experiences, or communities.
• Let students influence assignments.  Consider assignments that connect to topics and issues that students care about. Include an element of student choice and gather feedback from students on the design of the assignment. You might even have students contribute to rubrics or grading criteria.

Fourteen Creative Assignment Ideas for the Online Classroom

April 10, 2024

In today's rapidly evolving world of higher education, online learning has become an integral part of the academic landscape. As institutions continue to embrace virtual classrooms, the need for innovative assignments that not only engage students but also address the growing concern of academic dishonesty has become increasingly vital. If instructors want to promote learning—true learning that fosters synthesis, critical thinking, and knowledge retention—assignments should necessitate students are actively engaging with the course material. This engagement may involve curating novel insights, synthesizing various sources, critically analyzing the content, or applying information in new contexts. Recognizing that learners’ time and attention are geared toward graded course assignments, it is essential that we embrace innovative assignment ideas that can foster critical thinking, analysis, engagement, and reflection.

The online classroom presents unique challenges when it comes to engaging students. While it offers unparalleled flexibility and accessibility, it also lacks the immediate interpersonal connection found in a traditional learning environment. Students who struggle to stay motivated, may disengage and have a lack of investment in their coursework. To counter this, educators must create assignments that capture students' interests, inspire critical thinking, and encourage active participation. Incorporating innovative assignments tailored to individual learning goals and preferences can help educators bridge the gap and create a more stimulating and inclusive learning experience.

Moreover, the rise of digital learning has led to increased opportunities for academic dishonesty. Traditional assignments, such as essays and exams, are particularly susceptible to plagiarism and cheating. As a result, educators need to think outside the box to develop assignments that limit the potential for dishonesty and provide meaningful learning experiences By adopting unique, experiential, and collaborative approaches to assignments, educators can cultivate a classroom environment where students are invested in their work and are less likely to resort to dishonest practices.

Innovative assignments can help mitigate the risk of academic dishonesty while providing students with valuable skills that extend beyond the confines of the classroom. These types of assignments encourage students to think critically, problem-solve, and work effectively in teams, which are essential skills for success in both their academic and professional lives. Furthermore, by giving students opportunities to explore their interests and apply their knowledge in real-world situations, innovative assignments can help foster a sense of ownership and pride in their work, ultimately boosting their motivation and dedication to learning. The following 14 assignment ideas provide unique opportunities for faculty to motivate and assess student learning:

• Description: Students create short multimedia narratives, combining text, images, audio, and video to share a personal or researched story.
• Sample directions: Create a 3–5 minute multimedia story based on a personal experience, or a researched topic related to the course. Use text, images, audio, and video to craft a compelling narrative.
• Tools: Adobe Spark, WeVideo, or iMovie.
• Learning objectives: Improve storytelling skills, enhance creativity, develop multimedia production abilities, and practice effective communication.
• Description: Students virtually explore museums, historical sites, or scientific institutions and create a presentation or report reflecting on their experience.
• Sample directions: Explore a designated virtual museum, historical site, or scientific institution and create a 10-slide presentation summarizing your experience and key takeaways.
• Tools: Google Arts & Culture, VirtualFieldTrips.org, or Prezi.
• Learning objectives: Expand cultural and subject matter knowledge, hone presentation skills, and improve critical thinking and reflection.
• Description: Students research a topic and create an interactive infographic that effectively communicates complex information in a visually engaging manner.
• Sample directions: Research a course-related topic and design an interactive infographic that presents complex information in an engaging and accessible manner.
• Tools: Canva, Piktochart, or Visme.
• Learning objectives: Develop visual communication skills, practice data analysis and interpretation, and enhance design abilities.
• Description: Students produce a podcast episode on a course-related topic, requiring them to conduct research, develop a script, and record and edit their audio.
• Sample directions: Produce a 10–15 minute podcast episode discussing a course-related issue, including background research, expert interviews, and your own analysis.
• Tools: Audacity, GarageBand, or Anchor.
• Learning objectives: Strengthen research and critical thinking skills, improve audio production abilities, and enhance communication and storytelling.
• Description: Students work together to create a wiki on a specific subject, with each member contributing to the development of content, organization, and design.
• Sample directions: Work in teams to create a comprehensive wiki on a specific subject within the course, with each member contributing to content, organization, and design.
• Tools: Wikispaces, PBworks, or Google Sites.
• Learning objectives: Build teamwork and collaboration skills, enhance content creation abilities, and practice information organization and presentation.
• Description: Students develop and execute a social media campaign addressing a course-related issue, focusing on creating shareable content and engaging with their target audience.
• Sample directions: Develop a week-long social media campaign addressing a course-related issue, creating content for three platforms (e.g., X, Instagram, and Facebook) and tracking engagement metrics.
• Tools: Hootsuite, Canva, or Buffer.
• Learning objectives: Develop digital marketing and communication skills, practice content creation, and analyze audience engagement.
• Description: Students participate in a simulated experience, such as a mock trial, business negotiation, or diplomatic negotiation, to develop problem-solving and critical thinking skills.
• Sample directions: Participate in a virtual mock trial, business negotiation, or diplomatic negotiation related to the course material. Prepare by researching your role, developing strategies, and collaborating with teammates.
• Tools: Zoom breakout rooms, Discord, or Roll20.
• Learning objectives: Enhance problem-solving and critical thinking skills, improve collaboration and communication, and gain practical experience in real-world scenarios.
• Description: Students create a digital portfolio showcasing their course-related work, reflecting on their learning experiences, and demonstrating their growth and development.
• Sample directions: Create a digital portfolio showcasing your course-related work, including reflections on your learning experiences and evidence of your growth and development.
• Tools: Wix, WordPress, or Google Sites.
• Learning objectives: Develop self-assessment and reflection skills, enhance digital literacy, and showcase personal and academic growth.
• Description: Students engage in structured online debates on controversial topics, requiring them to research, articulate, and defend their positions while responding to opposing arguments.
• Sample directions: Engage in a structured online debate on a controversial course topic, with assigned roles (proponent, opponent, moderator), and provide evidence-based arguments and rebuttals.
• Tools: Zoom, Microsoft Teams, or Google Meet.
• Learning objectives: Strengthen critical thinking and research skills, improve argumentation and persuasion abilities, and enhance communication and collaboration.
• Description: Students create a series of blog or vlog posts on a course-related topic, reflecting on their learning process and engaging with their audience through comments and feedback.
• Sample directions: Write or record a series of three blog or vlog posts on a course-related topic, reflecting on your learning process and responding to audience feedback in the comment section.
• Tools: Blogger, WordPress, Loom, or YouTube.
• Learning objectives: Improve written or verbal communication skills, develop content creation abilities, and practice self-reflection and audience engagement.
• Description: Students become "experts" on a specific course topic and prepare a lesson, including multimedia elements, to teach their classmates in an online setting.
• Sample directions: Choose a course topic, become an "expert" on the subject, and prepare a 20-minute multimedia lesson to teach your classmates in an online setting.
• Tools: PowerPoint, Google Slides, or Prezi.
• Learning objectives: Enhance subject matter expertise, develop teaching and presentation skills, and foster collaboration and peer learning.
• Description: Students participate in a game-based learning activity, such as a digital scavenger hunt or escape room, that requires them to apply their knowledge to solve problems or complete challenges.
• Sample directions: Participate in a digital scavenger hunt or escape room related to course material, solving problems and completing challenges within a set timeframe.
• Tools: GooseChase, Breakout EDU, or Minecraft: Education Edition.
• Learning objectives: Reinforce subject matter knowledge, improve problem-solving skills, and foster collaboration and engagement.
• Description: Students collaborate with local organizations, virtually or in person, to address real-world issues and apply their course knowledge in a practical context.
• Sample directions: Collaborate with a local organization to address a real-world issue related to the course, develop a project proposal, execute the project, and present your outcomes.
• Tools: Zoom, Trello, or Slack.
• Learning objectives: Apply course concepts to real-world situations, develop project management and collaboration skills, strengthen community engagement, and enhance problem-solving abilities.
• Description: Students develop and present a webinar on a course-related topic, honing their public speaking, research, and presentation skills while engaging with a wider audience.
• Sample directions: Develop a 30-minute webinar on a course-related topic, including a presentation, Q&A session, and audience engagement activities.
• Tools: Zoom, Webex, or GoToWebinar.
• Learning objectives: Strengthen public speaking and presentation skills, improve research, and content creation abilities, and engage with diverse audiences.

The need for innovative assignments in the online classroom for college students is undeniable. By embracing creative, engaging, and authentic assignments, educators can not only address the challenges of student engagement and academic dishonesty but also help students develop valuable skills and a lifelong passion for learning. As we continue to navigate the ever-changing landscape of higher education, educators are responsible for adapting and evolving to ensure that we provide our students with the best possible learning experience in the digital age.

About the Authors

Jean Mandernach, Ph.D. is executive director of the Center for Innovation in Research on Teaching at Grand Canyon University. Her research focuses on enhancing student learning experiences in the online classroom through innovative instructional and assessment strategies. She explores strategies for integrating efficient online instruction in a manner that maximizes student learning, satisfaction, and engagement. In addition, she has interests in innovative faculty development and evaluation models, teaching and learning analytics, emergent instructional technology, and faculty workload considerations. Mandernach is an active researcher, author, presenter, and consultant in the field of online education. 

Morgan McNaughton, M.A., M.S., serves as a dedicated program manager at Grand Canyon University's Center for Innovation in Research on Teaching. Her research is centered around dynamic faculty development models, teaching and learning analytics, instructional technology, and cultivating a supportive adjunct faculty culture. With a wealth of experience in elevating student learning experiences in online classrooms, McNaughton has honed her expertise in implementing innovative and efficient program development strategies to help students and faculty alike.

Integrating Online Assignments into your Course

Many types of assignments can be done online. Some options are outlined below as well as decision-making criteria for using online assignments in a course and course design questions to consider as you start to integrate online assignments into your course. By thinking about the reasons for using them and answering the design questions, you will be able to integrate these engaging tools in a meaningful way with the rest of your course.

What are some possible online assignments?

It is often difficult to imagine what kinds of assignments can be put online if you have never used technology in your teaching. Basically, technology can be used to put almost any assignment online. The key, though, is to have a clear rationale for doing so. Below are some examples of online assignments, but they certainly do not represent all of the possibilities.

• Online discussions
• Case studies
• Online tests/quizzes
• Practice exercises
• Virtual tutorials or labs
• Essays (submit online)
• Online literature searches
• Simulations

Decision-making criteria

Why should we put assignments online? As mentioned above, with the use of any tools or methods in our courses, there should be a clear pedagogical reason for using them. The following are some of the reasons for putting an assignment online.

• Allow for new types of assignments.  Some assignments simply cannot be done on paper. For example, you can have students work with a simulation (in two or three dimensions) to see what happens when they change one element. Or they can see full colour pictures or artwork to analyze or critique. Allow yourself to think beyond the limitations of paper-based assignments to create new ways to enhance your students’ learning.
• Refocus classroom time.  As with traditional assignments, you can have students cover content and do activities outside of class time so you can spend your in-class time in other ways. For example, students can engage in an online discussion and then be able to bring that knowledge to class for a more in-depth discussion. Or a pre-class quiz can highlight problem areas for you to focus on in your lecture. You may also be able to reduce in­class hours if your online activities are well-planned.
• Allow for collaboration.  Research has shown that one way to increase student learning is to promote collaboration where groups of students can interact with each other to solve a problem or discuss an issue together. Assignments which allow for such collaboration are often more effective at positively affecting student learning than individually-done assignments.
• Encourage reluctant participants.  Online assignments, particularly discussions, can allow even the most reluctant participants to join in a discussion. The online (often asynchronous) nature of such assignments gives students an opportunity to reflect and generate a response to a particular question – time not necessarily allowed in a face-to-­face, synchronous discussion.
• Accommodate different learning styles and levels.  Beyond encouraging participation from reluctant students, online assignments can have a multi-modal design (i.e., graphics, text, audio, virtual hands-on activities) and, if designed appropriately, can also help students reach new learning levels or think more deeply or critically about a given concept.
• Give instant feedback to students.  One of the real benefits to students of online assignments is the possibility for instant feedback on their work. Many tools used to create such assignments can be configured to provide such feedback, instead of having students wait for assignments to be graded and returned. This way, they know immediately what concepts they need to work on, and which they already understand. This can also help instructors to identify unclear concepts or students who may need remedial assistance.
• Archive course information.  Online assignments also allow for an archive to be created of relevant course information and discussions. This information can be used by students at a later date while studying for a test/exam, or by the instructor to create a frequently asked questions page or to measure students’ understanding of key concepts.
• Deliver online or distance education courses.  If a course is being offered online or at a distance, then online assignments are a natural extension of this.
• Provide students with transferable skills for other courses and in their careers.  Some instructors are interested in integrating key skills into their courses that students can use in other courses or take out into the “real-world” upon completion of their degrees. If this is a goal for your courses, then providing some familiarity with certain technologies through the use of online assignments may be a good way to introduce students to skills they can use elsewhere.
• Be environmentally friendly.  Paperless assignments are a good way to save environmental resources.

Creating your own online assignment

Now that you have some ideas about possible assignments and have reviewed the decision­making criteria, you should answer the following questions to consider how to integrate your online assignment into your course.

• Briefly describe the assignment. (Write 2-4 sentences)

• Students may need a rationale for having online assignments to help foster their motivation. What will you say to “sell” the assignment to your students? (Write 3-5 sentences)

If you would like support applying these tips to your own teaching, CTE staff members are here to help.  View the  CTE Support  page to find the most relevant staff member to contact. 

• Course design heuristic
• Collaborative online learning
• Learner-centered assessment
• Designing multiple-choice questions
• Types of assignments and tests
• Using writing as a learning tool

For more assistance, please also feel free to contact the Centre for Teaching Excellence office and we will assist you or connect you with other resources.

This Creative Commons license  lets others remix, tweak, and build upon our work non-commercially, as long as they credit us and indicate if changes were made. Use this citation format:  Integrating Online Assignments Into Your Course. Centre for Teaching Excellence, University of Waterloo .

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Google Classroom  - Creating Assignments and Materials

Google classroom  -, creating assignments and materials, google classroom creating assignments and materials.

Google Classroom: Creating Assignments and Materials

Lesson 2: creating assignments and materials.

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Creating assignments and materials

Google Classroom gives you the ability to create and assign work for your students, all without having to print anything. Questions , essays , worksheets , and readings can all be distributed online and made easily available to your class. If you haven't created a class already, check out our Getting Started with Google Classroom lesson.

Watch the video below to learn more about creating assignments and materials in Google Classroom.

Creating an assignment

Whenever you want to create new assignments, questions, or material, you'll need to navigate to the Classwork tab.

In this tab, you can create assignments and view all current and past assignments. To create an assignment, click the Create button, then select Assignment . You can also select Question if you'd like to pose a single question to your students, or Material if you simply want to post a reading, visual, or other supplementary material.

This will bring up the Assignment form. Google Classroom offers considerable flexibility and options when creating assignments.

Click the buttons in the interactive below to become familiar with the Assignment form.

This is where you'll type the title of the assignment you're creating.

Instructions

If you'd like to include instructions with your assignment, you can type them here.

Here, you can decide how many points an assignment is worth by typing the number in the form. You can also click the drop-down arrow to select Ungraded if you don't want to grade an assignment.

You can select a due date for an assignment by clicking this arrow and selecting a date from the calendar that appears. Students will have until then to submit their work.

In Google Classroom, you can sort your assignments and materials into topics. This menu allows you to select an existing topic or create a new one to place an assignment under.

Attachments

You can attach files from your computer , files from Google Drive , URLs , and YouTube videos to your assignments.

Google Classroom gives you the option of sending assignments to all students or a select number .

Once you're happy with the assignment you've created, click Assign . The drop-down menu also gives you the option to Schedule  an assignment if you'd like it to post it at a later date.

You can attach a rubric to help students know your expectations for the assignment and to give them feedback.

Once you've completed the form and clicked Assign , your students will receive an email notification letting them know about the assignment.

Google Classroom takes all of your assignments and automatically adds them to your Google Calendar. From the Classwork tab, you can click Google Calendar to pull this up and get a better overall view of the timeline for your assignments' due dates.

Using Google Docs with assignments

When creating an assignment, there may often be times when you want to attach a document from Google Docs. These can be helpful when providing lengthy instructions, study guides, and other material.

When attaching these types of files, you'll want to make sure to choose the correct setting for how your students can interact with it . After attaching one to an assignment, you'll find a drop-down menu with three options.

Let's take a look at when you might want to use each of these:

• Students can view file : Use this option if the file is simply something you want your students to view but not make any changes to.
• Students can edit file : This option can be helpful if you're providing a document you want your students to collaborate on or fill out collectively.
• Make a copy for each student : If you're creating a worksheet or document that you want each student to complete individually, this option will create a separate copy of the same document for every student.

Using topics

On the Classwork tab, you can use  topics to sort and group your assignments and material. To create a topic, click the Create button, then select Topic .

Topics can be helpful for organizing your content into the various units you teach throughout the year. You could also use it to separate your content by type , splitting it into homework, classwork, readings, and other topic areas.

In our next lesson , we'll explore how to create quizzes and worksheets with Google Forms, further expanding how you can use Google Classroom with your students.

/en/google-classroom/using-forms-with-google-classroom/content/

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If you are a school student with a rich extracurricular life, and need help to get a hang of the balance between assignments and all the activities.

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If you are someone who struggles to grasp the concepts being taught in class, assignments can serve as a way to reinforce those concepts and help them understand better.

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Here, we have answered the most frequently asked questions from our students. If you have any further inquiries, please don't hesitate to reach out to us.

What is assignment help?

Assignment help is a service that provides academic support to students in completing their assignments. It connects students with subject matter experts who offer guidance, explanations, and solutions to their academic tasks.

How does assignment help work?

Assignment help services typically operate through online platforms. Students can submit their assignment requirements, and expert tutors or writers provide personalized solutions and assistance to meet those requirements.

Is assignment help legal?

Yes, assignment help is legal. It is a form of academic support and guidance that helps students improve their understanding of subjects and excel in their studies.

Can I trust assignment help services?

Yes, you can trust reputable assignment help services. Look for services like TutorChamps with positive customer reviews, transparent pricing, and a track record of delivering high-quality work.

Are the assignments plagiarism-free?

Reputable assignment help services guarantee plagiarism-free content. They provide original and well-researched assignments to maintain academic integrity.

What subjects do assignment help services cover?

TutorChamps’s assignment help services cover a wide range of subjects such as maths, science, literature, programming, economics, and many more.

Can I get help with urgent assignments?

Yes, many assignment help services offer assistance with urgent assignments, ensuring timely delivery to meet tight deadlines.

Can I request revisions for my assignment?

Reputable assignment help services like TutorChamps often provide free revisions to ensure students' satisfaction with the delivered work.

Will my personal information be kept confidential?

Trusted assignment help services like TutorChamps prioritize the confidentiality and security of students' personal information and ensure it is not shared with third parties.

Do assignment help services offer refunds?

Many assignment help services like TutorChamps have refund policies in place to address situations where students are not satisfied with the provided assistance.

Online Assignment Help: Your Path to Academic Excellence

In today's fast-paced and competitive academic environment, students often face the challenge of managing multiple assignments and meeting tight deadlines. As the workload increases, it's not uncommon for students to seek external support to ensure their academic success. This is where online assignment help comes into play. With the rise of digital platforms, students now have access to professional assistance from subject matter experts, enabling them to excel in their studies and achieve their academic goals.

What is Online Assignment Help?

Online assignment help is a service offered by educational platforms and websites that connects students with experienced tutors or writers. These experts provide guidance, support, and even custom-written assignments tailored to meet the specific requirements of students' coursework. Whether it's an essay, research paper, programming task, or any other academic project, online assignment help offers personalized assistance to address students' individual needs.

Advantages of Seeking Online Assignment Help

Expert Guidance: Online assignment help connects students with subject matter experts who possess in-depth knowledge in their respective fields. This expert guidance allows students to gain a comprehensive understanding of complex topics and concepts.

Customized Solutions: Each assignment is unique, and online help services offer customized solutions that cater to the specific requirements of the task. This ensures that students receive well-structured and tailored assignments that align with their professors' expectations.

Timely Delivery: Meeting deadlines is crucial in academics. Online assignment help ensures timely delivery of assignments, allowing students to submit their work promptly and avoid academic penalties.

Plagiarism-Free Content: Plagiarism is a serious academic offense. Online assignment help services provide original and plagiarism-free content, giving students the assurance of submitting authentic work.

Improvement in Grades: With expert assistance and well-crafted assignments, students can improve their grades and academic performance significantly.

Reduced Academic Stress: By delegating some of their academic workloads to experts, students can reduce stress and focus on other essential aspects of their studies and personal life.

Access to a Wide Range of Subjects: Online assignment help covers a diverse range of subjects and disciplines, ensuring that students from various academic backgrounds can benefit from the service.

24/7 Availability: Online assignment help platforms are available round-the-clock, allowing students to seek assistance whenever they need it, regardless of time zones or geographic location.

How to Choose the Best Online Assignment Help Service?

With numerous online assignment help services available, choosing the right one can be overwhelming. Here are some factors to consider when selecting the best service:

Expertise of Tutors/Writers: Look for platforms that have a team of qualified and experienced tutors or writers in various subjects.

Customer Reviews: Read reviews and testimonials from other students to gauge the quality of service and customer satisfaction.

Affordability: Consider the pricing and affordability of the service, ensuring it fits within your budget.

Confidentiality and Security: Ensure that the platform prioritizes the confidentiality and security of your personal information.

Timely Delivery: Look for a service that emphasizes timely delivery of assignments, especially when you have tight deadlines.

Online assignment help has become a valuable resource for students seeking academic support and excellence. With expert guidance, customized solutions, and timely assistance, students can overcome academic challenges and achieve their academic goals effectively. When choosing an online assignment help service, consider factors like expertise, customer reviews, affordability, and confidentiality. Embrace online assignment help as your pathway to academic success and a less stressful educational journey.

What Topics Do TutorChamps Cover In Assignment Help?

TutorChamps covers a wide range of topics in their assignment help services, ensuring comprehensive support for students from various academic disciplines. Some of the key topics covered by TutorChamps in assignment help include:

Essay Writing: TutorChamps provides assistance in essay writing across different subjects and essay types, ensuring students can effectively express their ideas and arguments.

Research Papers: Students can receive guidance in conducting research, structuring research papers, and citing sources properly.

Programming and Coding: TutorChamps offers support in various programming languages and coding tasks, helping students tackle programming assignments and projects.

Mathematics and Statistics: From basic math concepts to complex statistical analysis, TutorChamps helps students navigate through mathematical problems and data interpretation.

Science and Engineering: TutorChamps covers a broad spectrum of scientific subjects, including physics, chemistry, biology, and engineering topics.

Business and Management: Students studying business and management can receive assistance in business plans, case studies, and marketing strategies.

Literature and Language Arts: TutorChamps aids students in understanding literary works, analyzing texts, and enhancing their language arts skills.

History and Social Sciences: Students can seek help in history research, social sciences essays, and understanding historical events and contexts.

Computer Science and IT: TutorChamps provides support in computer science concepts, IT projects, and software development tasks.

Economics and Finance: Students studying economics and finance can receive assistance in economic theories, financial analysis, and quantitative methods.

Psychology and Sociology: TutorChamps covers topics in psychology and sociology, including research studies and analyzing human behavior.

Art and Design: Students in art and design fields can seek guidance in artistic techniques, art history, and design projects.

These are just a few examples of the extensive range of topics that TutorChamps covers in their assignment help services. With their team of qualified tutors and writers, TutorChamps ensures that students from diverse academic backgrounds receive the necessary support to excel in their assignments and achieve academic success.

Which Students Can Benefit From Online Assignment Help?

Students from various academic backgrounds can benefit from online assignment help. Here are the groups of students who can find value in seeking assistance through online assignment help:

Busy College Students: College life can be hectic with multiple assignments, exams, and extracurricular activities. Online assignment help provides valuable support to students managing a busy schedule, helping them meet their academic requirements effectively.

International Students: International students may face language barriers or differences in educational systems. Online assignment help offers personalized assistance, making it easier for them to adapt and excel in their coursework.

Struggling Learners: Some students may find certain subjects or topics challenging. Online assignment help provides a way for struggling learners to receive expert guidance and improve their understanding of difficult concepts.

Working Professionals: Balancing work and studies can be demanding for working professionals pursuing higher education. Online assignment help allows them to manage their time efficiently and perform well in their courses.

Non-Native English Speakers: Non-native English speakers may need additional support to communicate effectively in their assignments. Online assignment help offers language and writing assistance to improve the quality of their work.

Students with Learning Disabilities: Students with learning disabilities may require customized support in their assignments. Online assignment help can provide tailored solutions that cater to their specific needs.

Students Seeking Higher Grades: Students aiming to achieve higher grades can benefit from the expert guidance and well-crafted assignments provided by online assignment help services.

Those Seeking Career Advancement: Working professionals or graduate students looking to advance their careers can use online assignment help to excel in their academic pursuits and gain a competitive edge.

Individuals with Time Constraints: Students facing time constraints due to personal commitments, part-time jobs, or other responsibilities can benefit from online assignment help to manage their academic workload effectively.

Students Seeking Comprehensive Understanding: Online assignment help offers expert explanations and insights, enabling students to gain a deeper and more comprehensive understanding of various subjects.

Last-Minute Assistance: Students facing tight deadlines or last-minute assignments can rely on online assignment help for timely support and timely submissions.

Anyone Seeking Academic Support: Ultimately, anyone seeking academic support, guidance, and improvement in their performance can find value in utilizing online assignment help services.

In conclusion, online assignment help caters to a diverse range of students, from those managing busy schedules to international students adapting to new educational systems. It provides personalized support, enhances understanding, and helps students achieve their academic goals effectively. Regardless of the challenges students may face, online assignment help serves as a valuable resource to foster academic success and excellence.

Why is Taking Assignment Help Important for Students?

Taking assignment help is essential for students for several compelling reasons that can significantly impact their academic journey and overall learning experience. Here's why seeking assignment help is important for students:

• Expert Guidance and Subject Knowledge:

Assignment help connects students with subject matter experts who possess in-depth knowledge and expertise in their respective fields. This expert guidance ensures that students receive accurate and comprehensive information, helping them understand complex topics more effectively.

• Customized and Well-Structured Solutions:

Each assignment has unique requirements and assignment help services offer customized solutions that meet the specific criteria of the task. These well-structured assignments align with professors' expectations, leading to higher grades and academic recognition.

• Timely Submission and Meeting Deadlines:

Meeting assignment deadlines are crucial in academics. Assignment help ensures timely submission of tasks, enabling students to avoid academic penalties and maintain their academic standing.

• Improvement in Academic Performance:

With expert assistance and well-crafted assignments, students can improve their academic performance. Assignment help supports their learning journey, boosts their understanding of subjects, and enhances their overall grades.

• Reduced Academic Stress:

Academic workload and the pressure of meeting expectations can lead to stress and burnout. Taking assignment help reduces academic stress, allowing students to focus on their studies and personal well-being.

• Access to a Wide Range of Subjects:

Assignment help services cover a diverse range of subjects and disciplines. Students from various academic backgrounds can benefit from support tailored to their specific areas of study.

• Language and Writing Assistance:

For non-native English speakers or students with language barriers, assignment help provides language and writing assistance to improve the clarity and coherence of their work.

• Original and Plagiarism-Free Content:

Plagiarism is a serious academic offense. Assignment help services offer original and plagiarism-free content, ensuring the authenticity and integrity of students' work.

• Preparation for Exams and Assessments:

Assignments often contribute to exam preparations and assessments. By seeking assignment help, students can reinforce their knowledge and better prepare for exams.

• Flexibility and Convenience:

Assignment help services are flexible and convenient, accommodating students' schedules and time zones. This accessibility allows students to seek assistance whenever they need it.

• Building Academic Confidence:

As students receive support and witness improvements in their assignments, they gain academic confidence and a positive attitude toward learning.

• Lifelong Learning and Skill Development:

Assignment help fosters a culture of lifelong learning. Students can develop critical thinking, research, and writing skills through the support and guidance they receive.

In conclusion, taking assignment help is crucial for students as it provides expert guidance, customized solutions, timely submissions, and improved academic performance. With reduced stress, language assistance, and access to a wide range of subjects, students can focus on their learning journey and build essential skills for lifelong success. Embrace assignment help as a valuable tool to excel academically and foster a positive and enriching learning experience.

How TutorChamps Fulfils the Requirements of Students in Their Assignments?

TutorChamps fulfills the requirements of students in their assignments through a comprehensive and student-centric approach. Here's how TutorChamps meets the needs of students effectively:

• Customized and Tailored Solutions:

TutorChamps understands that each assignment is unique, and one-size-fits-all solutions don't work. They provide customized and tailored solutions that align with the specific requirements of each assignment. This ensures that students receive well-structured and personalized assignments, meeting the expectations of their professors.

• Subject Matter Experts:

TutorChamps boasts a team of subject matter experts who are highly knowledgeable and experienced in their respective fields. These experts are skilled in various subjects and disciplines, providing students with accurate and reliable information in their assignments.

• Timely Delivery:

Meeting deadlines is crucial in academics, and TutorChamps recognizes the importance of timely delivery. They prioritize prompt submissions, ensuring that students can submit their assignments on time without facing academic penalties.

• Plagiarism-Free Content:

Originality and authenticity are paramount in academic assignments. TutorChamps guarantees plagiarism-free content, providing students with unique and well-researched work that showcases their individual understanding of the subject matter.

• Clear Explanations and Understanding:

TutorChamps focuses on not only providing solutions but also ensuring that students understand the concepts thoroughly. Their tutors offer clear explanations, simplifying complex topics, and encouraging questions to foster a deeper understanding.

• 24/7 Availability and Support:

TutorChamps is available round-the-clock, offering 24/7 support to students regardless of their time zones or geographic locations. This accessibility ensures that students can seek assistance whenever they need it, especially for urgent assignments or last-minute queries.

• Comprehensive Coverage of Subjects:

TutorChamps covers a wide range of subjects and disciplines, catering to students from diverse academic backgrounds. From mathematics and science to literature and programming, TutorChamps provides support in various fields.

• Building Students' Skills and Confidence:

TutorChamps not only helps students with their assignments but also focuses on building their skills and confidence. Through expert guidance and constructive feedback, students can improve their research, writing, and problem-solving abilities.

• Affordability and Transparent Pricing:

TutorChamps offers affordable pricing options, making their services accessible to students with varying budgets. They maintain transparent pricing, ensuring that students know the cost upfront without any hidden fees.

• Emphasis on Academic Integrity:

TutorChamps upholds academic integrity and ethical standards. They encourage students to use the provided assistance as a learning tool while maintaining their academic honesty.

In conclusion, TutorChamps fulfills the requirements of students in their assignments through a combination of customized solutions, subject matter expertise, timely delivery, and plagiarism-free content. With a focus on clear explanations, 24/7 support, and comprehensive subject coverage, TutorChamps helps students develop essential skills and confidence in their academic pursuits. Embrace TutorChamps as your trusted ally in achieving academic excellence and ensuring a positive and enriching learning experience.

Is Assignment Help Available At TutorChamps For Last Submissions?

Yes, assignment help is available at TutorChamps for the last submissions. TutorChamps understands that students may sometimes face tight deadlines or last-minute assignments, and they are well-prepared to provide timely support in such situations.

When students have urgent assignments that need to be submitted quickly, TutorChamps' team of experienced tutors is ready to assist. They prioritize prompt responses and timely delivery to ensure that students can meet their submission deadlines without compromising on the quality of their work.

Whether you have a challenging task that requires immediate attention or need help with a last-minute project, TutorChamps is committed to offering reliable and efficient assistance. Students can rely on TutorChamps' expertise and 24/7 availability to address their urgent assignment needs effectively.

Don't hesitate to seek assignment help from TutorChamps, even for last-minute submissions. With their support, you can tackle time-sensitive tasks with confidence and submit your assignments on time, while still ensuring the academic integrity and excellence of your work.

Can Someone Do My Assignment For Me? Yes, TutorChamps Here!

Yes, TutorChamps is here to help you with your assignments! If you find yourself overwhelmed with academic tasks or facing challenging assignments, you don't have to worry anymore. Our team of experienced tutors and writers is ready to provide personalized assistance and expert guidance to ensure you excel in your studies.

At TutorChamps, we understand the importance of submitting high-quality and well-structured assignments to achieve academic success. Our dedicated team is committed to delivering customized solutions that meet the specific requirements of your assignments.

We don't just do your assignments for you; we guide you through the process, helping you understand the concepts and improve your academic skills. Our tutors provide clear explanations and support you in every step of the way, empowering you to become a confident and independent learner.

Whether it's an essay, research paper, programming task, or any other academic project, TutorChamps is your reliable partner in academic excellence. We take pride in helping students like you achieve their academic goals and reduce the stress of overwhelming coursework.

So, if you ever find yourself asking, "Can someone do my assignment for me?" remember that TutorChamps is here to answer with a resounding "Yes!" Contact us today, and let's embark on a journey of learning and academic achievement together!

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Create and Edit Assignments

You are viewing Original Course View content

Your institution controls which tools are available in the Original Course View . Assignments are always available to instructors in the Ultra Course View .

You can create assignments alongside other content.

With assignments, you can create coursework and manage the grades and feedback for each student separately. You can create assignments in content areas, learning modules, lesson plans, and folders.

When you create an assignment, a Grade Center column is created automatically. From the Grade Center or Needs Grading page, you can see who has submitted their work and start grading. Students access their grades from their My Grades pages or the assignment's Review Submission History page.

You can also create a group assignment and release it to one or more groups in your course. Each group submits one collaborative assignment and all members receive the same grade. You can create a single assignment and assign it to all groups, or create several unique assignments and assign them to individual groups.

More on group assignments

Create an assignment

You can create assignments in content areas, learning modules, lesson plans, and folders.

In the Blackboard mobile app, assignment instructions for Original courses show after students begin an attempt.

Drag files from your computer to the "hot spot" in the Attach Files area. If your browser allows, you can also drag a folder of files. The files will upload individually. If the browser doesn't allow you to submit your assignment after you upload a folder, select Do not attach in the folder's row to remove it. You can drag the files individually and submit again.

You won't be able to drag files to upload if your institution uses an older version of Blackboard Learn.

You can use the file name or provide another name for the file.

• Optionally, select a Due Date . Assignments with due dates automatically show in the course calendar and in the To Do module. Submissions are accepted after this date but are marked late. If you don’t want students to access an assignment after the due date, choose the appropriate display dates.

If you set the points possible to a non-whole number, letter grades may not be assigned correctly.

• Optionally, add a rubric . Expand the sections to make selections such as anonymous grading, how the grade is displayed, and the number of attempts. You can allow more than one attempt on an assignment.
• Make the assignment available when you're ready for students to access it. Select the appropriate options for availability, tracking, and display dates. Display dates don't affect an assignment's availability, only when it appears.
• Select Submit .

More on assignment grade settings

More on adding files in the editor

More on Course Files vs. the Content Collection

Video: Create an Assignment

Watch a video about creating an assignment.

The following narrated video provides a visual and auditory representation of some of the information included on this page. For a detailed description of what is portrayed in the video, open the video on YouTube , navigate to More actions , and select Open transcript .


Video: Create an assignment explains how to create an assignment.

Late assignments

When you assign a due date for an assignment, students can still submit attempts after the date passes. Submissions after the due date are marked late. If you penalize late submissions, inform students in the assignment instructions.

You can view the late label in these areas:

• Student's submission page in the grade panel
• Student's Grade Details page
• Needs Grading page

From the Grade Center, you can also view a list of all submissions with the Assignment File Download option in an assignment's menu. View who has submitted, submission dates, and the grading statuses. You can sort by date to easily see who submitted after the due date.

If you don’t want students to access an assignment after the due date, choose the appropriate display dates. Inform students that you won’t accept submissions after the due date and the assignment will no longer be available.

Students see the late label after they make a submission after the due date.

Student assignment submission confirmations

When students submit assignments successfully, the Review Submission History page appears with information about their submitted assignments and a success message with a confirmation number. Students can copy and save this number as proof of their submissions and evidence for academic disputes. For assignments with multiple attempts, students receive a different number for each submission. If your institution has enabled email notifications for submission receipts, students will also receive an email with a confirmation number and other details for each submission.

You and your students won't be able to view confirmation numbers if your institution uses Blackboard Learn 9.1 Q4 2016 or earlier. Student email notifications and student access to receipt history were introduced in Blackboard Learn 9.1 Q2 2017.

You and your administrators have a retrievable record in the system even if an attempt, assignment, or student is later deleted. These records are maintained in the course and also retrievable after the archive and restore process.

You can access all of your students' confirmation numbers from the Grade Center. Open the Reports menu and select Submission Receipts .

On the Submission Receipts page, you can view information for each assignment, such as who submitted and when. Group assignments are also logged and the Submitter column lists who submitted for the group. In the Submission column, view if a student submitted a file or wrote the submission in the assignment's editor.

Use the menus at the top of the page to filter the items. In the second menu, select Not blank and leave the search box empty to show all of the submission receipts. Select a column heading to sort the items.

Edit, reorder, and delete assignments

You can edit, reorder, and delete your assignments. Change the order of assignments with the drag-and-drop function or the keyboard accessible reordering tool. For example, reorder the assignments to keep the current one at the top.

From an assignment's menu, select on option:

• Move an assignment to another location in your course. When you move an assignment, it's removed from its original location. You can't copy an assignment.
• Edit an assignment. If you change the instructions, students who have already made submissions will see the new instructions only on subsequent attempts.
• Apply release criteria, tracking, metadata, and review status.

More on options you can apply

Delete assignments

You can delete an assignment from a course area and if no student submissions exist, the Grade Center column is also deleted.

When you delete an assignment that has student submissions, you also delete all the submissions. You have two options:

• Preserve the scores in the Grade Center, but delete the assignment and all submissions. Though the scores remain in the Grade Center, you can't access the students' submissions again. The action is irreversible.
• Delete the assignment, the Grade Center column, all assigned grades, and all submissions. The action is irreversible.

Alternatively, make the gradable item unavailable in your course to preserve the submissions and the scores in the Grade Center.

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• Create assignments

Create an assignment

This article is for teachers.

When you create an assignment, you can post it immediately, save a draft or schedule it to post at a later date. After students have completed and handed in their work, you can mark and return it to the students.

Open all | Close all

Create and post assignments

When you create an assignment, you can:

• Select one or more classes

Select individual students

Add a mark category, add a marking period, change the point value, add a due date or time, add a topic, add attachments, add a rubric.

• Turn on originality reports

Go to classroom.google.com  and click Sign in.

Sign in with your Google Account. For example,  [email protected] or [email protected] .  Learn more .

• Enter the title and any instructions.

You can continue to edit and customise your assignment. Otherwise, if you're ready, see below to post, schedule or save your assignment .

Select additional classes

Assignments to multiple classes go to all of the students in those classes.

• Create an assignment (details above).

Unless you're selecting multiple classes, you can select individual students. You can't select more than 100 students at a time.

• Click a student's name to select them.

Use mark categories to organise assignments. With mark categories, you and your students can see the category an assignment belongs to, such as Homework or Essays . Teachers also see the categories on the Marks page.

For more information on mark categories, go to Add a mark category to posts or Set up marking .

To organise assignments and marks into your school or district's marking structure, create marking periods, such as quarters or terms.

• From the menu, select a marking period.

Tip: Before adding a marking period to an assignment, create a marking period for the class first. Learn how to create or edit marking periods .

You can change the point value of an assignment or make the assignment unmarked. By default, assignments are set at 100 points.

• Under Points , click the value.
• Enter a new point value or select Unmarked .

By default, an assignment has no due date. To set a due date:

• Click a date on the calendar.
• To create a topic, click Create topic and enter a topic name.
• Click a topic in the list to select it.

Note : You can only add one topic to an assignment.

Learn more about how to add topics to the Classwork page .

• Create an assignment.

• Important: Google Drive files can be edited by co-teachers and are view-only for students. To change these share options, you can stop, limit or change sharing .

• To add YouTube videos, an admin must turn on this option. Learn about access settings for your Google Workspace for Education account .
• You can add interactive questions to YouTube video attachments. Learn how to add interactive questions to YouTube video attachments .

• Tip: When you attach a practice set to an assignment, you can't edit it.

• If you see a message stating that you don't have permission to attach a file, click Copy . Classroom makes a copy of the file to attach to the assignment and saves it to the class Drive folder.
• Students can view file – All students can read the file, but not edit it.
• Students can edit file – All students share the same file and can make changes to it.

Note : This option is only available before you post an assignment.

Use an add-on

For instructions, go to Use add-ons in Classroom

For instructions, go to Create or reuse a rubric for an assignment .

For instructions, go to Turn on originality reports .

You can post an assignment immediately or schedule it to be posted later. If you don't want to post it yet, you can save it as a draft. To see scheduled and drafted assignments, click Classwork .

Post an assignment

• Follow the steps above to create an assignment.
• Click Assign to immediately post the assignment.

Schedule the assignment to be posted later

Scheduled assignments might be delayed by up to five minutes after the post time.

• To schedule the same assignment across multiple classes, make sure that you select all of the classes that you want to include.
• When you enter a time, Classroom defaults to p.m. unless you specify a.m.
• (Optional) Select a due date and topic for each class.
• (Optional) To replicate your selected time and date for the first class into all subsequent classes, click Copy settings to all .
• Click Schedule . The assignment will automatically post on the scheduled date, at the scheduled time.

After scheduling multiple assignments at once, you can still edit assignments later by clicking into each class and changing them individually.

Save an assignment as a draft

• Follow the steps above to create an assignment

You can open and edit draft assignments on the Classwork page.

Manage assignments

Edits affect individual classes. For multi-class assignments, make edits in each class.

Note : If you change an assignment's name, the assignment's Drive folder name isn't updated. Go to Drive and rename the folder.

Edit a posted assignment

• Enter your changes and click Save .

Edit a scheduled assignment

• Enter your changes and click Schedule .

Edit a draft assignment

Changes are automatically saved.

• Assign it immediately (details above).
• Schedule it to be posted on a specific date, at a specific time (details above).
• Click a class.

You can only delete an assignment on the Classwork page.

If you delete an assignment, all of the marks and comments related to the assignment are deleted. However, any attachments or files created by you or the students are still available in Drive.

Related articles

• Create or reuse a rubric for an assignment
• Create a quiz assignment
• Create a question
• Use add-ons in Classroom
• Create, edit, delete or share a practice set
• Learn about interactive questions for YouTube videos in Google Classroom

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Helping Educators Thrive and Lead with Excellence Online

Dr. Bethanie Hansen  

Educator and Coach

#26: Strategies for Effectively Grading Online Assignments

by Dr. Bethanie Hansen | Oct 7, 2020 | Best practices , Podcast , Teaching Online , Time Managment

This podcast and article were originally published on  Online Learning Tips.Com.

The COVID-19 pandemic  created a major shift in U.S. education . K-12 schools, colleges and universities switched from in-person classes to online education, a transition which was  challenging for many instructors and school administrators .

Grading assignments in online classes can be difficult and time-consuming due to the high workload and lack of support that’s often found in traditional classrooms. In this podcast, Dr. Bethanie Hansen provides a comprehensive strategy for online teachers to effectively grade assignments. Learn about FOCUS-EQx2, a teaching strategy to help online instructors streamline their grading and manage their time so they can provide students with effective comments, feedback, and evaluation.

Read the Transcript

Dr. Bethanie Hansen : This podcast is for educators, academics, and parents who know that online teaching can be challenging, but it can also be rewarding, engaging, and fun. Welcome to the Online Teaching Lounge. I’m your host, Dr. Bethanie Hansen, and I’ll be your guide for online teaching tips, topics and strategies. Walk with me into the Online Teaching Lounge.

If you’ve taught in traditional settings, traditional on-the-ground universities in live classes, you’ve likely used a lot of different approaches to grading your students’ work. Here are some that might be missing when you’re online teaching.

First of all, in a live class — especially at larger universities — there might be a testing center. A testing center is a place where your students can go — their identity is verified, they are monitored to ensure they’re doing the work honestly and without tools, notes, or other items, and then the answers might be run through an automation that grades it. For most online teaching, there is no testing center, especially if your students live far from the university or the college.

You might have a second tool like teachers’ assistants who took your class previously and now they’re back because you trust them. And those teaching assistants might’ve taken attendance or collected assignments and graded students’ work for part of the class or even much of the class. Teaching assistants have lightened the load for faculty to focus on teaching strategies and methods, so you can help your students learn most effectively.

Teaching assistants are largely absent in online education. I’ve seen some universities try this approach, and there are a few pilots out there doing it. But it really is a lesser-known model in online higher education, so it’s unlikely that you have a teacher’s assistant helping you grade your work.

Thirdly, you might’ve had peer-evaluation practices. On an assignment, this might help everyone improve and you might use an entire class session where students do sort of a workshop together. And when students see the assignment from an evaluator standpoint, they take on a new perspective and they might make some more connections to the subject matter.

Peer evaluations can be a really great way to help students improve their work while they’re lifting your grading load. And usually, this activity is done in real time and you’re guiding it and telling them what to do with each other and what to look for.

Now, this can be done online, but it does require a lot more guidance to be done well. That’s helpful to know; peer evaluation might not be totally absent, but it’s not as strong of a practice.

In your online teaching, it’s very possible that you’re missing these elements and so your grading load is a little bigger, but also we have the physical demand. And instead of writing just a few comments or a grade on the paper, giving it back to the student face-to-face, and talking about the general strengths and areas for growth to an entire class when they’re seated right in front of you, all that you need to tell the student must be typed on the essay.

It actually has to be typed somewhere, unless you’re using a really innovative strategy of providing something like video feedback, which can also be time-consuming. So there is a physical demand involved in online grading.

And lastly, the truth, right? Some teachers just don’t like grading, and it’s easy to put off. If you’re a person who dislikes grading and when you get a large number of assignments all at once, it can feel like a huge task to evaluate them quickly and to get them back to your students in a timely way.

Managing that time and the work of doing it is very challenging if your favorite part of teaching is the class, the face-to-face stuff where you’re helping others explore the subject.

With all of this said, I want to dive into the idea of effective online grading. And I’m going to give you a strategy today that I hope will really help you rein it in, put some limits on this and make it more manageable for you.

The problem is that grading assignments and online classes can be difficult and time-consuming. And if you’re typically a face-to-face teacher and now you’re teaching online, it’s also a big mindset change. There’s a lot that’s different about this.

Now, at a basic level, the work your students are going to submit does need some kind of grading and evaluation from you as the instructor, and this grading needs to be clear. There are a lot of different ways you might grade things, which could include rubrics, grading to a standard or a set of standards. You might have a pass/fail type of grade depending on the item, grading on a curve, and there’s also holistic grading.

Whatever approach you’re going to use, your students just need to know it up front before they submit their work. And they need to receive your grading clearly tied to whatever method or model you’re using.

For example, if you’re using standards in your grading, you would want to include these standards in the assignment description so students know it. If you use a rubric, you would provide a copy to students with the assignment description and then return a marked-up rubric with the graded assignment so they can see their performance in each area.

Understanding your grading is the most important thing here because if you give a student a B, or a C, or a D or whatever on their assignment, they definitely need to know how they earned it, why they got that grade, what they need to improve in the future, and so forth. All the different information that you need to give your students is in your grading and evaluation process.

For anyone who normally teaches live classes in higher education, when you begin teaching online and students are not coming to campus, your experience is missing a lot of those supports that used to be there to minimize the grading workload and to make it a lot easier.

Your online teaching experience is basically asking for much more from you in the grading and evaluation of students’ work. This is why grading assignments for online classes can be difficult and time-consuming, especially if you compare it to traditional experiences I’ve just described.

You might be feeling a little bit overwhelmed with the way your workload has changed and maybe some of the ways you need to evaluate your students’ work.

So let’s look at what will happen if you don’t give students the clear grading and evaluation of their work. First of all, they’re going to continue to make mistakes, or they will fail to grow in their learning. It’s difficult for a student to know if they’re even on track when they don’t get feedback. And of course, there’s the possibility that they will complain that you are not helping them, and they will eventually appeal the grades you give them and the final grade for the course.

Your grading and evaluation must be supported and without support, it’s very difficult to defend it. What will happen if you’re too thorough? Have you ever been too thorough when evaluating your online students’ work? I know I have, especially early in the game when I was first learning how to do this.

And if you’re too thorough, this takes a lot more time, and it can be overwhelming when you have many classes to teach and a lot of assignments to grade. Ultimately when you’re teaching online, you need some kind of strategy and you need a few tools to help you give your students effective, genuine guidance through your grading and evaluative feedback. And you need a system that’s going to help you have efficiency while you’re doing it.

Today, I’m sharing a strategy for grading online students that I’m calling “FOCUS-EQx2.” This strategy is going to help you effectively move through a student’s assignment while you provide the evaluation and feedback. The FOCUS-EQx2 strategy is going to give you specific areas to look at for truly effective grading, and it will help you focus your evaluation overall.

Now in a future episode, I’m also going to tell you about a few tools to help you become more efficient so that you can manage your time well and create a system that works for you. So we’re not talking about tools today; we’re talking about strategy.

Now, let’s dive into this strategy. I’ve been an educator for 25 years, and I’ve taught online for more than 10 years in higher education. I’ve managed hundreds of faculty at an entirely online university in two different schools and in six different departments.

I’m only sharing this background with you today so you know that there are a few details about my background really pertinent to this topic, and I have some perspective on these teaching topics and particularly grading. When I’m managing faculty, one of my roles is to evaluate them and I’m often looking at the quality of their grading and the type of grading they provide.

Now, I want to tell you a little bit about my early experience when teaching online. I struggled to know what I should include in grading comments. I really wanted to help students and I evaluated essays and pretty soon I was putting a lot on there.

It seemed to take me just a lot of time, and it was a lot of effort to provide all of those comments. Some were about grammar and writing and some were about the content and some were about the way things were organized, but it was really just all over the place. So I was making a lot of comments and thinking about a lot of different areas of grading all at once.

And I’ll give you an example of why this was such a big deal. I had one eight-week upper division writing class that I was teaching, and it had one written assignment every week. Each assignment built on each other until the final Week 8 essay, which was a 10-page paper.

Now, all of these assignments needed comments and guidance from me on the paper itself, and they all built on each other leading into that paper, so the feedback was critical. Now that final 10-page paper also needed detailed feedback. You can imagine with very many students this is a large load of grading, right?

Every week, this feedback had to be returned quickly. I was teaching several other online classes at the same time and I sat for hours at the computer; I found it to be really challenging. There were some really late nights and giving all of this evaluation was taking away from time I wanted to be putting into other parts of my teaching, like being in discussions and sending messages to less active students and all those kinds of things, and maybe even making some instructor videos or creative announcements or things like that.

I asked a colleague for tips about how to make this more effective; I really wanted to focus my strategy. She suggested looking at a few key areas and doing them well, and she listed them for me and I started to do them.

Since then, I’ve added to that strategy and it has made my grading so much more effective. This is going to reduce your overwhelming grading load, it really is, and it reduced mine. It also gave me a lot of focus to the process and made the whole practice of giving effective feedback much more streamlined and much more effective.

The strategy can easily be remembered through this acronym: FOCUS-EQx2.

Focus stands for formatting, organization, content, understanding and support. And EQ stands for editing quality, and it also stands for evaluation and qualitative comments. There are two EQs in this strategy and that’s why I’m calling it EQx2.

As you begin to read your student’s paper, you’re going to notice that each area of the FOCUS-EQx2 strategy is going to change. It’s going to be based on and the type of assignment that you’re looking at.

For example, if you have a formal essay or a research paper, we’re going to use all of these areas in detail. And if you’re a grading a multimedia assignment or just a short written reflection, maybe you’re only going to use a few of them.

Regardless, it doesn’t really matter what kind of assignment, having a helpful strategy like this is just going to help you keep yourself organized and avoid getting runaway with just one part of this process or ignoring things that you should really pay attention to.

Let’s talk first about formatting. For each assignment, your students are going to submit, there’s some kind of formatting involved. These are things like the appearance of the assignment and the heading that might be used, the way sources are formatted at the end, how the spacing is between the lines, those kinds of things.

To evaluate the formatting, you can just scan the visual appearance of the assignment. And if that paper should be double-spaced or have a heading in a certain spot, or maybe it needs to use a style like APA or MLA or Chicago, you can add a brief note to commend the student for their excellent formatting or give some guidance about their errors and how to fix them next time.

It’s really important to give this kind of feedback about formatting because we want students to keep learning throughout their education. And we also want them to know what academic writing or different formats that you might be asking them for should look like.

The truth is formatting is very superficial; it’s a really small part of any assignment and you shouldn’t overdo it here. You just want to give it some attention, make a comment, keep it brief and move on quickly.

Second, look at organization. As you start to read through your student’s assignment, you’re going to look for the way the information and the ideas are organized. You’re going to give some feedback here. And in the case of something like a formal essay, maybe the paper usually begins with a paragraph that introduces the topic.

That’s going to give some kind of thesis that tells the main point or the argument or the claim that you’re going to read about in the paper. There’s going to be a body paragraph or many body paragraphs, and each paragraph should be clearly about a topic or an idea that’s organized in a way that makes sense.

Most of the paragraphs in the essay should have a topic sentence at the beginning and the topic sentence really just tells what’s in that paragraph. At the end, there should be a closing paragraph or a conclusion that ties it all together, restates the main point, and brings the important ideas to bear.

When you look over the assignment to evaluate organization, thinking about this kind of structure, all you need to do is look at the opening paragraph and read the first sentence of each body paragraph, and then read the last paragraph to see the organization.

If you can’t find the flow of the topics or really get an idea for what the student is writing about just by reading the topic sentences, then there’s probably a problem with the overall organization of that assignment or essay.

Here you might need to make a suggestion. Maybe you want to suggest using topic sentences in the paragraphs, or you might have bigger advice to give about the overall way that the paper is laid out and organized. Either way, the organization will either be very clear or somewhat unclear, and you can give some commentary and some feedback about that without dwelling on it too long.

The third area is content. This is, of course, one of the bigger parts that you will be evaluating and this is what the student actually addressed. Did they use the right topic, for example? Did they use the academic words they’re supposed to be using? We call that academic vocabulary.

For example, if I’m teaching a music appreciation class, are they using words like tempo, dynamics, form? Are they using those words correctly? Are they actually giving enough description that I can tell what they’re describing? Is the scope of what was covered appropriate to what should have been covered?

Now, that area you want to really focus on because that is the main point of the assignment, right? To cover the content and the next couple of areas, understanding and support.

So when you start to make comments on the content you can do this by way of suggestion, you can make a statement; you can note where they actually covered the key points that you’re looking for. Either way, there should be some kind of comments you’re providing your student about the content.

The fourth area, the understanding, now this is where you’re going to find out the student’s ideas. There are many, many areas that they might go into.

For example, a student might describe something; they might discuss it. They might have analysis that they’ve created. They might make connections between two different ideas. They might show how they demonstrated their understanding and learning through what they’ve written, but what they understand about the topic that they’ve written about, it must be obvious and it needs to be clear.

If you have a student who is taking a lot of sources, they’re paraphrasing and they’re quoting a lot and there’s just not a lot of content they wrote, it’s very difficult to see what they understood. This area could be missing entirely or it might be incredibly pervasive throughout the whole assignment, but you want to look for understanding and evaluate it and give some feedback about that as well.

And then lastly, the support. Support is a tricky area. This is the details, the examples and evidence that were used to support their ideas. And it also includes sources — how they were used, how and where they were included — and potential plagiarism.

If a student uses a lot of supports without citing them and quoting them and all of that kind of thing and if it shows up high on your originality checker, whether it’s SafeAssign or Turnitin or something else, you definitely want to address that. Coach students, if necessary. Deal with the plagiarism concerns and so forth, so support is both about ideas and also about sources.

As you review each area, you want to find a way to at least evaluate and give a little comment about those things. You’re coaching the student in their academic learning, but you’re also mentoring them somewhat in the subject itself.

Now after you’ve reviewed focus, formatting, organization, content, understanding and support, the next area is the EQx2. And this is the editing and quality, and finally the evaluation and qualitative comments.

The editing would be just notes that you might make about writing errors. For example, if you think they’re not using capital letters, if they’re using texting lingo, if they talk about themselves in first person but it should be in third person. If there are just run-on sentences or fragments, things like that, I always suggest marking a few of them in the beginning paragraphs and not dwelling on them throughout the rest. It will take all of your time if you spend time editing a student’s paper; that’s not your job.

If you use something like Grammarly or if you use the features in Turnitin’s GradeMark suite, there is an editing area there and you can actually have students find the editing mistakes themselves. If there are a lot of errors you want to make some kind of comment about that, and you might even direct them to writing help or a tutor if those things are available to you.

The quality is the writing quality. So that also has to do with their tone, their language, the way they’ve presented their writing overall, and again, if necessary, a comment or two could be made there.

Now in the evaluation and qualitative comments, I consider these to be the summary comments you would give at the end of the assignment. So all the rest of these things that I’ve mentioned would be given on the body of an essay or an assignment, or depending on your learning management system you might actually have the ability to highlight, tag, or put little notes next to the paper.

There’s a lot that can be done nowadays in a learning management system, but also in Turnitin’s GradeMark suite. Or if you really want to download the student’s paper in Microsoft Word and just use track changes and put reviewer’s comments and bubbles on it, you could do that as well.

All of the things I’ve covered so far under focus would be brief comments made on the actual assignment. These last two, evaluation and qualitative comments, those could be done at the top of the essay or assignment just in a paragraph. Or they could be done in the grading feedback box when you’re returning this assignment to the student.

The evaluation is your overall statement about the essay. What did they do well, and where do they need to improve?

What did they do well is really important. As faculty and as teachers, it’s really easy for us to always be looking for mistakes. That’s also the default of the human brain; it’s a problem-solving machine so we’re often looking for what’s wrong.

When you give your evaluation, be sure to say something that was strong in the paper, even if it was only the topic choice and is a very weak paper overall. Give some encouragement through that evaluation, but also be specific and tell them what the main area is to focus on for improvement.

And then, the closing is the qualitative comments. That’s part of your summary and that would just be your pros, what you’re writing to the student. You want to say something encouraging and close it and wish them the best on the next assignment and move on.

When you use this method of FOCUS-EQx2 a few times, at first it’s going to take a lot more thought and effort to touch on each area, but soon this strategy is going to give you the effective grading and evaluation that you’re really looking for to help your students the most.

You also want to give structure in your approach to keep it organized and help your time stay in check, and this FOCUS-EQx2 strategy will do that for you. Although your online teaching asks a lot more of you in grading and evaluation detail, this is also an area where you can keep teaching and keep getting to know your students.

I encourage you this week to try the FOCUS-EQx2 strategy on your next round of grading, and I wish you all the best in your online teaching.

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Back to School: Using AI to Create Writing Assignments Students Actually Want to Do

You may even have fun grading them.

Getting students excited about the work you have to grade later can be one of the more frustrating things about teaching , but when an assignment hits the right chord, it has the potential to inspire and impact not just the classroom, but the whole school and beyond.

Reconciling the curriculum and assignments with standards and learning objectives sometimes established out of a teacher's control can really sap the creative side of your brain. 

Here's how artificial intelligence can help broaden your horizons when trying to create assignments that make a lasting impression and keep your classroom excited about learning. (And for more AI tips for the back-to-school season, check out CNET's guides on  how to use AI to keep up with important dates and  how to use Microsoft Copilot to create notes on pretty much anything.)

Since there will need to be a fair bit of refinement to create an assignment that is both fun to complete for students and fun to review and grade for educators, I've used ChatGPT , the AI chatbot that uses machine learning and large language models to generate conversational style answers to search queries, so that I could go back and forth brainstorming ideas.

Maintaining teacher and student sanity

My area of study is media and communications, so for this example I'm putting together an assignment on media literacy , or the ability to think and interact critically with everything from TikTok content to front-page news. 

The goal is to create an assignment that's fun, collaborative and impactful for college students who interact heavily with digital media but might not be questioning what they're consuming.

The secondary goal was to create an assignment I won't hate myself for creating when it comes time to grade it.

On my first attempt, ChatGPT gave me a fully built-out assignment according to specific learning objectives around media literacy for college-level students, but it was about as fun as you'd think writing a 500-word essay on media literacy might be -- not fun at all.

Refine for fun, collaboration and focus

Since this assignment is in part about getting students to actually interact with media online in a way that's more impactful than just lurking or liking from the digital shadows, I refined the prompt to include using the student body in the assignment somehow and requested less emphasis on written analysis that will ultimately only be seen and evaluated by the teacher.

Here's what it came back with:

I was actually impressed -- not only did ChatGPT have students interacting with and analyzing media, but it also created a multi-layered assignment that gave students the opportunity to see firsthand the impact media literacy can make on a community as well as an individual.

This assignment would also be a darn sight more enjoyable to grade than 30 to 50 500-word analytical essays about whether the source of a Brat summer post on TikTok can be trusted.

Finally, ChatGPT offered submission requirements (like linking to the social media content used in completing the assignment and screenshots of the online interactions) and grading criteria for the assignment and even some examples of how the assignment might be executed.

Its example in particular about analyzing the role of political memes was timely and felt like a fresh take on an evolving reality of campaign media.

I personally would love to see videos from students collaborating on a discussion with their peers about their perception of Kamala HQ 's content and the presence of former President Donald Trump across social media. 

And who knows -- maybe the students might actually enjoy it too.

• Student Success
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Report: Teaching Online Students to Self-Regulate Learning

New research suggests that short skill-building activities can motivate self-regulated learning among learners taking courses remotely.

By  Ashley Mowreader

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Online learners may need help learning self-regulated learning skills. Here are two online interventions that can support them.

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The availability of online courses has jumped since the COVID-19 pandemic forced remote instruction. In fall 2022, 30 percent of undergraduate students were enrolled in distance education classes exclusively and 60 percent were in at least one distance education course, according to data from the National Center for Education Statistics .

A recently published study from the Postsecondary Teaching and Technology Collaborative evaluates the effectiveness of two strategies to improve online community college students’ skills. Researchers found that exposure to reflection exercises and informational videos had a positive relationship with students’ engagement on the learning management system for planning and assessment.

The background: In online education, students’ ability to self-regulate their learning is critical because they’re often expected to work independently and exert control over their own learning journey, compared to face-to-face instruction, according to the report. Prior research has also pointed to a positive relationship between self-regulated learning and students’ outcomes in an online environment.

Self-regulated learning (SRL) skills include time management, metacognition and effort regulation. Interventions that promote these skills include online training modules, prompts, self-assessment and peer support opportunities.

The study, authored by researchers from Columbia University and SRI International, seeks to understand how learners from historically marginalized populations at broad-access postsecondary institutions respond to interventions, as they had yet to be studied.

The study: Researchers analyzed two strategies (videos and prompts) implemented across two semesters (fall 2022 and spring 2023) at a community college in northeastern U.S. categorized as a minority-serving institution. Three instructors participated in the experiment, each teaching multiple sections of one or more fully online STEM classes.

The first intervention, a three-part video series, consisted of short clips designed by educational researchers and instructors to introduce students to SRL in general and one specific skill to attempt. Each video addresses one SRL mindset or practice, some strategies to develop the skill, and an activity for the student to consider their own practices.

The prompts, or short-answer questions, asked learners to plan for the upcoming week, monitor their progress or reflect on their understanding of course concepts.

Instructors received materials and a suggested timeline for administrating the strategies, as well as encouragement to make adaptations according to their course content.

To evaluate the impact of the intervention, researchers examined students’ online behavior on the learning management system. The full sample included 231,462 actions (clickstream data from the LMS) performed by 141 students across 10 sections within four courses.

The results: Student data revealed a positive relationship between the videos/prompts and students’ SRL behavior, meaning viewing and engaging with the interventions pointed to improved learning skills. Students who engaged with both strategies had a strong correlation to engaging with course information. Those who worked with the prompts were more likely to participate in strategic planning and evaluation, and those who engaged with the video were also likely to improve strategic planning, as well as effort regulation.

Among student sub-groups, first-generation students had stronger improvements after being exposed to the prompts, compared to their continuing-generation peers, as did women compared to men (though less prominently).

Supporting Online Learner Success

For practitioners looking for best practices in distance education, some other areas to consider include:

• Accessibility for students with disabilities in course content and university websites.
• Peer connections for belonging and retention.
• Wraparound mental health care services that support online learner demographics.
• Financial aid tied to student learning behaviors.
• Universal design principles that center online education first.
• Motivational support for asynchronous learning.

So what? The preliminary study finds students exposed to learning skills and strategies were more likely to demonstrate skill-building behavior, aligning with existing literature and pointing to future evaluation of how students need assistance with preparing for the future as they navigate course tasks.

Additionally, students from historically marginalized backgrounds were more likely to respond well to the skill-building, suggesting that this could be one way to support equitable learning.

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In the future, researchers will expand their analysis to include additional data sources, institutions and iterations of the study.

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AAUP Faces Criticism for Reversal on Academic Boycotts

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• अकादमिक सत्र जुलाई 2024 की प्रवेश की अंतिम तिथि विस्तारित कर 31 अगस्त 2024 होने के सम्बन्ध में
• Admission Notice and Prospectus July 2024
• Admission Notice: पूर्व पंजीकृत शिक्षार्थियों के आगामी (02/ 03/ 04/ 05/ 06/ 07/ 08) वर्ष एवं सेमेस्टर के सत्र जुलाई 2024 की प्रवेश प्रक्रिया प्रारंभ होने के संदर्भ में।
• सूचना: कार्यक्रम परिवर्तन हेतु ऑनलाइन प्रकिया
• सत्र जनवरी 2024 की प्रवेश की अंतिम तिथि विस्‍तरित कर 31 मार्च 2024 होने के सम्‍बन्‍ध में|
• सत्र जनवरी 2024 की प्रवेश की अंतिम तिथि विस्‍तरित कर 15 मार्च 2024 होने के सम्‍बन्‍ध में|
• Online Admission Guidance Session for B. Com. Learners Under NEP Schedule for the Department of Commerce (February- 2024)
• प्रवेश संबंधी सूचना
• नोटिस: दिनांक 01 जनवरी 2024 से विश्‍वविद्यालय के सभी पाठ्यक्रमों में ऑनलाइन प्रवेश प्रक्रिया प्रारंभ
• Academic Calendar 2023-24
• राष्ट्रीय सेवा योजना इकाई में प्रवेश सूचना
• Admission Prospectus July 2023
• Academic Calendar 2022-23
• Admission Prospectus September 2022
• Admission Data September-2021

Incharge  (Admission)

Dr. Sumit Prasad

Email : [email protected]

Phone: 05946-286043, 286002

Admission Staff Dr. Vishal Kumar Sharma, Assistant In-Charge, P: 05946-286002 Dr. Vinod Kumar, Assistant In-Charge, P: 05946-286002 Dr. Deep Prakash, Assistant In-Charge.  P: 05946-286002 Smt. Ranjana Joshi, Coordinator, P: 05946-286002 Smt. Kanchan Bisht, Adm Consultant, P: 05946-286002

Important Links

Online Admission

Admission Manual 2021

Check Application Status/Reprint Form

Student Information Change 

ID-Card Print

Academic Calendar

Admission Fee Refund Form

Re-Admission Form for all Programmes

MoM of Admission Committee

Credit Transfer Report of IGNOU SWAYAM Courses

Updated List of Intermediate Equivalence issued by उपर सचिव उत्तराखण्ड विद्यालयी शिक्षा on 25th Sep 2023

Alumni Portal

Announcements, assignments, e-books/syllabus.

• वि0वि0 के (B.Ed (Special), B.Ed. (ODL), MBA,MCA) में प्रवेश लिये जाने हेतु प्रवेश परीक्षा आवेदन करने की तिथि के संबंध में
• परीक्षा सत्र जून-2023 में आयोजित हुई परीक्षा से संबंधित उत्तरपुस्तिका के लिए शिकायती प्रकोष्ठ (Grievances Committee) को प्राप्त हुए आवेदनों के निस्तारण संबंधी सूचना
• ग्रीष्‍मकालीन परीक्षा जून/जुलाई 2024 का स्थायी परीक्षा कार्यक्रम (Revised Final Date Sheet)
• ग्रीष्‍मकालीन परीक्षाओं जून/जुलाई 2024 का अस्थायी परीक्षा कार्यक्रम (Tentative Exam Date Sheet)
• विश्‍वविद्यालय परीक्षा सत्र-दिसम्‍बर 2022 एवं जून-2023 (वार्षिक/सेमेस्टर परीक्षा) की प्रयुक्‍त उत्‍तरपुस्तिकाओं, सत्रीय कार्य, क्षेत्रीय कार्य, लघु शोध, परियोजना कार्य, उपस्थिति प्रपत्र,मुख्य/बैक/सुधार परीक्षा आवेदन पत्र,स्क्रूटनी आवेदन पत्र संबंधी सूचना
• फरवरी/मार्च 2024 में सम्‍पन्‍न हुई परीक्षा से संबंधित समस्‍त परीक्षाफल घोषित किये जाने, स्‍क्रूटनी आवेदन एवं अन्‍य आवश्‍यक सूचना के संबंधित
• नई राष्‍ट्रीय शिक्षा नीति के अन्‍तर्गत आने वाले विद्यार्थियों के लिए अंक ग्रेड रूप में दिये जाने संबंधित सूचना
• विश्‍वविद्यालय की ग्रीष्‍मकालीन परीक्षा सत्र (माह जून-2024) से संबंधित परीक्षार्थियों हेतु बैक परीक्षा, सुधार परीक्षा, परीक्षा केन्द्र परिवर्तन एवं बैक सत्रीय कार्य आवेदन हेतु महत्तवपूर्ण सूचना

Exam Schedule

• दिनांक 9 एवं 10 फरवरी 2024 को रदद् हुई परीक्षा एवं EPC-1 की नवीनतम परीक्षा तिथि के सम्बन्ध में।
• Exam Schedule : NEP पाठ्यक्रम की संशोधित परीक्षा तिथि हेतु अतिआवश्‍यक सूचना
• Final Exam Date Sheet : शीतकालीन परीक्षा सत्र दिसम्बर 2023 का स्थायी परीक्षा कार्यक्रम एवं आवश्‍यक सूचना
• शीतकालीन परीक्षा सत्र दिसम्बर 2023 का अस्थायी परीक्षा कार्यक्रम (Tentative Date Sheet )
• पीएच0डी0 कोर्स वर्क परीक्षा कार्यक्रम (Exam Date Sheet ) संबंधी सूचना
• NEED BASED PROGRAM FOR B.ED. SPL. EDU. (BRIDGE COURSE) EXAM DATESHEET (AUGUST -2023)
• ग्रीष्‍मकालीन परीक्षाओं का स्थायी परीक्षा कार्यक्रम (Final Date Sheet)
• ग्रीष्‍मकालीन परीक्षाओं का अस्थायी परीक्षा कार्यक्रम (Tentative Exam Date Sheet )

Controller of Examination

Prof. Somesh Kumar

Phone: 05946-286022,286023

Exam Department Staff Details  

Apply for Back Exam

Apply for Degree Online

Apply for Provisional Degree/NOC

Download Provisional Degree/NOC

Download Transcript/MarkSheet

Download Online Marksheet

Online Assignment

Exam City Change form

Improvement Exam Form

Download Exam Admit Card

Download Maksheet using Digilocker

Fee Challan for Exam 

Convocation

Lecture Notes

Nodal officer (library).

Dr. Arvind Bhatt

Dr. Rakesh Pant Cataloguer

Dr. Meetu Gupta Cataloguer

Old Question Papers

Register complaint / queries.

Programme Offered

Post Graduate Programme

Graduate Programme

Post Graduate Diploma Programme

Diploma Programme

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Video Gallery

• यू ओ यू में ऑनलाइन कार्यशाला 23 से होगी | Hindustan : 2023-01-19
• यू ओ यू में नई शिक्षा नीति पर हुई चर्चा ; मुक्त वि वि के पाठ्यक्रम में कुमाउनी शामिल | : 2023-01-19
• हल्द्वानी में धूमधाम से मना उत्तराखण्ड मुक्त विश्वविद्यालय का दीक्षांत समारोह, राज्यपाल और सी एम ने वर्चुअल माध्यम से किया संबोधित | : 2023-01-12
• यू ओ यू का सातवाँ दीक्षांत समारोह आज ; 18हजार छात्रों को बांटी जाएंगी डिग्रियां | : 2023-01-11
• यूओयू का एनएसएस शिविर सम्‍पन्‍न | Amar Ujala : 2023-01-09
• यू ओ यू नि: शुल्क कराएगा माईक्रो फाईनेंस, वेब टेक्नोलॉजी कोर्स | Hindustan : 2023-01-02
• बीएड विशेष शिक्षा की प्रयोगिक कक्षाएं आज से | Hindustan : 2023-01-02
• गढ़वाल में परिसर बनाने के तैयारी में यूओयू | Amar Ujala : 2023-01-02
• उत्तराखण्‍ड की 3 विभूतियों को मानद उपाधि देगा यूओयू | : 2022-12-30
• यूओयू के गणित विभाग की ओर से दो दिवसीय संगोष्ठी में डॉo राजेश मठपाल को बेस्ट रिसर्चर का पुरस्कार प्रदान किया गया | Hindustan : 2022-12-30

Lecture Broadcast Schedule

Online assignment schedule for 2023-24 session (yearly/semester) main and back exam, important instructions.

•  Go through the Instructional video carefully before starting the assignment quiz.
• You must have good internet connectivity to attempt the assignment quiz.
• Kindly make sure to submit the assignment quiz at the end within the time frame, any open quiz will be submitted automatically, considered submitted after 1 hr even if you were disconnected from internet.
• Login Details : Username is your Enrollment Number and Password is your Date of Birth (in YYYYMMDD format eg. if  your date of birth is 23 Jan 1980 then password is 19800123 )
• For issues related to Login/course code not showing , Kindly email your details ( Enrollment No., Name, DOB, Program Code) to [email protected] , we will reply you in next 24-48 Hrs.
• You will be given maximum 2 attempts for each course code of which highest Grade (marks) attempt shall be considered.

Tutorial : Instructions for  Assignment Quiz

महत्वपूर्ण निर्देश.

• असाइनमेंट प्रश्नोत्तरी शुरू करने से पहले निर्देशात्मक वीडियो को ध्यान से देखें।
• असाइनमेंट प्रश्नोत्तरी का प्रयास करने के लिए आपके पास अच्छी इंटरनेट कनेक्टिविटी होनी चाहिए।
• समय सीमा के भीतर सत्रीय कार्य प्रश्नोत्तरी को अंत में जमा करना सुनिश्चित करें, अन्यथा इसे 1 घंटे के बाद स्वचालित रूप से जमा माना जाएगा। कोई भी खुली प्रश्नोत्तरी को स्वचालित रूप से 1 घंटे के बाद सबमिट माना जाएगा, भले ही आप इंटरनेट से डिस्कनेक्ट हो गए हों ।
• लॉगिन विवरण: यूजर नाम - आपकी नामांकन संख्या है और पासवर्ड - आपकी जन्म तिथि है (YYYYMMDD प्रारूप में उदाहरण के लिए यदि आपकी जन्म तिथि 23 जनवरी 1980 है तो पासवर्ड 19800123 है) ।
• लॉगिन/पाठ्यक्रम कोड नहीं दिखाने से संबंधित समस्या के लिए, कृपया अपना विवरण (नामांकन संख्या, नाम, जन्म तिथि, कार्यक्रम कोड) [email protected] पर ईमेल करें, हम आपको अगले 24-48 घंटे में जवाब देंगे।
• आपको प्रत्येक विषय कोड के लिए अधिकतम 2 प्रयास दिए जाएंगे जिनमें से उच्चतम ग्रेड (अंक) के प्रयास  को सम्मिलित किया जाएगा।

Helpline Number's

(Timing 10 Am -5 Pm on working days)

Time Table Schedule for Assignment

Login to Assignment Portal

Note: This Assignment Schedule is for January-2024 (Semester) and July-2023 (Yearly) Session Students only.

• Notice RDC Mathematics
• कम्‍प्‍यूटर विज्ञान एवं सूचना प्राद्योगिकी विद्याशाखा के पीएच0डी0 शोधार्थी श्री संतोष कुमार की पीएच0डी0 मौखिक परीक्षा से सम्‍बन्धित सूचना
• Notice: कम्‍प्‍यूटर विज्ञान विभाग की शोध उपाधि समिति RDC से सम्‍बन्धित सूचना
• Notice: पर्यटन विभाग की शोध उपाधि समिति RDC से सम्‍बन्धित सूचना

Important Dates

Admission: 05946286002 Exam: +91-5946286022 Books: +91-5946286001 Others: +91-5946286000 (10am - 5pm : Mon- Sat)

For Administrative enquiries:

Uttarakhand Open University

Behind Transport Nagar, Vishwavidyalaya Marg, Haldwani (Nainital) 263139 Uttarakhand

Toll Free :  1800 180 4025 Operator :  05946-286000

Admissions :  05946286002

Book Distribution Unit :  05946-286001

Exam Section :  05946-286022

Fax :  05946-264232

Public school history assignment asking if God is real sparks controversy

SKIATOOK, Okla. (KJRH) – An Oklahoma school district is under scrutiny after a parent posted a photo of one of her daughter’s assignments that asked for opinions about religion.

The research paper prompted students to answer questions such as, “Is God real?”

Olivia Gray made the post, which has now been shared a couple hundred times.

She called the world history assignment from Skiatook High School an overall disappointment.

“I fear for the kids here [at the school] who belong to a different faith,” Gray said.

However, Gray said she wasn’t surprised to see this happen, especially after recent controversies about religion in public schools.

Oklahoma’s State Superintendent of Public Instruction Ryan Walters said the Bible “will absolutely be discussed, it will be taught in the classroom.”

Gray said she didn’t realize the religious instruction would be so blatant.

“I didn’t know it was gonna happen this fast, and I didn’t know it would be that in-your-face. I thought it would be a little sneakier,” Gray said.

Gray was first made aware of the assignment when her daughter Nettie, a sophomore at the high school, brought it up.

Not only did Nettie find the assignment confusing, but she also said she was afraid to even answer the questions for fear of retaliation.

“Like if I didn’t give the answer he [the teacher] wanted to hear, I’m like, he might give me a lower grade,” Nettie said.

Nettie said her friends who have different world history teachers weren’t given that assignment.

Nettie’s older sister Olivia Ramirez, a graduate of Skiatook High School, said it was out of line.

“When you get to questions like, ‘Is God real?’ ‘Is Satan real?’ I don’t even know how I would’ve answered that at that age, let alone try to cite that and find sources for a paper I was going to be graded on,” Ramirez said.

Skiatook High School’s communications director has not returned requests for comment.

However, the district has released a statement saying it became aware of the assignment through social media.

Administrators determined the presentation of the material was not conducive to its instructional plan.

The statement went on to say that administration and staff will continue to collaborate on best practices to meet Oklahoma’s academic standards.

Copyright 2024 KJRH via CNN Newsource. All rights reserved.

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Rehab coordinator.

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