The Innovative Instructor

Source: https://ii.library.jhu.edu/page/2/ Parent: https://ii.library.jhu.edu/

Have you ever given students an assignment and then had them come back to you a short time later asking, “What are we supposed to do again?”, “I don’t understand how this relates to what we’re learning in class.” or “Why are we doing this assignment?” Despite instructors’ best efforts to clearly outline or explain an assignment to students, it doesn’t always translate the way they intend and students are sometimes left confused or unsure about what is expected. Perhaps the class is a mix of upper and lower classmen who have varying degrees of experience with college-level course work. Or maybe it’s a mix of students from different disciplines or majors who are not necessarily familiar with specific terms or routine practices in your specific discipline.  Designing assessments that are transparent is one strategy instructors can use to address this situation.

Transparency in teaching methods, including assessment, has been shown to help students perform better in individual courses (Winkelmes et al., 2016). When students understand the purpose of an assignment and its connection to course objectives, it becomes more relevant and they are more likely to engage deeply with the material. Clear expectations help them focus on applying concepts rather than simply completing assignments for a grade. Transparency also provides students with opportunities for self-assessment and improvement. When expectations and feedback mechanisms are clearly communicated, students can reflect on their performance, identify areas for growth, and make meaningful progress.

To create assessments that are transparent, be sure to include the following in each of your assignments:

• Purpose: Share the goal of the assignment and how it aligns with learning objectives. Include specific skills students will gain from the assignment and how they may be helpful in future courses or career paths.
• Tasks: Explicitly describe the steps involved in completing the assignment. Take the time to explain activities that might not be familiar to all students.
• Criteria and Examples: Provide examples of what a successful assignment looks like as well as a rubric outlining specific grading criteria.

Following these guidelines helps students approach their assignments with greater confidence and focus and also creates a more equitable, supportive learning environment. You may find this Checklist for Designing Transparent Assignments helpful when creating your next assessments.

Amy Brusini, Senior Instructional Designer\ Center for Teaching Excellence and Innovation 

Image source: Unsplash

References:

Center for Advancing Teaching and Learning Through Research at Northeastern University. (n.d.). Transparent Assignment Design: Communicate Purpose, Task, Criteria. https://learning.northeastern.edu/transparent-assignment-design/

Center for Innovative Teaching and Learning at Indiana University Bloomington. (n.d.). Transparency in Learning and Teaching. https://citl.indiana.edu/teaching-resources/evidence-based/transparency.html

Winkelmes, M.-A., Bernacki, M. L., Butler, J., Zochowski, M., Golanics, J., & Weavil, K. H. (2016). A teaching intervention that increases underserved college students’ success. Peer Review,18(1/2), 31–36.