Suggestions for What Makes a Good Assignment at Truman

This Peer Guideline was created through discussion of attending faculty at two forums during the 2003 January Conference, 1-28-03.  Brent Orton (Language and Literature Division) won our hearts with his contribution to the discussion:

For me, a ‘good’ (ok, great) assignment is one that carries within its architecture at least the possibility that, for the student, the learning or reward of the assignment’s process or outcome is valued more highly than the grade-value of the assignment.

Here are the features of a good assignment that were deemed to be Required:

Provocative
Doable (you have the resources)
Clear purpose
Relevant to the aims of the course
All parts articulate to course goals
Assessable
Accountability – and also reassurance as a quality of giving that feedback
Personal feedback
Connects to ‘real’
Generates a concrete product
Practical exercise where possible
Relates to prior training or experiences
Multiple learning strategies are elicited or permitted – it taps several
Multi-dimensional engagement – cognitive, social, spiritual, affective
Accommodates varied learning styles and/or personality preferences
High expectations
Steps break down complex assignments
Embeds the process of resubmission
Incorporates deep revision
Allows for practice
Balances student risk with a safety net for the currency of the academy – grades
Extends the material
Some autonomy or flexibility for the student
Knowledge discovered
Learning takes place
The teacher is fully present to the student
Engenders a connection between teacher and student (both)

Here are the features of a good assignment that were deemed to be Elective:
Sophisticated, complex assessment – assessing the ineffable
Bringing something new into the universe (possibly something new into their lives)
Assignments as discourse, not just random discrete endeavors
Students have the freedom to shape the assignment and are responsible with the accomplishing of it
Accommodates learning styles; learning aims; and temporal development of the person
Memorable
Entertaining as in “to entertain a thought”
Vision towards the future
Demanding, challenging instructor
Interactive both within the academy and outside of it
Novel – although this entails risk for both the student and the instructor

Here are features of good student completions of assignments that we tangentially discussed:
(Many of these are expressions of empowerment or would potentially instill a sense of empowerment)
There is a close relationship between hard work and a good grade.
The assignment leads to personal mastery.
The assignment contributes to learner development.
The learner experiences the addiction, the pleasure of learning.
Creativity, ingenuity is displayed.
The learner takes pride in the work.
Taps generativity, creativity
Stimulates out-of-the-box thinking
Elicits experimentation
 

Here are some aids to creating good assignments from other campuses that you might find align with the features and values elicited during our January Conference forums:

The University of Maryland University College posts these Guiding Questions for Developing Assignments.  Designed for written assignments, they are easily adaptable.

Characteristics of Effective Assignments from the University Libraries of the University of Maryland

Stumped for an assignment idea that is a bit different? Here are some interesting possibilities:

UC Berkeley offers these Term Paper Alternatives.

The Berkeley Compendium Section 21:  Giving Interesting Assignments.