what is learning assignment

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What is Learning assignment/task

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Learning Assignments

Your Learning encourages exploration of recommendations or channel subscriptions to discover new learning yet sometimes, learning is identified by business leaders to be essential for their industry or marketplace. You can pinpoint learning assignments to your organization demographics like job roles, business units or regions. Managers can tailor assignments for their team by project or professional development needs. Audience demographic selections and ongoing assignments help promote consistency in learning policies and reduce administration overhead. After assignments are fulfilled, each assignment includes an easily available group completion report.

Examples of why learning may be identified for assignment:

• Sales teams are asked to complete product training prior to a product release date.
• Development teams agree to a group learning assignment to challenge and learn with each other.
• Employment may be subject to maintaining annual renewal of regulatory licenses or certifications.

To provide flexibility to match your assignment policies, there are two assignment levels: required learning assignments and learning assignments. Determine and clearly communicate to managers, teams and administrators how learning assignments levels affect annual reviews, benefits, promotions, or employment. All assignments regardless of assignment level will display to learners in their Your learning assignments queue sorted by assignment level, required first.

Once assignments are published and assigned, administrators and managers can view group completion reporting. Managers use the manager team completion reports. Learning assignment administrators can launch the reports directly from the published assignment records.

Implementation Note: All learning assignment features are optional configuration choices for each tenant. The assignment features are only available if the associated roles are granted to managers, administrators or Group Space privileged users. If no one is granted the assignment roles, no learning assignments can be created and learner's Your Assignments queue will be empty.

Access roles

There are six global roles associated with learning assignments. It's design to allow an individual or user group to create or administrate required learning assignments or learning assignments, or both. Administrator and creator roles provide access to create assignments in the Service Center interface. Manager roles provide access to create assignments in the manager interface.

The non-manager roles above may also be assigned to Group Space privileged members as Group Space permissions. In that case, the assignment audience will be limited to the Group Space members only.

• The administrator and creator roles don't grant access to view or edit manager assignments in the manager assignment interface.
• Managers may extend due dates or remove assignments for their team members if created by administrators in the Service Center if they have the corresponding assignment level access control. For example, if managers are only granted the LEARNING ASSIGNMENT - MANAGER role, they can edit or remove learning assignments created by administrators but they won't be able to edit or remove required learning assignments.
• Manager edit access to learning assignments only applies to their team members through the manager assignment interface. Managers can't view or edit learning assignments interface in the Service Center unless they also are granted an admin/creator role.

Assignments allow varied types of audience and due dates:

• Managers can directly create assignments to their team with a specific due date but on-going assignments aren't available.
• Administrators can assign learning assignments to user groups, specific list of learners, or by demographics, skills or job roles with a fixed due date.
• Administrators can schedule ongoing assignments by dynamic demographic groups and set the number of days to complete the learning based on when the assignment is made (on-going assignments).

When a learning assignment is created, a transcript is created. Required learning assignment transcripts are flagged as required for each assignee. Both display in the learners Your learning assignments queue. When a learning assignment is removed, the required flags on the transcript change to false, the assignment reason is replaced with the reason for removal and if the learner hasn't added it to their queue it will be recorded as a cancellation.

Handling learning assignment conflicts

Both managers and administrators may create learning assignments. When more than one learning assignment is created for the same learning activity and assigned to the same learner, manager learning assignments and due dates take precedent. For conflicts between administrators, the first learning assignment and due date takes precedent; new learning assignments won't overwrite current assignments for the same activity.

Additional documentation: Administrator learning assignments , Manager learning assignments or Learner experience

Assignments

What to consider when using assignments as an assessment method for a course.

An assignment is a piece of (academic) work or task. It provides opportunity for students to learn, practice and demonstrate they have achieved the learning goals. It provides the evidence for the teacher that the students have achieved the goals. The output can be judged using sensory perception (observing, reading, tasting etc.). The assignment can focus on a product as output (e.g. research report, design, prototype, etc.) and/or a process (e.g. research process, group process) and/or the performance of individual skills or competences (e.g. professional skills, communications skills).

When assessing with assignments, we should pay attention to:  >>  validity : we really test what we want to test; the assignment and the way we assess the results are aligned with the learning goals. >> reliability : based on the results, we make a right, just, fair, objective distinction between pass/fail or provide the just grade. Our scoring or grading is done in a consistent way and the  judgments or the grades are meaningful. >> transparency : it clear upfront for the students what they will learn, what they have to do (as evidence; what to deliver or show), how they will be assessed and what to expect during the process. >> the assignment and the feedback provided will support the learning process .  

With the toolbox below, related to the questions and issues mentioned above, we hope to offer you useful tips and guidelines for designing and assessing assignments.

• Top 10 tips on designing assessment tasks with particular focuses on learning outcomes, and assessment criteria. Resource: Learnhigher .   Resource picture: Nick Youngson - link to - http://nyphotographic.com/

• Assessment Criteria . About: characteristics; threshold or marking criteria; hidden criteria.(University of Kent) 
• Know what it is that you are assessing: writing assessment criteria . Things to remember when writing assessment criteria and an example format.(University of Reading) 

Useful resources to learn more about rubrics, to find templates or examples:

• What are rubrics and why are they important?  Explanation about the purpose of rubrics and about different types of rubrics. (ASCD, by Susan M. Brookhart)  
• Introduction to Rubrics . By Danielle Stevens and Antonia Levi from Portland State University. Including templates and examples.
• Grading and Performance Rubrics . Explanation and some very nice examples. Eberly Center.
• More Examples of Rubrics and Other Resources . Examples for specific purposes, like class participation, team work, multidisciplinary work, research papers and more. DePaul university Teaching Commons.    

The disadvantage of assignments is, most of the time, that scoring and grading will take a lot of time. Especially if you want to give the students detailed feedback. The resources below may give you some (new) ideas and tips to assess and provide feedback in an efficient as well as an effective way.      

• Clare Furneaux of the University of Reading (UK) offers her tip for assessing large numbers of students and at the same time provide elaborate feedback. Short video . 
• Stimulate success.  Tips on providing ‘Feed Forward’ guidance  (tips from the University of Reading, UK).  
• Grading Student Papers: Reducing Faculty Workload While Improving Feedback to Students . An article by Kathy Pezdek with tips (e.g. using a coding system).  
• If you are working at the University of Twente and would like some support or just discuss your ideas or plans, please turn to the Technology Enhanced Learning & Teaching group .  
• The Centre for Teaching Excellence of the University of Waterloo developed a usefull webpage about fast and equitable grading. 

• Helping Students to Reflect on their Group Work .  With useful instruments and tips.(UNSW)  
• Methods for Assessing Group Work . A very  worthwhile site about ways to assess group work. With advantages and disadvantages for different methods and formula to provide scores/grades. (University of Waterloo; Centre for Teaching Excellence)   
• Group Work and Group Assessment . Handbook / guidelines and some useful instruments. (Centre for Academic Development; Victoria University of Wellington) 

Academic integrity is important and most students will agree and act accordingly. But nevertheless fraud occurs occasionally and as an examiner you are expected to detect fraud, whether it is real cheating, like delivering work someone else made, or plagiarism or free-riding. But how can you detect it? And what to do next? In case of plagiarism or free-riding, it might not always happen with the wrong intentions or circumstances may have influenced what happened. Better to look for ways to prevent it, but what can be done? Below you will find some useful resources dealing with these issues.   NB. Specific rules and regulations may apply for your educational programme. For the University of Twente you have to check the Educational Examination Rules (EER) for your own educational programme and the  Rules & Regulations of the Examination Board for your programme or faculty. Be aware that you have to report fraud to the Examination Board!

• Top10 tips on deterring plagiarism . (LearnHigher site).This resource includes tips on how to prevent and eradicate the appeal for plagiarism. Ideas for task and assessment design are suggested, with a particular focus on the research process.
• Reduce the risk of plagiarism in just 30 minutes!   Leaflet with tips. (ASKe; Oxford Brookes University)   
• A short note with 10 tips to prevent freeriding . 

This exercise is especially developed for the course Testing & Assessment. This course is offered by the Centre of Expertise in Learning and Teaching (CELT), University of Twente. The course is part of the UTQ (BKO) and UEQ (BKE) trajectory. Copyright  CELT-UT / Expertise team T&A.  The material may be used by other parties provided that reference is made. If you would like us to give a workshop on this subject, either in English or Dutch, face-to-face or online, please contact us: [email protected] 

Learning Activities and Assignments: How to Maximize Their Effectiveness

Clearly communicate to students your goals for any assignment or learning activity . Don't assume that students will know what the pedagogical purpose of the assignment is. Have a discussion about your goals and desired learning outcomes, and help students understand how specific aspects of the assignment fit these goals. Be open to making some changes if students have ideas to offer. After the discussion has taken place, summarize it and post it in the learning management system for students to revisit as they work on their assignments. 

Inform your students of assignments as early as possible  in a semester, and help them schedule and plan for them.

Give your students examples of "typical" exemplary assignments from past students, but also of submissions that were both exemplary and unique , so that students can see what you are looking for, but also so that they realize a range of possibilities.

Scaffold smaller activities and assignments towards large assignments so that students understand the trajectory of their work.  This helps students build on their growing knowledge, but also helps them move forward: it's easier for them to continue a learning process than to start a new one. It also combats procrastination and plagiarism, and encourages time on task.

Consider creating flexible intermediate deadlines.  That is, provide deadlines for when particular stages or parts of the assignment should be completed, so that students can understand the ideal pace of their work flow.

If possible, allow students to share draft work with you and with their peers.  They can then use your feedback, and their peer's feedback, to revise and improve their work. 

Offer students performative options.  In other words, allow students to demonstrate their understanding or skill acquisition in alternative or diverse ways. For example, rather than a traditional essay, could a student create a podcast or screencast? Instead of submitting a written assignment, could a student do an in-class poster presentation? 

Meet with students one-on-one as much as possible  to assist with every step in the process, from clarifying the assignment, to brainstorming, to polishing.

Help your students appreciate the importance of formative feedback . Many students are interested only in the grade that an assignment receives (the summative assessment), and will spend little time on the formative feedback that you also provide on their assignments. Help them understand that carefully reviewing the formative feedback will improve their performance in the future. 

Discuss your own working process : the ideal scene for your work, the personal supports you have or try to create, your own blocks and difficulties. Students can benefit from seeing how their instructors work. At the same time, recognize that there are many different learning styles, and that most students won't work the same way that their teachers do, and that this is a good thing.

Use the learning management system to support students as they work on their assignments.  For example, create on online discussion forum where students can ask questions about their assignments, or where they can post drafts of their work in order to receive feedback from peers. 

Be sensitive to cultural differences  that might impact student learning processes and the "products" they create.

Ask students to help you revise assignment prompts for the next time you teach the class , and/or to write down some advice they would give to future students for succeeding at an assignment.

Consider having your program, department, or faculty implement an ePortfolio program for students . Students can use the ePortfolio to archive drafts of their assignments, to reflect on specific assignments or their overall progress, to showcase their best assignments, and more. 

Consider providing verbal feedback on student assignments using new technologies.  For example, the latest (free) version of Adobe Acrobat makes it easy to add audio comments to specific parts of a document. Narrating your comments might be easier than typing them, and you can also be more nuanced with verbal comments than with written comments. 

Make large-print copies of all materials available.  These are beneficial not only for visually impaired students who are registered with  AccessAibility Services , but for any student who is experiencing some degree of vision impairment. 

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. 

Catalog search

Teaching tip categories.

• Assessment and feedback
• Blended Learning and Educational Technologies
• Career Development
• Course Design
• Course Implementation
• Inclusive Teaching and Learning
• Learning activities
• Support for Student Learning
• Support for TAs

# Learning Assignment

The Learning Assignment API provides the ability to create standard learning assignments in Cornerstone Learning. It enables you to build integrations where the goal is to assign training to your learners. Standard learning assignments process and assign training once. An ideal use case for this API is to assign training to users based on event triggers that were previously performed manually, or not performed at all due to technical restrictions.

The API has three endpoints:

• Create a standard learning assignment
• Get details of a standard assignment you created using this API
• Search standard assignments created using this API or through the learning assignment tool in the UI

Here's an example scenario illustrating how you can use this API:

• A system event occurring outside Cornerstone prompts the need for training to be assigned to users.
• Your system POSTs a request to the Learning Assignment API with the User IDs, training, and learning assignment Name.
• The Learning Assignment API processes the request and assigns the training to the user(s). The users will see this training appear in their transcript in Cornerstone Learning in the registered status.
• Your system can check the status of the assignment using the GET endpoint.
• Users(s) complete the training.

. These in-depth articles outline the application logic which the Learning Assignment API follows as well.

Assignments

• by teachmint@wp

Assignments are the tasks given to students by their teachers and tutors to complete in a defined time. They can also be referred to as the work given to someone as a part of learning. Assignments can be in the form of written, practical, art or fieldwork or even online. Their purpose is to ensure that students understand the subject matter thoroughly.

Generally, students are assigned a task as a part of their homework . The allocation of assignments is not only restricted to a class or subject, but this method can be applied at any stage of life. They are a great way to judge the ability and understanding of an individual towards a subject matter.

The culture of providing homework starts from kindergarten in various forms. Small children are asked to read and write what they learn in the class. Students in the higher class are given work as a part of their revision exercise and help them prepare for exams. Individuals doing honours write journals as a part of an assignment that determines their knowledge in that subject.

The structure of assignments depends upon the nature of the task and subject. They must be well-researched, include case-studies or examples within a proper framework. These studies are useful for students to achieve the desired examination results. It also helps them to concentrate better on education.  Assignments help teachers assess students better.

Since assignments are deadline-based, they help students take responsibility and manage time. The work assigned to students may be individual or group activities, or both, to develop teamwork in them.

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An assignment is one of the most common assessment methods for teachers. As a part of teaching experts, team TutorBin knows students come up with different questions like- What is the meaning of an assignment? Here, we will answer all of them. Let’s start with the meaning.

An assignment is a necessary part of the learning process for students. Assignment not only holds importance for students but also has extreme significance for teachers. It helps them measure how much students have learned from their lessons and whether they have achieved the learning goals that teachers have set for them. 

Some say that exams and quizzes are definitely the most preferred and useful way of assessment. However, experts have also opted for assignments as it offers insights into students’ learning, knowledge gain, and academic performance.  

What is the meaning of the Assignment?  

Assignment- the term is used in the education industry for referring to an academic piece or task allocated by teachers. It offers a scope or opportunity to learn, practice, and demonstrate the achieved learning goals. When teachers give students an assignment, it provides them with an overview of what students have understood from the lesson. They also get to know whether students have clarity on the learned topic and, if not, what is doubt they are having.   

Purpose of Assignment Allocation 

Allocation of assignments has a strong purpose for educators- It supports the learning process for students. Completing an assignment reflects their competency, sense of responsibility, and time management skill. Grad school and university professors allocate an assignment to evaluate students’ cognitive abilities and how they have processed the knowledge gathered from the lessons. 

Designing an assignment needs clarity on several parameters. Therefore, when a teacher makes a structure for your assignment, they consider these below-mentioned factors.

Considerable Factors: 

• Is it going to be a group assignment or an individual assignment? 
• How to make it more effective for students? 
• Should I combine two methods for this assignment? 
• Should I check the assignment after completion or need to see how students are working on it? 
• What are the criteria I need to use for evaluating the assignment? 

3 Aspects of Assignment Evaluation  

When assessing an assignment, teachers follow these three aspects when doing an assessment. 

Validity- The assignment & the way they assess the result align with the learning goals.

Reliability- Based on the results, teachers make the distinction and grade them accordingly. The score is given depending on the set parameters and is consistent. It ensures that the evaluation of the grades is meaningful.

Transparency : The purpose of an assignment should be clear. Students get to know what they will learn from this assignment and how they can complete it. Teachers need to explain how they will assess the task and what they expect from the assignment. 

How to Get Motivated for Doing Assignments?  

Here, we have discussed a few pointers on how to get motivated to do assignments. For that, our team of experts has jotted down the factors that you should practice regularly. All these pointers are given to encourage yourself to do assignments and achieve the desired success in academics. 

Advantages of Assignments:  

We have already discussed: “what is the meaning of assignment?”. We have also transmitted the knowledge that teachers allocate assignments to students for which purposes and the aspects of evaluating the task. Now, it’s time to know if there is any benefit to completing your assignments or if is it just an evaluation process that teachers are following decade after decade. 

As per the experts, studies revealed that 56% of parents admitted the positive impact of assignments on students’ studies and learning capabilities. Assignments enable them to improve their academic activities, and 77% of students cemented the idea by saying that assignments are directly related to their academic success. Firstly, the experts have indicated some major benefits of assignments. After that, the US Education Deptt . has categorized homework & assignments into four categories according to the features, though these benefits are common when you do assignments.  

7 Assignment Benefits For Students     

Extend the knowledge base of the student:.

Assignments are given on different topics of various subjects. Through the task, students reflect on their understanding and knowledge application. One of the top advantages students get through assignments is extending their knowledge of various subjects. Besides, with the finance homework help , they gain insights on diverse topics and master the subject easily. 

Enhance Your Practical Skills:

The next benefit that is proven extensively beneficial is the enhancement of Practical skills developed through assignments. While doing assignments, students build logical and analytical skills, reasoning ability, and creativity. These skills empower students to perform better in their academic lives and improve their upcoming professional lives.    

Increases Research Ability: 

Another excellent benefit students achieve through practicing homework and doing assignments is their enhanced research ability. Due to thorough research on different topics, students get the ability to find useful information and sort them as per their requirements. This habit becomes helpful for their academics and positively impacts their professional life.   

Boost Your Learning Scope: 

Assignments & homework are helpful if it does not burden students. It also reinforces learning and has a major impact on knowledge retention. Researchers have shown that such tasks enable students to memorize their lessons that keep the topics or subject concepts fresh in their minds. In other words, homework boosts the learning scope of students that encourages them to explore their subjects and engage in studies. 

Improves Your academic performance: 

A study conducted on students reflects the stat that almost 75% of students have accepted that doing assignments enables them to achieve higher scores. In this study, the researchers revealed that students not only scored well for one subject, but their overall academic performance increased considerably with frequent assignments.      

Empower Planning & Organizing Skill: 

Doing an assignment needs thorough planning. The information search, sorting out relevant data and using it enhance students’ organizing skills. After that, they will be able to make structure when and how they have to do their assignments. Attempting assignments enabled them to manage their learning habits and use their knowledge wisely to improve their academic performance.  

Time Management: 

Like planning & organization, assignments also empower students by improving their time management skills. They learn to divide the given tasks and the prioritized activities depending on their time. They understand which task they should do first and how they can cut down excess time while solving their problems and submit them before the allocated time. In addition, this practice also helps them to use their time consciously.   

Conclusion  

You have gained the knowledge- Firstly, what is the meaning of the assignment? Secondly, its purpose,  the evaluation process, and the assignment benefit students. I hope this information helps you to understand why teachers assign such tasks and how you can achieve learning goals by doing them. For more information, you can follow our blog regularly. 

TutorBin understands that only knowing the assignment help doesn’t assist you in enhancing your academic performance. Students like you need thorough guidance and sometimes require help to succeed in their studies. Our team has a strong base of tutors to assist you with all kinds of help you need. In conclusion, we would like to say that if you want to ensure your academic growth, we will tell you how to achieve it without wasting your time trying and testing.

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