Get it done: The Importance of Completing Assignments on Time
Completing assignments on time is more than just meeting a requirement or fulfilling an academic obligation; it carries significant weight in the realm of education. Timely assignment completion plays a crucial role in ensuring academic success and fostering a positive learning environment.
It requires planning, organization, and prioritization of tasks. By adhering to deadlines, students learn to allocate their time wisely, juggle multiple assignments, and balance their academic workload. These skills are not only valuable during their educational journey but also in future endeavors where time management plays a vital role.
Getting work done on time helps reduce stress and anxiety levels too. Procrastination and last-minute rushes can lead to heightened stress, negatively impacting the quality of work and overall well-being. When assignments are completed on time, students can approach their tasks with a clear mind, devote adequate attention to detail, and produce their best work.
Benefits of Timely Assignment Completion
Finishing assignments contributes to improved time management skills. By adhering to deadlines, students learn to plan and allocate their time effectively. They develop the ability to break down tasks into manageable parts, set priorities, and create realistic schedules.
Reduced stress
Procrastination and the pressure of looming deadlines can lead to heightened stress and feelings of overwhelm. However, when students complete assignments within the given timeframe, they experience a sense of accomplishment, alleviating stress and promoting a more positive mindset. Reduced stress levels allow students to focus better, maintain clarity of thought, and produce higher quality work.
Enhanced Learning
When assignments are submitted on time, students have the opportunity to receive timely feedback from instructors. This feedback allows for a deeper understanding of the subject matter, clarification of concepts, and the chance to address any misconceptions or gaps in knowledge. By engaging in this feedback loop, students can consolidate their learning, reinforce key concepts, and apply their newfound knowledge to future assignments and examinations.
Positive impression on instructors
Consistently meeting deadlines demonstrates professionalism, reliability, and respect for academic requirements. Instructors are more likely to view students who complete assignments on time as motivated and dedicated learners. This positive impression can lead to increased support, guidance, and opportunities for academic growth, such as participation in research projects, recommendation letters, or mentorship opportunities.
Time Management Strategies for Assignment Completion
Breaking down assignments into manageable tasks.
One effective strategy for managing assignments is to break them down into smaller, more manageable tasks. Rather than tackling the entire assignment at once, divide it into smaller components or steps. This approach helps prevent overwhelm and allows you to focus on one task at a time, making the overall assignment feel more achievable.
Creating a Schedule and Setting Milestones
Establishing a schedule and setting milestones is crucial for effective time management. Allocate specific time slots for working on your assignments and create a realistic timeline for completing each task. Setting milestones helps you track your progress and provides a sense of accomplishment as you reach each milestone. Additionally, incorporating regular breaks and allowing for flexibility within your schedule ensures that you maintain focus and avoid burnout.
Prioritizing Tasks Based on Importance and Deadline
Prioritization is a key aspect of time management when it comes to assignment completion. Evaluate the importance and urgency of each task, considering factors such as due dates, weightage, and their contribution to your overall grade. Prioritize tasks accordingly, focusing on those with closer deadlines or higher importance.
Utilizing Tools and Techniques for Time Management
Various tools and techniques are available to aid in time management for assignment completion. Utilize digital or physical planners, calendars, or task management apps to organize your assignments, deadlines, and milestones. Consider using productivity techniques such as the Pomodoro Technique, which involves working in focused bursts followed by short breaks, to maximize productivity and maintain concentration.
Remember, finding a time management approach that suits your personal style and preferences is key. Experiment with different strategies and refine your approach as you learn what works best for you.
Tips for Meeting Assignment Deadlines
Setting realistic timeframes.
One of the most important tips for meeting assignment deadlines is to set realistic timeframes. Evaluate the scope and requirements of each assignment and allocate sufficient time for research, planning, writing, and revising.
Avoiding Distractions and Proactive Time Management
Distractions can significantly impact your ability to meet assignment deadlines. Create a conducive work environment by minimizing distractions such as social media notifications, email alerts, or noisy surroundings. Practice proactive time management techniques like time blocking, where you allocate specific periods for focused work and eliminate potential distractions during those times.
Seeking Clarification and Asking for Help
When faced with assignment tasks that seem unclear or confusing, seeking clarification is essential. Reach out to your instructors, teaching assistants, or classmates to clarify any doubts or uncertainties regarding the assignment requirements. By seeking clarification early on, you can avoid misunderstandings and ensure that you are on the right track.
Proofreading and Editing for Quality
To ensure that your assignments meet the required standards and are of high quality, allocate time for proofreading and editing. After completing the initial draft, take a break and then review your work with a fresh perspective. Look for errors in grammar, spelling, punctuation, and overall coherence. Make necessary revisions and edits to improve the clarity, organization, and flow of your assignment. Taking the time to proofread and edit ensures that you submit polished work that reflects your best efforts.
By implementing these tips for meeting assignment deadlines, you can enhance your productivity, minimize stress, and increase your chances of submitting high-quality work. Remember, effective time management and proactive planning are key to successfully meeting assignment deadlines and achieving academic success.
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Understanding Assignments
What this handout is about.
The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.
Basic beginnings
Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :
- Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
- Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.
Assignment formats
Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.
An Overview of Some Kind
The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:
“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”
The Task of the Assignment
Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)
“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”
Additional Material to Think about
Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.
“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”
These are the instructor’s comments about writing expectations:
“Be concise”, “Write effectively”, or “Argue furiously.”
Technical Details
These instructions usually indicate format rules or guidelines.
“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”
The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.
Interpreting the assignment
Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:
Why did your instructor ask you to do this particular task?
Who is your audience.
- What kind of evidence do you need to support your ideas?
What kind of writing style is acceptable?
- What are the absolute rules of the paper?
Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.
Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .
Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.
Key Terms: Finding Those Active Verbs
Here are some common key words and definitions to help you think about assignment terms:
Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.
- define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
- describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
- explain —give reasons why or examples of how something happened
- illustrate —give descriptive examples of the subject and show how each is connected with the subject
- summarize —briefly list the important ideas you learned about the subject
- trace —outline how something has changed or developed from an earlier time to its current form
- research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found
Relation words Ask you to demonstrate how things are connected.
- compare —show how two or more things are similar (and, sometimes, different)
- contrast —show how two or more things are dissimilar
- apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
- cause —show how one event or series of events made something else happen
- relate —show or describe the connections between things
Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.
- assess —summarize your opinion of the subject and measure it against something
- prove, justify —give reasons or examples to demonstrate how or why something is the truth
- evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
- support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
- synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
- analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
- argue —take a side and defend it with evidence against the other side
More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:
- What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
- In lecture, does your instructor ask your opinion, try to prove their point of view, or use keywords that show up again in the assignment?
- What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
- How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.
Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.
Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.
- Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
- The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and they already know everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.
You’ll find a much more detailed discussion of these concepts in our handout on audience .
The Grim Truth
With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”
So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”
Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .
What kind of evidence do you need?
There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.
Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .
You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.
Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.
No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .
Technical details about the assignment
The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.
Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.
Tricks that don’t work
Your instructors are not fooled when you:
- spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
- use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
- use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
- get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.
Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.
You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill
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14 Proven Tips For Completing Assignments
Completing assignments can be a daunting task, but there are a few things that you can do to make the process a whole lot easier. .
Are you finding it difficult to complete your assignments on time? If you’re looking for some tips to help you get organized and stay on track, you’ve come to the right place. In this post, I’ll share some helpful strategies that will make completing your assignments a breeze.
But first, let’s analyze why it’s essential that you complete your assignments on time.
Why are assignments important?
Though often met with groans and complaints, academic assignments are actually beneficial in a number of ways. For one, they force students to engage with the material on a deeper level, encouraging them to really think about what they’re learning and stay on track with their studies.
In addition, academic assignments help students to develop important research, writing and study skills that will be useful in college and beyond.
Academic assignments also give students the opportunity to receive feedback from their instructors on their work.
Notably, despite its benefits, too many assignments can do more harm than good.
Too much assignments can interfere with free time and involvement in extra-curricular activities. Assignment completion may be increasingly frustrating and stressful when there are challenges with the home environment. O’Rourke-Ferrara, 1998
Why is completing assignments on time important?
Completing assignments on time demonstrates to your instructor that you are capable of meeting deadlines. This is important in both academic and professional settings.
According to research, completing assignments improves independence, self-discipline, and time management skills. In addition, it has been linked with better grades and academic success. planchard et al., 2015
Tips for completing assignments
So how can you make sure that you complete your assignments on time? Here are a few tips that may help:
1. Read the assignment instructions carefully
2. identify why the assignment is necessary.
It gives purpose to your efforts, and this in turn can help provide focus and direction, leading to better results through hard work and dedication.
Research shows that the main motivating factors for homework completion were: (1) Reinforcement: desire to learn or master the material (2) Credit (3) Extra-credit planchard et al., 2015
3. Start early to complete assignments on time
4. set goals for assignment completion.
Once you’ve met that goal, you can set a new goal for the next day. Breaking the assignment down into smaller tasks can help to make it feel less overwhelming, and it can also help you to track your progress.
5 . Create a schedule to finish assignments
Research shows that the most common demotivating factors for homework completion were: (1) Other commitments (2) Difficulty understanding (3) Too difficult or too long planchard et al., 2015
6. Identify the resources required for the assignment
7. track your reference s when researching.
As you’re doing research for your assignment, be sure to track the references that you’re using. This will save you time when you’re writing your paper and will ensure that you give credit to the sources that you’ve used.
8. Set aside uninterrupted time for assignments
9. ask for help if you get stuck, 10. take breaks when completing assignments.
Working on an assignment for long periods of time can be overwhelming and lead to burnout. To avoid this, take breaks throughout the day or week. during your break, do something that you enjoy or that will help you relax.
11. Celebrate your progress
12. proofread your assignments, 13. submit your assignments on time.
Make sure to submit your assignment on time. If you’re having trouble with this, talk to your professor or a tutor. They may be able to offer extension or help you get back on track.
14. Relax after completing each assignment
Final words on proven tips for completing assignments.
Drop a comment below and let me know. Best of luck in all your future assignments.
Planchard, Matthew S. et al. “Homework, Motivation, and Academic Achievement in a College Genetics Course.” Bioscene: The Journal Of College Biology Teaching 41 (2015): 11-18. https://files.eric.ed.gov/fulltext/EJ1086528.pdf
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Definition of assignment
task , duty , job , chore , stint , assignment mean a piece of work to be done.
task implies work imposed by a person in authority or an employer or by circumstance.
duty implies an obligation to perform or responsibility for performance.
job applies to a piece of work voluntarily performed; it may sometimes suggest difficulty or importance.
chore implies a minor routine activity necessary for maintaining a household or farm.
stint implies a carefully allotted or measured quantity of assigned work or service.
assignment implies a definite limited task assigned by one in authority.
Examples of assignment in a Sentence
These examples are programmatically compiled from various online sources to illustrate current usage of the word 'assignment.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.
Word History
see assign entry 1
14th century, in the meaning defined at sense 1
Phrases Containing assignment
- self - assignment
Dictionary Entries Near assignment
Cite this entry.
“Assignment.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/assignment. Accessed 7 Jul. 2024.
Legal Definition
Legal definition of assignment, more from merriam-webster on assignment.
Nglish: Translation of assignment for Spanish Speakers
Britannica English: Translation of assignment for Arabic Speakers
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How to complete when you have lots of assignments ?
Assignment Juggling Mastery: Strategies to Efficiently Navigate and Excel When Facing a Pile-Up of Academic Tasks.
Managing multiple assignments can be overwhelming. However, with effective strategies and time management, you can complete them successfully. Here's a step-by-step guide on how to manage and complete multiple assignments on or before the given deadlines:
1. Prioritize Your Assignments:
- Start by identifying which assignments are due. Prioritize them based on deadlines. Consider factors like the complexity of the assignment, the amount of research required, and your familiarity with the topic.
2. Break Down Each Assignment:
- Divide each assignment into smaller, manageable tasks. It could include researching, outlining, writing, revising, and proofreading. Breaking down assignments into smaller steps makes them less intimidating.
3. Create a Schedule:
- Develop a detailed schedule or to-do list that outlines when you'll work on each assignment. Allocate specific time slots for research, writing, and editing. Be realistic about the time needed for each task.
4. Set Goals:
- Establish daily or weekly goals for completing portions of your assignments. Setting achievable milestones will help you stay on track and motivated.
5. Minimize Distractions:
- Find a quiet and focused workspace to minimize distractions. Turn off social media notifications and other distractions while working on assignments.
6. Use Time Management Techniques:
- Techniques like the Pomodoro Technique (working in focused intervals with short breaks) can improve productivity and prevent burnout.
7. Start Early:
- Begin working on assignments as soon as they are assigned. Procrastination can lead to stress and lower-quality work.
8. Utilize Resources:
- If you encounter challenges with a particular assignment, seek help from professors, or you can opt for platforms offering Assignment Help USA . Don't hesitate to ask questions when you're unsure about a task.
9. Stay Organized:
- Keep all your assignment-related materials well-organized, including research notes, outlines, and drafts. Use digital tools or physical folders to manage your resources.
10. Avoid Multitasking:
- Focus on one assignment at a time. Multitasking can reduce the quality of your work and increase stress levels.
11. Take Breaks:
- Allocate short breaks between tasks to recharge your mind. Use this time to stretch, walk, or do something enjoyable to prevent burnout.
12. Stay Healthy:
- Maintain a balanced diet, exercise regularly, and get enough sleep. Physical and mental well-being are crucial for effective time management and productivity.
13. Review and Revise:
- After completing an assignment, take the time to review and revise your work. Check for errors and improve the overall quality of your assignment.
14. Seek Extensions if Necessary:
- If you encounter unexpected challenges or circumstances that hinder your ability to complete an assignment on time, consider requesting an extension from your professor. Be sure to provide valid reason/reasons and request it before the deadlines mentioned in the instructions.
15. Celebrate Your Achievements:
- Acknowledge your accomplishments along the way. Reward yourself for meeting milestones and completing assignments. Positive reinforcement can boost motivation.
You must remember that effective time management and organization are crucial to completing multiple assignments successfully. Following these steps and maintaining a proactive approach to your coursework can reduce stress and produce high-quality work within your deadlines.
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Grading homework problems on completion vs. correctness, and overall grading
I taught Calculus 2 at my institution the past two semesters and several students have left comments in their course evaluations that advocate grading homework problems based on whether they were completed, not whether they were correct. For instance, when asked, "What changes to the course would you recommend?", one student wrote:
grade homework on completeness and not correctness because we are putting in the effort even if we don't necessarily understand it yet
I think they have a good point here. I view homework as required practice of the course material. Furthermore, I've realized that grading every problem carefully for correctness is prohibitively time-consuming for me!
I would like to implement a new grading scheme next year wherein homework problems will be assigned and I will give a grade based on whether they were done, and add some helpful comments about what students should work on. Ideally, everyone will get just about full credit on this component of their grade. (Perhaps someone will skip an assignment during a busy week, but if someone actually puts in effort, they will get credit.)
However, I'm not sure how to synthesize this new idea with the overall grading scheme. Previously, I made homework assignments were 15-20% of a student's final grade. It feels strange, though, to essentially make this a "gimme" portion of their grade just for doing the problems. But if I lower this to 10%, what should I do ... Have another in-class exam? That eats up class meeting time. Have regular quizzes? That also takes up some time, and should I grade those carefully on correctness, even though the students are not used to that? Should I have a once-a-month "take home exam" that amounts to being a difficult homework assignment of sorts?
Essentially, my question boils down to this: I fully intend to take these students' suggestion and assign regular homework problems to be graded solely on completion, and not correctness. I am curious about how to modify the rest of my grading scheme so that the students' final grades are still accurate and fair, and without too much extra class time taken away.
I am interested in personal suggestions/anecdotes here, as well as any education research (if there is any). I am particularly interested if you have made a similar change and can explain some observed differences in the two schemes.
(Note: There is a great answer here to the question, "Is it worth grading calculus homework?". My question is not the same; I have already decided to implement this "grade for completion and add suggestive comments" method, partly based on that answer I linked to. I am curious about adjusting other components of the course to account for this decision.)
- undergraduate-education
- course-design
- 4 $\begingroup$ I would find it unacceptable to give a 100% mark to a solution which is incorrect. An utter gibberish submission should get a lower score independent of students efforts. Where's the line between hard work with errors and lorem ipsum with a note "I don't understand it"? If you distinguish between these two, then you do include correctness in your grading. $\endgroup$ – dtldarek Commented Jun 5, 2014 at 22:53
- 2 $\begingroup$ @dtldarek: I would consider gibberish to be equivalent to a non-submission. I won't just be reading to see that they wrote something but rather that they wrote something relevant . $\endgroup$ – Brendan W. Sullivan Commented Jun 6, 2014 at 2:12
- 2 $\begingroup$ If you do not assign grades based on correctness, then this necessarily makes your grades less accurate and fair as measures of performance in the class. I think a better way to address the student's objection would be note that effort will be correlated with correctness, so it will be rewarded even if grading is based on correctness rather than effort. $\endgroup$ – Trevor Wilson Commented Jun 6, 2014 at 6:31
- 1 $\begingroup$ @TrevorWilson: That's circular---it assumes that how correct their answers are on the homework is part of their performance. One could instead decide that homework correctness isn't meaningful (it may reflect people who learn quickly rather than people who ultimately learn the mateiral), and that performance on the class means how much they can do on exams or other assignments which come later when they've had more time to absorb the material. $\endgroup$ – Henry Towsner Commented Jun 6, 2014 at 14:05
4 Answers 4
There's a compromise between "correctness" and "completion" called "Standards-based grading". Here's a few links about it with various people who have tried using it for Calculus: http://blogs.cofc.edu/owensks/2014/01/08/sbg-calculus2/ , http://alwaysformative.blogspot.com/p/standards-based-grading-implementation.html , http://speced.fivetowns.net/lcs/content/Standards%20Based.pdf , http://www.computer.org/csdl/proceedings/fie/2012/1353/00/06462211-abs.html
You can implement it in a variety of ways, but the general idea is that associate all problems you give in the course with one or more "standard(s)" that you expect students who pass to achieve, and you give students (effectively) infinite attempts to "pass" each standard. In general, this means that, for students who don't need the extra practice, they can do very few problems, but for the students who need significant practice, they can keep on trying until they're solid.
Often, courses that use SBG do it on exams too, but you could probably only do it on the homework if you wanted. And you can still give students significant credit for attempting the problems, but this way, still making the homework a "gimme"--they still have to try, but only until they get it.
One clear concern here is the overhead of keeping all this information (since you now need to record which standards students are passing, possibly review more [but smaller!] batches of hw, etc.). In general, I think the benefits outweigh the extra overhead though, particularly, because there should be (a) fewer grading overall and (b) more significant learning overall.
My standard breakdown for calculus courses is:
- 10% total for homework outside of class (on a 0,1,2 scale: 0 means they didn't turn it in, 1 means they turned in a partially complete assignment and 2 means they turned in a complete one)
- 15% total for two or three (depending on the size of the class) problem presentations on which I call pairs of students randomly to present a homework and they are given a few "I didn't get that one" kind of chances during the course of the semester
- 15% for each of three midterms that are 90% based on homework or simple extensions of the homework and whose remaining 10% are somewhat different that what they've seen (e.g., more theoretical, repeated application of the same method)
- 30% for a final exam
In the end, with this kind of break down, the median grade for a typical calculus course of mine is a B-, which is where my department would like it to be.
- $\begingroup$ How many students are in your course, on average? How do you assess/keep track of these "problem presentations"? $\endgroup$ – Brendan W. Sullivan Commented Jun 5, 2014 at 19:14
- 1 $\begingroup$ Each section of calculus where I am has between 20 and 30 students. I assess the presentations using a rubric that they know about beforehand, part of which is peer evaluation (I hand out index cards and ask the students in the audience to answer three standard questions for each pair which then goes into the evaluation of the pair -- this could be done more quickly if you used clickers). You might think: this is so much work. But the homework is done via WebWork, so I've essentially replaced homework grading with presentation grading. $\endgroup$ – ncr Commented Jun 5, 2014 at 19:22
- 1 $\begingroup$ @ncr call on students randomly with or without replacement? I can see major pitfalls to both. With replacement - some students are never called on, without replacement - previously called on students stop working. $\endgroup$ – WetlabStudent Commented Jun 11, 2014 at 17:01
- $\begingroup$ @ncr I created a new question for this, that you can see here matheducators.stackexchange.com/questions/2651/… $\endgroup$ – WetlabStudent Commented Jun 11, 2014 at 17:39
You should ask yourself what the homework is for (check they do work, check they can do the problems correctly, ...), and grade according to that.
In my Discrete Math class I give many (some 6 to 8) homework problems, which check if they know how to work carefully on problems related to what is seen in class. This is 30% of the grade. With the TAs, we select 3 problems each week. One is to be solved by the TA, asking for input from the class; one is solved by the class, perhaps asking the TA for guidance; and one is solved individually, graded as turned in or not. This is 5%. And a midterm (30%) and a final (35%).
In homework they have time, and can consult external sources and use whatever tools they want, grading is according to work done carefully and completely. What I want is that they understand what they turn in, even if they got it off MSE, so a "random" selection of students get their grade from explaining to the TA what they turned in, not by grading what was turned in. The sessions with the TAs are geared towards not having them cram the day before the exams (which has shown time and again leads to a masacre), the exams are meant so see if they understand the material (apply it in situations at most mildly ouside what was seen in class/homework, do not ask for careful development but e.g. just explain how to set up or solve a problem, or why something is done a specific way).
I've had professors do a hybrid approach. A small set of problems would be graded and returned with detailed comments on errors. This was to help us know if we were understanding the material well enough for the exams.
A larger set of problems would be turned in and graded mainly on completeness. This was to encourage a lot of practice, which, despite everyone's best intentions, just doesn't happen unless the work has to be turned in. We knew in advance which set was which, and we received solutions after-the-fact for both sets.
To answer your main question, homework was still 15-20% of the grade. Each graded answer was a larger portion, but I didn't hear any of my fellow students complain about that. (Although, perhaps the ones who didn't do well on the homework didn't have the math skills to figure that out. evil grin )
- $\begingroup$ In a class I took we had weekly homework. Four questions, only one was graded (announced on turn-in), all solutions where published. Cuts down on grading, but requires equally hard/interesting problems. $\endgroup$ – vonbrand Commented Jun 6, 2014 at 11:27
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Please note you do not have access to teaching notes, factors affecting assignment completion in higher education.
Journal of Applied Research in Higher Education
ISSN : 2050-7003
Article publication date: 23 March 2020
Issue publication date: 15 December 2020
The purpose of this paper is to simultaneously investigate a variety of factors related to assignment completion (AC) (i.e. task orientation, cooperation, teacher feedback, time management and time spent on AC).
Design/methodology/approach
The study relied on a self-report survey to assess students' perceptions in relation to six variables. Participants included 1,106 undergraduate students from six public Thai universities. Analysis involved structural equation modeling.
This study provided new results related to task orientation as the strongest predictor of AC and time management. Cooperation and feedback improved AC with time management as an intervening variable. Time management and feedback did not predict time spent on AC.
Research limitations/implications
Future studies might explore the potential range of assignments that, for example, count for a higher portion of the grade versus those that are less or unimportant in terms of the course. Future studies might also look at the role of group assignments in relation to completion. Semi-structured interviews or observations might provide insights into how students manage their time and why task orientation has the most effect on AC. Future research might investigate more specifically at what point time management does or does not affect completion. In general, given the growth of online learning and contexts in which students may be increasingly called on to complete assignments independently, factors such as those investigated in this study will require more attention in varying countries and contexts, generically and for individual subjects.
Practical implications
Instructional designers and instructors can promote task orientation through reliance on strategic scaffolding. For designing a task-oriented environment, instructors need to offer challenging assignments. Instructors should also assign work that encourages motivation, effort and achievement. To ensure that cooperative learning positively affects time management, instructors and designers can allot specific in-class time for completion of tasks, reliance on flipped classroom activities and student conversations regarding time restrictions and time-management skills. Instructors can be supported to help them provide appropriate types of feedback, as well as ideas for implementing the feedback in practice.
Originality/value
Little research has been conducted on AC in higher education. Those studies that have been conducted have focused on the elementary and secondary levels. Furthermore, studies have not always taken into account the complex relationships between different factors that can potentially influence AC.
- Cooperation
- Time management
- Assignment completion
- Instructor feedback
- Task orientation
Acknowledgements
This research received financial backing from the Phetpajomkao Scholarship Fund, King Mongkut's University of Technology Thonburi, Thailand.
Suamuang, W. , Suksakulchai, S. and Murphy, E. (2020), "Factors affecting assignment completion in higher education", Journal of Applied Research in Higher Education , Vol. 12 No. 5, pp. 1251-1264. https://doi.org/10.1108/JARHE-12-2019-0309
Emerald Publishing Limited
Copyright © 2020, Emerald Publishing Limited
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Factors affecting assignment completion in higher education
2020, Journal of Applied Research in Higher Education
Purpose-The purpose of this paper is to simultaneously investigate a variety of factors related to assignment completion (AC) (i.e. task orientation, cooperation, teacher feedback, time management and time spent on AC). Design/methodology/approach-The study relied on a self-report survey to assess students' perceptions in relation to six variables. Participants included 1,106 undergraduate students from six public Thai universities. Analysis involved structural equation modeling. Findings-This study provided new results related to task orientation as the strongest predictor of AC and time management. Cooperation and feedback improved AC with time management as an intervening variable. Time management and feedback did not predict time spent on AC. Research limitations/implications-Future studies might explore the potential range of assignments that, for example, count for a higher portion of the grade versus those that are less or unimportant in terms of the course. Future studies might also look at the role of group assignments in relation to completion. Semistructured interviews or observations might provide insights into how students manage their time and why task orientation has the most effect on AC. Future research might investigate more specifically at what point time management does or does not affect completion. In general, given the growth of online learning and contexts in which students may be increasingly called on to complete assignments independently, factors such as those investigated in this study will require more attention in varying countries and contexts, generically and for individual subjects. Practical implications-Instructional designers and instructors can promote task orientation through reliance on strategic scaffolding. For designing a task-oriented environment, instructors need to offer challenging assignments. Instructors should also assign work that encourages motivation, effort and achievement. To ensure that cooperative learning positively affects time management, instructors and designers can allot specific in-class time for completion of tasks, reliance on flipped classroom activities and student conversations regarding time restrictions and time-management skills. Instructors can be supported to help them provide appropriate types of feedback, as well as ideas for implementing the feedback in practice. Originality/value-Little research has been conducted on AC in higher education. Those studies that have been conducted have focused on the elementary and secondary levels. Furthermore, studies have not always taken into account the complex relationships between different factors that can potentially influence AC.
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Decision making and completion of assignments and activities were shared.
Harvard is no different and even has a section in its student handbook on plagiarism and collaboration which states, "If the syllabus or website does not include a policy on collaboration, students may assume that collaboration in the completion of assignments is permitted.
Selective labeling of specific amino acids also aided the completion of assignments .
Points can be given for effort and completion of assignments , regardless of the correctness of the results.
This includes class participation, timely completion of assignments and academic honesty and integrity.
Why? Evaluation / Assessment: Students will be evaluated on completion of journal assignment , participation in group discussions, thorough completion of research, and thoughtful completion of outline and story.
Evaluation / Assessment: Students will be evaluated based on completion of journal assignment , participation in class and group discussions, thoughtful creation of television treatments and scripted scenes for their parodies of selected current shows.
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Timely assignment completion plays a crucial role in ensuring academic success and fostering a positive learning environment. It requires planning, organization, and prioritization of tasks. By adhering to deadlines, students learn to allocate their time wisely, juggle multiple assignments, and balance their academic workload.
Related to Assignment Completion. Improvement completion assurance means a surety bond, letter of credit,. Project Completion means completion of the Redevelopment in accordance with this Agreement to the state where the whole of the Morley Shopping Centre, as so redeveloped, is capable of occupation for its intended purpose;. Lease Assignment has the meaning set forth in Section 3.5(d).
Now that we understand why assignments are vital, let's dissect their typical structure, which serves as a roadmap to successful assignment completion. There are five main aspects you're bound to encounter when tackling an assignment: 1. Overview: Before delving into the specifics of an assignment, professors typically provide an overview. This ...
Work completion or task completion refers to the ability to finish a given assignment, project, or task to the best of one's ability, and to do so within the allotted time frame. It is an important skill in academic and professional settings, as well as in personal life, as it enables individuals to meet deadlines, accomplish goals, and feel ...
An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment. Ask the instructor about anything you do not understand.
Research shows that the main motivating factors for homework completion were: (1) Reinforcement: desire to learn or master the material (2) Credit (3) Extra-credit planchard et al., 2015 3. Start early to complete assignments on time. Assignments can take longer than you think, so start working on them as soon as they're assigned.
complete an acquisition. complete an application. complete an assessment. complete an assignment. complete an audit. complete an investigation. complete annihilation. All ENGLISH words that begin with 'C'. COMPLETE AN ASSIGNMENT meaning | Definition, pronunciation, translations and examples in American English.
Student assignment completion is an important metric in the classroom and can be monitored and assessed in several ways. See examples of both disorganized methods and established routines to ...
The meaning of ASSIGNMENT is the act of assigning something. How to use assignment in a sentence. Synonym Discussion of Assignment.
COMPLETE AN ASSIGNMENT definition | Meaning, pronunciation, translations and examples
4. Set Goals: - Establish daily or weekly goals for completing portions of your assignments. Setting achievable milestones will help you stay on track and motivated. 5. Minimize Distractions: - Find a quiet and focused workspace to minimize distractions. Turn off social media notifications and other distractions while working on assignments.
definition. Assignment Completion Date. The date on which the Borrower or the Collateral Manager provides to the Administrative Agent a certificate from a Responsible Officer of the Collateral Manager that the Borrower has become a lender of record for each Closing Date Loan. Assignment Completion Date means the earlier to occur of (i) the date ...
Termination vs. Ending Assignment. A termination occurs when an employee is removed entirely from the WVU system, regardless of assignments. A termination is enacted by notifying [email protected] or for Health Sciences Center (HSC) employees [email protected], with the employee termination details. An assignment completion is used to request ending a specific ...
PurposeThe purpose of this paper is to simultaneously investigate a variety of factors related to assignment completion (AC) (i.e. task orientation, cooperation, teacher feedback, time management ...
Essentially, my question boils down to this: I fully intend to take these students' suggestion and assign regular homework problems to be graded solely on completion, and not correctness. I am curious about how to modify the rest of my grading scheme so that the students' final grades are still accurate and fair, and without too much extra ...
Related to Assignment Completion Statement. Termination statement means an amendment of a financing statement which:. Project Completion Schedule means the progressive Project Milestones set forth in Schedule-J for completion of the Project Highway on or before the Scheduled Completion Date;. Preliminary Closing Statement shall have the meaning set forth in Section 2.3(a).
The purpose of this paper is to simultaneously investigate a variety of factors related to assignment completion (AC) (i.e. task orientation, cooperation, teacher feedback, time management and time spent on AC).,The study relied on a self-report survey to assess students' perceptions in relation to six variables. Participants included 1,106 ...
It was beyond the scope of this study to investigate the relationship of learning design to assignment completion. Yet, in Table V, the mean and SD suggest that there may be value in going beyond the raw data to identify relationships. For example, the IF mean is 4.03 (presumably indicating "My instructor checks nearly all of my assignments").
Evaluation / Assessment: Students will be evaluated based on completion of journal assignment, participation in class and group discussions, thoughtful creation of television treatments and scripted scenes for their parodies of selected current shows.
An item is complete if, for each part of the item (Part A, Part B, and so on), the student has either submitted the correct answer, used all attempts, requested the answer, or given up. An assignment (including an Adaptive Follow-Up assignment) is complete if all parts of all regular-credit items are complete. Extra-credit items do not need to ...
Define Assignment Completion Information. means a record of work completed by the Contractor in relation to a specific Assignment.
The meaning of completion. Definition of completion. English dictionary and integrated thesaurus for learners, writers, teachers, and students with advanced, intermediate, and beginner levels. ... Assignments: Reports: Vocabulary Center Activities: Wordlist Maker: Writing Tool (Beta) Legacy activities: ... completion pronunciation: k m pli sh n ...
Assignment Completion Report means the final report that the Service Provider submits to the Bank upon completion of an Assignment setting out the actual and baseline deliverables, costs and durations and all changes requested. Sample 1 Sample 2 Sample 3. Based on 13 documents.