2-Minute Mentor: Designing Assignments
Designing and grading assignments
- Where should I start when I’m designing assignments?
- How can I grade students fairly and efficiently?
- What is a rubric, and what’s involved with developing one?
Click below to watch CTE’s 2-Minute Mentor video on this topic:
Designing & Grading Assignments video transcript (doc)
Follow these three guidelines for effective assignment design:
What do you want students to be able to do by the end of the course?
What are the assignment objectives, requirements, tips for successful completion, evaluation criteria?
What can students learn from seeing student work from previous semesters, or from other models of what you’re expecting?
Grading rubrics are very useful for clarifying performance expectations, evaluating student work, and grading efficiently and consistently. Rubrics, which typically take the form of a grid, contain the following basic elements, as illustrated in the example at the links below:
- Criteria for performance (see “Components” in the example)
- Levels of performance (see “Outcome Quality Levels” in the example)
- Descriptors of performance at each level
More about designing and grading assignments
The following links provide more information about designing assignments:
Additional materials are available in CTE’s Essential Guide to Teaching.
These portfolios in the CTE Gallery show examples of effective assignment design and use of rubrics
- Increasing Student Engagement in a Survey Course on Communicative Disorders—Nancy Brady
- Developing Evaluation Criteria for Quality Student Work—Jorge Perez
- Connecting Historical Issues to Contemporary Problems with Service-Learning—Kim Warren
- The Evolution of a Term Project: Iterative Course Redesign to Enhance Student Learning—Andrea Greenhoot