Assignments
Imke Buß; Jutta Rump; Janina Kaiser; Melanie Schiedhelm; Petra Schorat-Waly
a) Description
In distinction to seminar papers or term papers, assignments are several written elaborations on cases, tasks or questions of usually up to five pages. In total, no more than four assignments should form the module examination. As with seminar papers and assignments, the time allowed for completing assignments is determined by the examiner (APO § 15, Para. 7). When determining the scope, attention should be paid to the depth of analysis desired. Depending on the question, one long and e.g. two shorter assignments can be chosen.
What is it good for?
The assignment is a summative examination and is therefore carried out during the course. This has the advantage that students already perform regular activities during the semester that serve to achieve the learning objectives. They can successively build up their competencies and receive feedback on their competency acquisition already during the semester by correcting and returning the assignments.
Procedure in the context of a face-to-face course
At the beginning, the time periods for the up to four assignments are announced so that students can create long-term free time for themselves during these periods. Students should also be informed about the distribution of points (how much each assignment is "worth") and about the basis of assessment. In the course, the task of the assignment is then presented and briefly discussed. After the correction of assignments, individual feedback should be given (e.g. on the basis of the evaluation scheme in writing). Generally recognizable strengths and weaknesses from the assignments can be discussed in the classroom. Problems or requirements of the teachers can be reflected early on; the students know "where they stand".
Group size
The assignment is about the size of a term paper, so it is particularly suitable for small to medium-sized courses.
Time required
The time required is spread over the semester and is similar to that of a term paper in terms of correction. Effort arises from the multiple reflection of the results.
Room equipment
No special requirements
Materials
Instructors should provide assignment requirements to students in writing:
- Outline of time periods, assessment, and topics,
- Evaluation criteria and requirements (e.g., how scientific should it be).
b) How do & assignments promote the following diversity dimensions?
Prior professional experience & Prior knowledge
Whether students can bring in prior experience, e.g. from their job, depends on the question. Different prior knowledge is not generally taken into account, but students can catch up on or deepen their knowledge due to the longer processing time of a few weeks . Since they receive feedback several times on usually two to four assignments per module, they can also determine their level of knowledge/competence through the assessment of the instructor and further develop it in a focused manner.
Core Competency Independent Work & Learning
The need to work and learn independently varies depending on the nature of the assignment. For example, the task may vary from the application of taught content to analysis that requires further research of the student's own. Here, students must determine their learning needs and manage the learning or writing process. Since assignments provide for interim feedback from instructors, students can compare their own evaluation of their work and learning process with feedback from instructors.
Study motivation
Study motivation is supported in its intrinsic and extrinsic manifestations.
Students who are more extrinsically motivated receive recognition through repeated examinations during their studies and feedback. If the tasks are interesting, challenging, and can be individually designed in terms of content, this can promote subject interest and accommodates students with intrinsic motivation.
Academic & social integration
Social integration is not much challenged or promoted by the use of this method. Peer assessment as a method for evaluating learning success or group assignments can promote integration if they result in learning groups that are helpful to students. Academic integration, which involves the development of students' academic performance through interaction between teachers and students, is well supported by assignments with appropriate teacher feedback.
Time and location restrictions
Location restrictions are not present. Time restrictions are in place. However, a good distribution of exams over the semester has a positive effect on the preparation and organization of the learning process . For the time-restricted students, the deadline-related services to be provided are difficult when unforeseen situations arise (e.g., prolonged illness of the child).
Literature
Rufer, L. (n.d.): Designing learning tasks (assignments). Didactics tips of the University of Bern didactics. Available online at http://hdid.ch/didaktipps.php?fid=250, last checked 26.02.2016.
Citation
Buß, Imke; Rump, Jutta; Kaiser, Janina; Schiedhelm, Melanie; Schorat-Waly, Petra (2017): Assignments. In: Rump, Jutta; Buß, Imke; Kaiser, Janina; Schiedhelm, Melanie; Schorat-Waly, Petra: Toolbox for good teaching in a diverse student body. Working Papers of the Ludwigshafen University of Applied Sciences, No. 6. www. hwg-lu.de/arbeitspapiere
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