what is the meaning of task assignment

How To Assign Tasks To Team Members Effectively? Our Full Guideline

How can I effectively assign tasks to people?

Why is it that despite assigning tasks, some groups reach peak productivity and project success, while others grapple with conflicts and burnout?

And how can I address and solve issues related to task assignment?

In this article, we’ll provide answers to all of these questions.

Ready to elevate your task assignment skills and boost your project success? Let’s dive right in!

I. Assigning Tasks: Quick Overview

1. What is task assigning?

Task assigning is the process of allocating specific duties to team members to achieve a common goal.

2. Why is assigning tasks to team members important?

Effective task assigning is crucial for achieving team goals and maintaining productivity because it improves:

• Fair workload distribution.
• Resource efficiency.
• Seamless team collaboration
• Simplifying project progress tracking.

There’s more.

As everyone knows their role, responsibilities, and how their work contributes to the bigger picture, they feel less confused and more accountable for their assigned task.

II. How to assign tasks effectively in a project?

Below are the best strategies, practices, and tips for assigning tasks to others effectively.

Stage 1: Before assigning tasks

• Understand the project & your team members

Ensure you get a clear understanding of:

• Project’s objectives, scope, desired outcomes, and any deadlines.
• Team members’ skills, strengths, weaknesses, and preferences.

This step allows you to match the right tasks with the right team member, which helps allocate tasks efficiently, increase productivity, and maximize project success.

• Break down the project into individual tasks

Follow these steps:

• Identify major components of the project based on its goals.
• Break components into smaller tasks.

This makes it easier for managers to allocate responsibilities and track progress while helping team members better grasp the overall process.

• Prioritize tasks

Prioritize tasks based on 3 factors: 1) urgency, 2) importance, and 3) complexity. Here’s how:

• Identify time-sensitive tasks.
• Address tasks contribute to your long-term goals and should not be neglected.
• Categorize tasks based on difficulty levels, and time and resources required.
• Create a priority list of tasks based on the combination of all three criteria.

This valuable step helps managers make informed decisions on which tasks to tackle first and find the right people to work on each task.

Stage 2: While assigning employee tasks

• Match the right person to the right task

Assign tasks to the most qualified people.

Start by allocating high-priority tasks to the first available person with the matching expertise. Schedule low-priority tasks.

Straightforward tasks can be assigned to less experienced members, while complex tasks may be given to those with advanced skills.

• Be mindful of your team’s availability.
• Set realistic deadlines. Ensure to give members sufficient time to complete their assigned task.
• If someone shows interest in a particular task, consider assigning it to them.

If you know your employees well enough, then make a list of dependable people who are ready to take on a little more duties.

Give them low-priority yet important tasks with authority.

• Communication

To avoid disputes, constant clarification, or errors, it’s important to help your team members understand:

• Project’s goals, desired outcomes, and deadlines.
• Tasks’ requirements and priorities, plus how they contribute to the overall project’s success.
• Who is responsible for which task and what is expected of them.

Tips: Use clear and concise language when communicating. Encourage employees to ask questions and seek clarification on the project and their assigned tasks.

Stage 3: After assigning tasks

• Monitor Progress & Offer Help

Check-in with team members regularly to see how they are doing and if they need any help.

Encourage them to open up and transparently communicate their concerns and challenges.

On your side as a team leader or project manager, be available to offer assistance if they encounter challenges.

This helps resolve issues and improve the task assignment process.

• Provide Necessary Resources

Ensure that team members have the necessary resources, tools, and information for their task completion.

Stage 4: After the task/project is completed

• Reflect on Past Assignments

After each project or task, take time to reflect on what worked well, what didn’t, and where certain tasks weren’t up to par.

Address any issues and offer feedback on completed tasks. Use this feedback to refine your approach in future assignments.

Recognize and reward everyone’s efforts and contributions. This helps keep employees excited and motivated.

• Continuous Learning and Improvement

Invest in training and development opportunities for your team to enhance new skills and knowledge.

Extra tips for assigning tasks effectively:

• Use project management software to help you manage workload, make time estimates, performance reviews, etc.
• Be flexible. Things don’t always go according to plan, so be prepared to adjust your assignments as needed.
• Don’t be afraid to experiment. Try different approaches to see what works best for your team.

III. How to assign tasks in Upbase?

In this section, I’ll show you how a project management tool like Upbase helps simplify task assignments, improve morale, and increase outcomes.

Quick info:

• Upbase organizes and manages projects by lists.
• Members of a list can’t see and access other ones except those lists’ owners allow them to.
• Upbase offers unlimited free users and tasks.

Sign up for a free Upbase account here , follow this guide, and take your task assignment process to the next level.

1. Break down projects into smaller tasks

Create a new list:

• Hover over “Lists” on the left sidebar to open the dropdown menu.
• Select “List”
• Edit the list’s icon, color, name, and description. Then, add your employees.

Add new tasks to the list:

• Navigate to the Tasks module.
• Create and edit sections.
• Add tasks to sections by clicking “+” or “Add task”.

Add new tasks via emails : Open the dropdown menu next to the list name, select “add tasks via emails”, and follow the instructions.

Add task details:

You can add specific instructions, priorities, deadlines, and other attributes to individual tasks and subtasks.

Keyboard shortcuts : Hover over a task card and press:

• “S” to set high priority
• “D” to open the Due date picker
• “C” to open the Tag picker

Upbase Tip : Use task tags to categorize tasks by urgency, importance, and complexity. This makes it easier to match the right tasks to people for later.

2. Assign tasks

Check your employee availability:

Go to the Members page, and click on the team member you’d to assess their workload.

You’ll be driven to a separate page that shows that member’s assigned tasks, along with their due dates, priorities, etc. You can also filter tasks by one of these attributes.

Use this page to check each employee’s availability and identify who can complete additional tasks.

Assign tasks:

Open the desired task, click “Assignee”, and choose the right team member(s).

Keyboard shortcuts : Hover over the task and press “A” to open the Assignee picker. Press the space bar to assign yourself. This way makes assigning tasks easier and quicker!

If you want multiple people to work on a particular task, consider dividing it into subtasks, give time estimates for each, and then assign them to the right team member(s).

Communicate tasks:

Use the Messages and Chat modules to communicate with your team.

Messages is best suited to show the big picture, like project goals, desired outcomes, everyone’s duties, and how their work contributes to the whole.

Make use of the comment box to encourage everyone to ask questions and seek clarification about the project or their assigned tasks.

Chat supports both 1:1 chats and group chats. It’s perfect for quick discussions about issues, task deadlines, etc.

3. Track progress

Upbase offers an array of tools for project managers to track the workload of other employees.

To track a project’s progress:

From the Tasks module :

Here, you can view tasks in a List or Board format.

The List format provides an overview of tasks, deadlines, priorities, and employees working on them, while the Board visualizes the project’s progress.

Besides, you can group tasks by due date, priority, assignee, or section. View tasks filtered by one or multiple tags. Or create a custom filter.

From the Calendar module:

It shows all the scheduled tasks within a project by week or month. It also allows you to create a new task or reschedule overdue tasks.

To track the progress of all projects in a workspace :

Filters : In addition to filtering tasks within a project, you can create custom filters across multiple or all projects in a workspace.

Schedule : It functions similarly to the Calendar module. The two main differences are:

1) Schedule is to track the progress of tasks from all projects while Calendar is to track the progress of tasks within a project.

2) Schedule offers an additional view, named Daily Planner.

Other tools for progress tracking:

My Tasks : A private place where you can get an overview of all the tasks you create or tasks assigned to you.

4. Encourage collaboration and provide support

Use Upbase’s Docs, Files, and Links to provide employees with resources, information, and tools they need to complete tasks.

These modules are available in each list, making it easy to manage project data separately. Plus, they all provide collaboration features like watchers and comment boxes.

• Docs : You can create native documents, share a doc’s public link, embed Google Docs, and organize documents by folders.
• Files : It allows you to upload/download files, manage file versions, embed Google Drive folders, and show files by Grid or Board view.

• Links : You can save URLs as cards, and then add descriptions, watchers, and comments.

5. Providing feedback

On the Tasks module, you can create a section, named “Review”.

When a task is completed, the assignee will drag and drop it here. Then, you, as a project manager will leave feedback on it via the comment box.

So, why wait? Sign up for a free Upbase account now and experience it yourself.

IV. Common mistakes to avoid

For successful task assignment, remember to avoid these common mistakes:

1. Fear of Assigning Tasks

Some people, particularly new or inexperienced managers, may hesitate to allocate tasks to others due to concerns about:

• The quality of the work
• Fear of losing control
• Lack of trust in team members

This fear can hinder productivity and personal growth within a team or organization.

2. Lack of Clarity

This means that the instructions and details regarding a task are not transparent.

Team members may not have a clear understanding of what they are supposed to do, what the goals are, or what the expected outcomes should be.

This lack of clarity can lead to confusion and misunderstandings.

3. Poor Communication

Poor communication can contribute to misunderstandings and problems in task assignments, too.

However, it addresses different aspects of the overall process.

Poor communication means that there might be a lack of information sharing or ineffective communication methods. This could include:

• Not providing updates
• Failing to ask questions when something is unclear
• Not actively listening to others.

Even with clear instructions, if there’s poor communication, the information may not be conveyed effectively.

2. Overloading

Assigning too many tasks to a single person or team can overwhelm them and negatively impact the quality of their work. It’s crucial to distribute tasks evenly and consider each individual’s capacity.

3. Ignoring Skills and Strengths

Neglecting to match tasks with team members’ skills and strengths can result in subpar performance. Assign tasks based on individuals’ expertise and abilities to optimize results.

5. Micromanagement

Hovering over team members and scrutinizing every detail of their work can stifle creativity and motivation.

Trust your team to complete their tasks and provide support when needed.

6. Inflexibility

Being rigid in task assignments can prevent adaptation to changing circumstances or new information. It’s essential to remain open to adjustments and feedback.

8. Unrealistic Deadlines

Setting unattainable deadlines can put unnecessary pressure on your team and lead to a rushed and subpar outcome. Ensure that timelines are realistic and allow for unexpected delays.

10. Lack of Feedback

Forgetting to provide constructive feedback or failing to seek input from team members can hinder growth and improvement. Regularly discuss progress and provide guidance when necessary.

In summary:

Successful task assignment relies on clear communication, matching tasks to skills, flexibility, and a supportive, accountable, and feedback-driven environment.

Avoiding these common mistakes will help ensure that tasks are completed efficiently and effectively.

1. What’s the difference between assigning and delegating tasks?

Task delegation means you give someone the authority to make decisions and complete tasks independently without constant supervision.

Task allocation, on the other hand, means you assign specific duties to someone, often with clear instructions, while retaining overall control.

A delegated task gives the team member more freedom to make decisions and determine how to produce the desired results. An assigned task is more limited because it’s based on instructions and under supervision.

In short, delegating tasks typically involves a higher degree of trust and empowerment than allocating tasks.

2. What’s the difference between tasks and subtasks?

Tasks are generally larger, more significant activities that need to be completed, while subtasks are smaller, specific components or steps that contribute to the completion of a task.

Subtasks are often part of a broader task and help break it down into manageable pieces.

3. Who is the person assigned to a task?

The person assigned to a task is called an “assignee”. They’re responsible for completing that specific job or duty.

4. Who should you delegate a task to?

Delegate a task to the person best suited for it based on their skills, expertise, and availability.

Choose someone who can complete the task effectively and efficiently, taking into account their experience and workload.

5. What is the best way to assign tasks to team members?

The best way to assign tasks to others is by considering each member’s strengths, skills, and workload capacity, and aligning tasks with their expertise and availability.

6. Why is it important to assign tasks to your team members?

Assigning tasks to team members is crucial because it ensures clarity, accountability, and efficiency in achieving goals.

It helps prevent duplication of efforts, enables better time management, and allows team members to focus on their strengths, ultimately leading to successful project completion.

7. How do you politely assign a task?

To politely assign a task, you can follow these steps:

• Start with a friendly greeting.
• Clearly state the task and its importance.
• Ask if the person is available and willing to take on the task.
• Offer any necessary information or resources.
• Express appreciation for their help.

8. How do short-term goals differ from long-term goals?

Short-term goals are specific, achievable objectives that you aim to accomplish soon, typically within days, weeks, or months.

Long-term goals are broader, more substantial objectives that you work towards over an extended period, often spanning years.

Short-term goals are like stepping stones to reach long-term goals.

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Task Assignment

Task Assignment is the process of allocating specific tasks or responsibilities to individuals or teams within an organization. It involves determining who is responsible for completing a task, providing them with the necessary information and resources, and setting clear expectations for the desired outcome.

Why is Task Assignment important?

Task Assignment is important for several reasons:

• It ensures that work is distributed efficiently and effectively among team members.
• It allows for better utilization of individual skills and expertise.
• It helps in balancing workload and avoiding bottlenecks or overload.
• It promotes accountability and clarity regarding responsibilities.
• It improves productivity and task completion within desired timelines.
• It facilitates effective collaboration and coordination among team members.

What factors should be considered when assigning tasks?

When assigning tasks, consider the following factors:

• Individual skills, knowledge, and expertise required for the task.
• Availability and workload of team members.
• Deadlines and priority of tasks.
• Communication and collaboration requirements.
• Dependencies and relationships between tasks.
• Consideration of individual development or growth opportunities.
• Balancing workload and avoiding overburdening or underutilization.

How can tasks be effectively assigned to team members?

To effectively assign tasks to team members, consider the following practices:

• Clearly communicate task expectations, objectives, and desired outcomes.
• Match tasks to individuals' skills and strengths.
• Provide necessary resources, tools, and information to complete the task.
• Set realistic deadlines and establish a timeline for completion.
• Encourage collaboration and open communication to address questions or concerns.
• Monitor progress and provide ongoing feedback and support.
• Adjust Task Assignments as needed based on changing priorities or circumstances.

How can Task Assignment be coordinated among multiple team members or teams?

Coordinating Task Assignment among multiple team members or teams can be done through the following approaches:

• Clearly define roles and responsibilities for each team member or team.
• Use project management or task management tools to track and allocate tasks.
• Foster effective communication channels to facilitate coordination and collaboration.
• Conduct regular team meetings or check-ins to discuss progress, challenges, and dependencies.
• Ensure clarity and transparency regarding task priorities, deadlines, and interdependencies.
• Assign a central point of contact or project manager to oversee Task Assignments and resolve any conflicts or issues.

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• Performance

Assigning Tasks: How to Delegate Effectively

There are certain projects that could never be completed if they weren’t broken down into individual tasks, especially those of a certain size and complexity. As soon as your team grows bigger than one or two people, you need to make use of the ability to assign tasks to achieve your goals. 

December 21, 2022

8 mins read

There are some customer service superheroes out there who seem to be able to complete all the tasks themselves. But the reality is that most of us need to learn the skill of assigning tasks to others, especially if we are in positions of responsibility in busy customer service teams. This is to ensure that no single person is burdened with the workload, or high-performers are being unfairly assigned a larger proportion of the work available. 

Assigning tasks is essential for high-performing customer service teams that must juggle multiple priorities. 

Anyone who has any experience working in a customer service team understands task assignments, which helps you to get projects completed, customer queries solved and objectives fulfilled. It’s naturally much quicker and more efficient to have multiple employees working on different tasks that make up a project, utilizing their unique skills and experiences to come up with creative solutions. 

Without assigned tasks, projects would never get completed because teams are not working to their full capacity. Some customer problems could never be resolved because they require the contributions of different customer service representatives . Assigning tasks needs to be deliberate since it requires the coordination of multiple members of a team. 

What is task assigning?

Task assigning means allocating and delegating tasks to members of your team for effective project management. The task assigner is aware of the various strengths and weaknesses, skills and experience of individuals and can assign them tasks in pursuit of greater productivity. 

You need to be able to break down projects into component parts so that each individual may contribute to the greater whole. Usually, you will use task tracking or project management tools that can help your team manage their assigned task, and can even offer customer service automations that make assigning tasks easier. 

When assigning tasks is implemented effectively, each team member knows who is responsible for what and when tasks are due. This helps prevent conflicting priorities. Each task must come full circle, with each assignee receiving constructive feedback on how well they have completed the task. 

Even if you assign a task to another team member, they are still reporting into the task owner for approval. 

The importance of efficient task assignments

Efficient task assignment means that customer service teams can work to their full productivity, since each team member understands what they are responsible for. Your task description can break each task down so service reps fully understand the steps they need to take to complete the task, and have access to the resources they might need to be successful. Employees perform better when they are trusted with tasks that help them stretch and grow. 

The entire purpose of a team is to enable different employees to work together effectively and create outcomes that are greater than the individual contributions. Customer service teams that have a plurality of perspectives from multiple people are more creative. A diversity of perspectives contributes to more creative solutions as people with different backgrounds collaborate together. 

Projects are completed much more quickly when you have multiple team members handling all your employee tasks, instead of one person trying to do everything on their own. Task assignment means team members who have both the time and experience necessary to complete the task can all have a role to play. 

Effectively assigning tasks to individual team members gives them a chance to stretch themselves and engage in more professional development. New tasks give more junior customer service reps the opportunity to step outside of their comfort zone, and complete different types of work that may otherwise not come across their path. 

There are many benefits to task assignment, not least because it allows the entire team to share the workload. 

The difference between assignment and delegation

While they might at first glance seem to be similar, there is a big difference between task assignment and delegation. Assignment means you assign tasks to a team member and explain exactly how you want things to be done, with clear-cut instructions. Delegation means you are transferring responsibility for the task to your assignee and giving them more autonomy for how that task gets completed. 

Assigning tasks is often repetitive but it nevertheless contributes to the overall completion of the project. A delegated task is more free and gives your team members the opportunity to grow as they figure out how to produce the desired results. Task delegations are based more on outcomes than specific instructions, with the employee figuring out how to complete the task on their own. 

Although task delegation is more autonomous, it nevertheless still requires support from the manager to ensure that the employee has adequate direction. Delegating a task doesn’t mean the manager no longer has anything to do with it, but simply that they are trusting their assignee to take ownership. 

Choosing whether or not to assign or delegate a task means understanding the complexity of the task to be assigned. 

How to assign tasks to team members

Try to remove yourself from the approval process.

When a supervisor assigns tasks to employees, they themselves can become a bottleneck as service reps turn to them for approval during every stage of completing the task. When multiple team members are waiting for sign-off from the same customer service manager, you find that you haven’t actually reduced your workload and you end up micromanaging your assignees. 

When managers are too involved, projects lose momentum as the individual contributors end up waiting around for approval when they could be spending their time on more productive tasks. Customers are kept waiting as individual queries can’t progress without the authority of a manager. 

In order to avoid this problem, you can select a group of dependable people who are responsible for the approval process. Delegating responsibility means that you can be more hands-off in the task completion process, while being assured that the work is being completed to a high standard. Schedule regular team meetings to go over the progress of each task and keep your eye on the ball. 

Effective teamwork only happens when customer service supervisors feel secure enough to let the task go.  

Make your expectations explicit

Unfortunately, we can all fall into the trap of assuming that other people are mind-readers. In reality though, if you don’t give clear instructions to your team members then you’re unlikely to get the result you want. You need to look at your task titles and outlines from the perspective of an outsider in order to formulate clear instructions. 

If you want to better formulate tasks for your team members, break the task down into steps and give time estimates for each step. The more information the better, if you want to empower employees to complete tasks on their own. When employees are informed, they don’t have to waste time referring back to you for more clarity. 

There’s a fine line between clarity and micromanaging. Once you have assigned the task, don’t keep pestering your service rep to check whether they are doing it right. If you’ve given clear instructions, they should be able to complete the task to the best of their ability. 

At the same time, ensure that your employee knows they can always turn to you for help during the task, to guard against failure. 

Set an objective time frame for completion

When employees are assigned tasks, they need to be made aware of the deadline for completion or the task could run on forever. It’s not enough to vaguely say “As soon as you get to it” because some critical customer issue is bound to come along. 

It’s best to actively involve your customer service reps in their time frame for completion, since they are the ones who know best how long it will take them to finish certain tasks. When employees are involved in setting their own deadlines, they are more accountable and more likely to make an effort to meet it. 

If an employee is aware of a deadline, they can let you know if competing priorities have materialized and whether the deadline may need to be reevaluated. It’s best to flag these issues as soon as possible, before they affect the overall progress of the project. 

Without hard deadlines, projects will never get finished as every step gets continually put off until tomorrow. 

Hold your employees accountable

When assigning tasks to employees, make sure that they can account for their working hours somewhere that is publicly accessible to the team. You can use time tracking software that will help other team members understand exactly how someone is progressing with their task and hold that individual accountable. 

If employees are held responsible for their tasks, the project is much less likely to get derailed since you as the customer service manager can become aware if someone is falling behind. If your employee’s current progress looks like they might not meet their deadline, then you can ask them if they need extra help or support. 

Tracking your team’s performance can also help you identify the high-performers and who might be available for extra work. You might also see when team members are spending time on unnecessary tasks that don’t contribute to the progress of the project. Teams will be more efficient when they know exactly where time is being spent. 

If you don’t track your team’s hours, you won’t have visibility into your projects and their rate of completion. 

Assign tasks to the right person

There are several reasons why you might choose a particular person to assign a task to, starting with their relevant skills and experience. When assigning tasks to someone, you want to know that they have the right capabilities to complete the task without too much support from the manager. 

Secondly, you want to know that the person you assign the task to has enough time to complete the task. It’s no good assigning tasks to someone who is already overburdened with customer tickets and won’t be able to give your task the due care and attention. 

Thirdly, you might consider assigning tasks to someone who is in need of development opportunities. Perhaps there might be someone more skilled for the task out there, but you want to give this service rep a chance to learn new skills. In this case, you can assign the task while offering extra support for their professional development. 

Multiple factors come into play when it comes to deciding which person to assign a task to, so make sure you give each one enough consideration. 

Relate each task to a wider perspective

When an employee is assigned a task, it might seem insignificant and menial which will cause them to lose motivation. In order to keep employees excited about completing tasks, relate it to the wider perspective and explain how it helps to meet overall objectives. No task is too small or you wouldn’t be including it in your project in the first place. 

Showing employees how their work has an impact influences them to become more committed to the task. Employees are more engaged and happier at work when they understand how their contribution has a place, and that they are improving the lives of others in their team or of their customers. 

If you can’t see how each task fits into the bigger picture, then perhaps it shouldn’t be included at all. Every task should advance your goals and contribute to the progress of the project. 

If it’s not clear how a task fits into the broader picture, try to imagine what would happen if that task was left incomplete. 

Offer feedback on tasks

Every customer service rep needs to understand their performance, whether the feedback is positive or negative. If an employee has no feedback, they have no idea how their work has impacted the team or whether their task has been successful. Without feedback, employees can’t improve and become more productive members of the team. 

Providing your service reps with feedback means they can move onto progressively harder tasks that help them with their development. Even negative feedback can provide motivation to improve as the employee understands exactly what they did wrong with the task. 

While providing feedback does take some time on the part of the customer service manager, it’s the only way that your team members can become more effective, able to take on more complex tasks that would normally go to more senior members of the team. 

Be sure to phrase your feedback constructively to avoid demoralizing the team. 

Wrapping up

Customer service teams that master the art of effective task assignment are more productive, more creative, and have better solutions than their counterparts who can’t assign tasks. In an efficient customer service team, everyone should know what is expected of them and how their work contributes to the whole. 

Task assignments should be clear, detailed and accountable, with hard deadlines for completion. 

Effective teamwork means you can accomplish more than you could as individuals, and assigning tasks is a big part of working together. With transparency and accountability, managers can monitor how everyone is adding to the project. 

Catherine is a content writer and community builder for creative and ethical companies. She often writes case studies, help documentation and articles about customer support. Her writing has helped businesses to attract curious audiences and transform them into loyal advocates. You can find more of her work at https://awaywithwords.co.

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What is a task? and how to get more of them done

While the word “task” might bring about feelings of despair related to chores or undesirable actions, this is usually related more so to the way you have to manage your time than the task itself.

In this article, we’ll do a deep dive into tasks, show you the best ways to break down larger projects into them, while covering efficient approaches to manage and distribute tasks.

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What is a task in a project?

In project management, a task is a work item or activity with a specific purpose related to the larger goal. It’s a necessary step on the road towards project completion.

For example, it could be something as complex as a mobile app bug fix.

Or it could be something as simple as photocopying the latest brochure for distribution.

Single tasks are typically assigned to a single person or team, while the larger project could be a company-wide endeavor.

The task may or may not include a start and end date or a series of subtasks—this all depends on the complexity of the project at hand, which could be related to industry.

How do you break down a project into smaller tasks?

Even long term Scrum projects that last  11.6 weeks   on average make use of task management to get their work done efficiently and effectively.

Part of task management includes creating manageable workloads, considering task dependencies, and of course, communicating across teams to avoid double work or roadblocks.

To avoid these issues, you need some way to break down the high-level project deliverables and goals into tangible tasks.

In the next section, we’ll show you two of the most popular methodologies, Waterfall, and Scrum.

Work Breakdown Structure

The work breakdown structure (WBS) is the official method of breaking down projects in the PMI Guidebook.

To figure out how to break the entire project into tasks, you first need to divide it into the actual deliverables required to hand over the final product or result to the client.

For example, if you’re planning to make a mountain bike, you can break that down into the frame, handlebars, pedals, wheels, chains, and so on.

( Image Source )

You also need to work out the dependencies of the project (aka which deliverables require another one for completion).

If we were to simplify the WBS, the section on manufacturing the bike frame might look something like this.

Of course, each item contains multiple tasks such as sourcing vendors, reviewing designs, picking materials, and more.

But if you assign these tasks to teams who have the necessary skills to complete all of them, that’s what the top-level plan might look like.

If you use an Agile framework, like Scrum, you won’t bother breaking down the entire project into detailed tasks at an early stage. Avoiding this large-scale exercise in prediction is one of the primary principles of Agile.

Instead, you’ll focus on planning out a deliverable increment of your product in Scrum sprints . These are 2–4 week periods of focused work dedicated to delivering a working product version of the final deliverable.

The basis for planning out these iterations is a backlog of features or user stories (functionality from the user’s perspective). You may also have a product roadmap to outline the long-term product direction as well.

The product backlog is continually pruned and optimized before, during, and after sprints. Even if you’re not planning software projects, you can often single out elements that you can deliver in increments.

Before each Sprint, you meet with your team and stakeholders (invested parties) to discuss which user stories are the most important. You select a few items and create a dedicated sprint backlog.

Each user story is then further divided into tasks, and team members take ownership of the specific tasks they can handle.

It’s not ideal for all organizations or projects, but it’s an antidote against micromanagement in complex projects.

What size should a project task be?

So how granular should you get? What should the scope and length of the task in your project be?

It depends on the size of your project and your PM framework, but here are some rules of thumb.

The 8/80 rule for WBS

In traditional project management, a rule of thumb is that no task should be shorter than 8 hours or longer than 80 hours in the WBS.

That’s why the PMI recommends keeping tasks between 20–80 hours in the WBS.

Your individual teams can then have more granular task boards to manage their own to-do lists and/or break 2-week tasks down into daily sub-tasks.

Task length in Scrum

While user stories generally have no specified length, they’re often broken down into manageable chunks, usually one workday or less.

The official Scrum Guide doesn’t use the word tasks, but instead uses the term work unit:

“ Work planned for the first days of the Sprint by the Development Team is decomposed by the end of this meeting, often to units of one day or less. ”

On a Scrum board , you can use story points (at monday.com, we equate 1 SP to a workday) to estimate the length of the task.

Tasks shouldn’t require more than one resource

When you break down deliverables into individual tasks, time isn’t the only consideration. The best approach is to make sure the person (or resource) who’s assigned the task can complete it from start to finish.

For example, a graphic designer could create a wireframe for an app, but wouldn’t be able to create a working prototype.

So you should split the larger deliverable of a working feature prototype into wireframe/design and development (at the very least).

For larger companies, a resource could be an entire team that includes designers, developers, and software testers. In which case, you don’t have to get as granular when planning and assigning tasks.

Accurately estimating task durations

The best way to predict the duration of tasks is to involve the actual resources who will handle the task in the planning process.

You don’t need to switch to Agile or Scrum to make this happen. You just need to involve the actual project implementers in the planning process, not just management.

Not only can they help with task durations, but they can also help with dependencies and expecting potential bottlenecks.

What is the best way to organize project tasks?

There are hundreds of different frameworks and methods for managing projects and breaking them down into tasks.

A few stand out because of their efficiency and ease of adoption and have become popular as a result.

Let’s take a closer look at these industry-leading options.

Waterfall refers to the traditional “predictive” project management approach. It’s called predictive because you plan every phase of the project from start to finish before even getting started.

The reason it’s called waterfall is that the projects are planned to follow a sequential order.

First, you start out by figuring out the requirements of the project. What deliverables do you need to deliver a finished product?

Then you move on to designing and creating (implementing) it. Finally, you verify that the product works as intended, and launch it. The last stage includes the long-term maintenance of the product.

While berating waterfall is a popular pastime among younger management professionals, it has its place.

For physical products with a lot of dependencies and high costs associated with actual production time, mapping out the entire project in detail can be the best approach.

Instead of a specific methodology, Agile outlines a core set of values and principles to apply to your projects. As a result, Agile is an umbrella term that covers many different methodologies and frameworks .

The most famous principle is to deliver working iterations of your project frequently. That’s in contrast to planning out an entire product from start to finish like with waterfall.

Lean, like Agile, is not a specific framework that details a project management approach. Instead, it refers to a management philosophy with a core set of principles.

The focus of Lean is eliminating waste in processes throughout each stage of production. The execution is what controls the outcome, after all.

Fixing bottlenecks between departments to speed up the final assembly is a good example.

Not to be confused with Agile, which is more about high-level concepts and principles, Scrum is an actual framework for project management.

It outlines clear rules, meetings (ceremonies), and deliverables (artifacts), not just values.

For example, Scrum teams should only include a maximum of 9 regular team members. Daily Scrum meetings should only last 15 minutes.

The entire process of designing and completing a sprint is laid out in detail. That’s what makes the Scrum framework so useful for teams that want to implement more Agile principles into practice.

How to use a project management platform for effective task management

Instead of slowing down your managers and teams with an inefficient process, take advantage of the latest task management software .

monday.com is a digital workspace with all the functionality a project manager could ever want, wrapped in a package that’s actually easy to learn and use.

Pick the framework or methodology you want to work with

If you want to reach a completely new target level of productivity, basic task management won’t cut it. You need to introduce a project management framework that goes beyond daily tasks.

Luckily, monday.com makes it easy to make the switch. We offer dedicated templates for everything from WBS to Scrum.

Develop the high-level project roadmap

For consistent results, you should develop a high-level project roadmap. It will help guide all decisions and priorities as the project progresses.

Get more granular with a WBS and other task boards

This is where you break the larger goals into smaller deliverables and start to establish the workload for each team or department that’s involved.

It should outline the overall process but may not specify every activity or task, depending on the scale of the project.

But it’s not the best for planning individual tasks within the involved teams or departments.

Which is why monday.com also offers more basic task boards that these teams can use to manage the day-to-day.

You can easily divide larger items into smaller subtasks and assign them as well.

Use integrations and automations to automate menial tasks

If you want to perfect your workflow , it’s not enough to create some new task boards. You also need to eliminate repetitive menial tasks.

For example, with our smart integrations, you can automatically update a card or create a new task when you receive an email or message.

It’s a useful feature for a wide variety of teams and use-cases. For example, your software team could get a new task with every bug report.

By automating menial tasks, you give your managers and team the time and space to focus on crucial high-level decisions.

Keep managers up to speed with dashboards and reports

Want to see at a glance if tasks are being completed on schedule, or which people (or teams) are available for last-minute work?

You can easily create and customize a dashboard that will give your managers instant access to all the information they need.

Master your tasks

Breaking down a project into tasks and assigning them effectively requires a bit of balance.

Finding the framework that works best for your industry and internal workflows and pairing them with the tips above can help you find the happy medium of management and autonomy that will allow your teams to thrive.

Whichever you choose, monday.com has the right templates and tools to help your projects succeed.

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 he or she 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 her 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, he or she still has 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 she already knows 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 she or he expects.

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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Home » Assignment – Types, Examples and Writing Guide

Assignment – Types, Examples and Writing Guide

Table of Contents

Definition:

Assignment is a task given to students by a teacher or professor, usually as a means of assessing their understanding and application of course material. Assignments can take various forms, including essays, research papers, presentations, problem sets, lab reports, and more.

Assignments are typically designed to be completed outside of class time and may require independent research, critical thinking, and analysis. They are often graded and used as a significant component of a student’s overall course grade. The instructions for an assignment usually specify the goals, requirements, and deadlines for completion, and students are expected to meet these criteria to earn a good grade.

History of Assignment

The use of assignments as a tool for teaching and learning has been a part of education for centuries. Following is a brief history of the Assignment.

• Ancient Times: Assignments such as writing exercises, recitations, and memorization tasks were used to reinforce learning.
• Medieval Period : Universities began to develop the concept of the assignment, with students completing essays, commentaries, and translations to demonstrate their knowledge and understanding of the subject matter.
• 19th Century : With the growth of schools and universities, assignments became more widespread and were used to assess student progress and achievement.
• 20th Century: The rise of distance education and online learning led to the further development of assignments as an integral part of the educational process.
• Present Day: Assignments continue to be used in a variety of educational settings and are seen as an effective way to promote student learning and assess student achievement. The nature and format of assignments continue to evolve in response to changing educational needs and technological innovations.

Types of Assignment

Here are some of the most common types of assignments:

An essay is a piece of writing that presents an argument, analysis, or interpretation of a topic or question. It usually consists of an introduction, body paragraphs, and a conclusion.

Essay structure:

• Introduction : introduces the topic and thesis statement
• Body paragraphs : each paragraph presents a different argument or idea, with evidence and analysis to support it
• Conclusion : summarizes the key points and reiterates the thesis statement

Research paper

A research paper involves gathering and analyzing information on a particular topic, and presenting the findings in a well-structured, documented paper. It usually involves conducting original research, collecting data, and presenting it in a clear, organized manner.

Research paper structure:

• Title page : includes the title of the paper, author’s name, date, and institution
• Abstract : summarizes the paper’s main points and conclusions
• Introduction : provides background information on the topic and research question
• Literature review: summarizes previous research on the topic
• Methodology : explains how the research was conducted
• Results : presents the findings of the research
• Discussion : interprets the results and draws conclusions
• Conclusion : summarizes the key findings and implications

A case study involves analyzing a real-life situation, problem or issue, and presenting a solution or recommendations based on the analysis. It often involves extensive research, data analysis, and critical thinking.

Case study structure:

• Introduction : introduces the case study and its purpose
• Background : provides context and background information on the case
• Analysis : examines the key issues and problems in the case
• Solution/recommendations: proposes solutions or recommendations based on the analysis
• Conclusion: Summarize the key points and implications

A lab report is a scientific document that summarizes the results of a laboratory experiment or research project. It typically includes an introduction, methodology, results, discussion, and conclusion.

Lab report structure:

• Title page : includes the title of the experiment, author’s name, date, and institution
• Abstract : summarizes the purpose, methodology, and results of the experiment
• Methods : explains how the experiment was conducted
• Results : presents the findings of the experiment

Presentation

A presentation involves delivering information, data or findings to an audience, often with the use of visual aids such as slides, charts, or diagrams. It requires clear communication skills, good organization, and effective use of technology.

Presentation structure:

• Introduction : introduces the topic and purpose of the presentation
• Body : presents the main points, findings, or data, with the help of visual aids
• Conclusion : summarizes the key points and provides a closing statement

Creative Project

A creative project is an assignment that requires students to produce something original, such as a painting, sculpture, video, or creative writing piece. It allows students to demonstrate their creativity and artistic skills.

Creative project structure:

• Introduction : introduces the project and its purpose
• Body : presents the creative work, with explanations or descriptions as needed
• Conclusion : summarizes the key elements and reflects on the creative process.

Examples of Assignments

Following are Examples of Assignment templates samples:

Essay template:

I. Introduction

• Hook: Grab the reader’s attention with a catchy opening sentence.
• Background: Provide some context or background information on the topic.
• Thesis statement: State the main argument or point of your essay.

II. Body paragraphs

• Topic sentence: Introduce the main idea or argument of the paragraph.
• Evidence: Provide evidence or examples to support your point.
• Analysis: Explain how the evidence supports your argument.
• Transition: Use a transition sentence to lead into the next paragraph.

III. Conclusion

• Restate thesis: Summarize your main argument or point.
• Review key points: Summarize the main points you made in your essay.
• Concluding thoughts: End with a final thought or call to action.

Research paper template:

I. Title page

• Title: Give your paper a descriptive title.
• Author: Include your name and institutional affiliation.
• Date: Provide the date the paper was submitted.

II. Abstract

• Background: Summarize the background and purpose of your research.
• Methodology: Describe the methods you used to conduct your research.
• Results: Summarize the main findings of your research.
• Conclusion: Provide a brief summary of the implications and conclusions of your research.

III. Introduction

• Background: Provide some background information on the topic.
• Research question: State your research question or hypothesis.
• Purpose: Explain the purpose of your research.

IV. Literature review

• Background: Summarize previous research on the topic.
• Gaps in research: Identify gaps or areas that need further research.

V. Methodology

• Participants: Describe the participants in your study.
• Procedure: Explain the procedure you used to conduct your research.
• Measures: Describe the measures you used to collect data.

VI. Results

• Quantitative results: Summarize the quantitative data you collected.
• Qualitative results: Summarize the qualitative data you collected.

VII. Discussion

• Interpretation: Interpret the results and explain what they mean.
• Implications: Discuss the implications of your research.
• Limitations: Identify any limitations or weaknesses of your research.

VIII. Conclusion

• Review key points: Summarize the main points you made in your paper.

Case study template:

• Background: Provide background information on the case.
• Research question: State the research question or problem you are examining.
• Purpose: Explain the purpose of the case study.

II. Analysis

• Problem: Identify the main problem or issue in the case.
• Factors: Describe the factors that contributed to the problem.
• Alternative solutions: Describe potential solutions to the problem.

III. Solution/recommendations

• Proposed solution: Describe the solution you are proposing.
• Rationale: Explain why this solution is the best one.
• Implementation: Describe how the solution can be implemented.

IV. Conclusion

• Summary: Summarize the main points of your case study.

Lab report template:

• Title: Give your report a descriptive title.
• Date: Provide the date the report was submitted.
• Background: Summarize the background and purpose of the experiment.
• Methodology: Describe the methods you used to conduct the experiment.
• Results: Summarize the main findings of the experiment.
• Conclusion: Provide a brief summary of the implications and conclusions
• Background: Provide some background information on the experiment.
• Hypothesis: State your hypothesis or research question.
• Purpose: Explain the purpose of the experiment.

IV. Materials and methods

• Materials: List the materials and equipment used in the experiment.
• Procedure: Describe the procedure you followed to conduct the experiment.
• Data: Present the data you collected in tables or graphs.
• Analysis: Analyze the data and describe the patterns or trends you observed.

VI. Discussion

• Implications: Discuss the implications of your findings.
• Limitations: Identify any limitations or weaknesses of the experiment.

VII. Conclusion

• Restate hypothesis: Summarize your hypothesis or research question.
• Review key points: Summarize the main points you made in your report.

Presentation template:

• Attention grabber: Grab the audience’s attention with a catchy opening.
• Purpose: Explain the purpose of your presentation.
• Overview: Provide an overview of what you will cover in your presentation.

II. Main points

• Main point 1: Present the first main point of your presentation.
• Supporting details: Provide supporting details or evidence to support your point.
• Main point 2: Present the second main point of your presentation.
• Main point 3: Present the third main point of your presentation.
• Summary: Summarize the main points of your presentation.
• Call to action: End with a final thought or call to action.

Creative writing template:

• Setting: Describe the setting of your story.
• Characters: Introduce the main characters of your story.
• Rising action: Introduce the conflict or problem in your story.
• Climax: Present the most intense moment of the story.
• Falling action: Resolve the conflict or problem in your story.
• Resolution: Describe how the conflict or problem was resolved.
• Final thoughts: End with a final thought or reflection on the story.

How to Write Assignment

Here is a general guide on how to write an assignment:

• Understand the assignment prompt: Before you begin writing, make sure you understand what the assignment requires. Read the prompt carefully and make note of any specific requirements or guidelines.
• Research and gather information: Depending on the type of assignment, you may need to do research to gather information to support your argument or points. Use credible sources such as academic journals, books, and reputable websites.
• Organize your ideas : Once you have gathered all the necessary information, organize your ideas into a clear and logical structure. Consider creating an outline or diagram to help you visualize your ideas.
• Write a draft: Begin writing your assignment using your organized ideas and research. Don’t worry too much about grammar or sentence structure at this point; the goal is to get your thoughts down on paper.
• Revise and edit: After you have written a draft, revise and edit your work. Make sure your ideas are presented in a clear and concise manner, and that your sentences and paragraphs flow smoothly.
• Proofread: Finally, proofread your work for spelling, grammar, and punctuation errors. It’s a good idea to have someone else read over your assignment as well to catch any mistakes you may have missed.
• Submit your assignment : Once you are satisfied with your work, submit your assignment according to the instructions provided by your instructor or professor.

Applications of Assignment

Assignments have many applications across different fields and industries. Here are a few examples:

• Education : Assignments are a common tool used in education to help students learn and demonstrate their knowledge. They can be used to assess a student’s understanding of a particular topic, to develop critical thinking skills, and to improve writing and research abilities.
• Business : Assignments can be used in the business world to assess employee skills, to evaluate job performance, and to provide training opportunities. They can also be used to develop business plans, marketing strategies, and financial projections.
• Journalism : Assignments are often used in journalism to produce news articles, features, and investigative reports. Journalists may be assigned to cover a particular event or topic, or to research and write a story on a specific subject.
• Research : Assignments can be used in research to collect and analyze data, to conduct experiments, and to present findings in written or oral form. Researchers may be assigned to conduct research on a specific topic, to write a research paper, or to present their findings at a conference or seminar.
• Government : Assignments can be used in government to develop policy proposals, to conduct research, and to analyze data. Government officials may be assigned to work on a specific project or to conduct research on a particular topic.
• Non-profit organizations: Assignments can be used in non-profit organizations to develop fundraising strategies, to plan events, and to conduct research. Volunteers may be assigned to work on a specific project or to help with a particular task.

Purpose of Assignment

The purpose of an assignment varies depending on the context in which it is given. However, some common purposes of assignments include:

• Assessing learning: Assignments are often used to assess a student’s understanding of a particular topic or concept. This allows educators to determine if a student has mastered the material or if they need additional support.
• Developing skills: Assignments can be used to develop a wide range of skills, such as critical thinking, problem-solving, research, and communication. Assignments that require students to analyze and synthesize information can help to build these skills.
• Encouraging creativity: Assignments can be designed to encourage students to be creative and think outside the box. This can help to foster innovation and original thinking.
• Providing feedback : Assignments provide an opportunity for teachers to provide feedback to students on their progress and performance. Feedback can help students to understand where they need to improve and to develop a growth mindset.
• Meeting learning objectives : Assignments can be designed to help students meet specific learning objectives or outcomes. For example, a writing assignment may be designed to help students improve their writing skills, while a research assignment may be designed to help students develop their research skills.

When to write Assignment

Assignments are typically given by instructors or professors as part of a course or academic program. The timing of when to write an assignment will depend on the specific requirements of the course or program, but in general, assignments should be completed within the timeframe specified by the instructor or program guidelines.

It is important to begin working on assignments as soon as possible to ensure enough time for research, writing, and revisions. Waiting until the last minute can result in rushed work and lower quality output.

It is also important to prioritize assignments based on their due dates and the amount of work required. This will help to manage time effectively and ensure that all assignments are completed on time.

In addition to assignments given by instructors or professors, there may be other situations where writing an assignment is necessary. For example, in the workplace, assignments may be given to complete a specific project or task. In these situations, it is important to establish clear deadlines and expectations to ensure that the assignment is completed on time and to a high standard.

Characteristics of Assignment

Here are some common characteristics of assignments:

• Purpose : Assignments have a specific purpose, such as assessing knowledge or developing skills. They are designed to help students learn and achieve specific learning objectives.
• Requirements: Assignments have specific requirements that must be met, such as a word count, format, or specific content. These requirements are usually provided by the instructor or professor.
• Deadline: Assignments have a specific deadline for completion, which is usually set by the instructor or professor. It is important to meet the deadline to avoid penalties or lower grades.
• Individual or group work: Assignments can be completed individually or as part of a group. Group assignments may require collaboration and communication with other group members.
• Feedback : Assignments provide an opportunity for feedback from the instructor or professor. This feedback can help students to identify areas of improvement and to develop their skills.
• Academic integrity: Assignments require academic integrity, which means that students must submit original work and avoid plagiarism. This includes citing sources properly and following ethical guidelines.
• Learning outcomes : Assignments are designed to help students achieve specific learning outcomes. These outcomes are usually related to the course objectives and may include developing critical thinking skills, writing abilities, or subject-specific knowledge.

Advantages of Assignment

There are several advantages of assignment, including:

• Helps in learning: Assignments help students to reinforce their learning and understanding of a particular topic. By completing assignments, students get to apply the concepts learned in class, which helps them to better understand and retain the information.
• Develops critical thinking skills: Assignments often require students to think critically and analyze information in order to come up with a solution or answer. This helps to develop their critical thinking skills, which are important for success in many areas of life.
• Encourages creativity: Assignments that require students to create something, such as a piece of writing or a project, can encourage creativity and innovation. This can help students to develop new ideas and perspectives, which can be beneficial in many areas of life.
• Builds time-management skills: Assignments often come with deadlines, which can help students to develop time-management skills. Learning how to manage time effectively is an important skill that can help students to succeed in many areas of life.
• Provides feedback: Assignments provide an opportunity for students to receive feedback on their work. This feedback can help students to identify areas where they need to improve and can help them to grow and develop.

Limitations of Assignment

There are also some limitations of assignments that should be considered, including:

• Limited scope: Assignments are often limited in scope, and may not provide a comprehensive understanding of a particular topic. They may only cover a specific aspect of a topic, and may not provide a full picture of the subject matter.
• Lack of engagement: Some assignments may not engage students in the learning process, particularly if they are repetitive or not challenging enough. This can lead to a lack of motivation and interest in the subject matter.
• Time-consuming: Assignments can be time-consuming, particularly if they require a lot of research or writing. This can be a disadvantage for students who have other commitments, such as work or extracurricular activities.
• Unreliable assessment: The assessment of assignments can be subjective and may not always accurately reflect a student’s understanding or abilities. The grading may be influenced by factors such as the instructor’s personal biases or the student’s writing style.
• Lack of feedback : Although assignments can provide feedback, this feedback may not always be detailed or useful. Instructors may not have the time or resources to provide detailed feedback on every assignment, which can limit the value of the feedback that students receive.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Essays: task words

Written Assignments

Explore what different task words mean and how they apply to your assignments

You'll need to understand what your assignments are asking you to do throughout your studies. Your assessments use 'task words' that explain what you need to do in your work.  

Task words are the words or phrases in a brief that tell you what to do. Common examples of task words are 'discuss', 'evaluate', 'compare and contrast', and 'critically analyse'. These words are used in assessment marking criteria and will showcase how well you've answered the question.

None of these words have a fixed meaning. Your lecturers may have specific definitions for your subject or task so you should make sure you have a good idea of what these terms mean in your field. You can check this by speaking to your lecturer, checking your course handbook and reading your marking criteria carefully.

Task words and descriptions

• Account for : Similar to ‘explain’ but with a heavier focus on reasons why something is or is not the way it is.
• Analyse : This term has the widest range of meanings according to the subject. Make a justified selection of some of the essential features of an artefact, idea or issue. Examine how these relate to each other and to other ideas, in order to help better understand the topic. See ideas and problems in different ways, and provide evidence for those ways of seeing them. 
• Assess : This has very different meanings in different disciplines. Measure or evaluate one or more aspect of something (for example, the effectiveness, significance or 'truth' of something). Show in detail the outcomes of these evaluations.
• Compare : Show how two or more things are similar.
• Compare and contrast : Show similarities and differences between two or more things.
• Contrast : Show how two or more things are different.
• Critically analyse : As with analysis, but questioning and testing the strength of your and others’ analyses from different perspectives. This often means using the process of analysis to make the whole essay an objective, reasoned argument for your overall case or position.
• Critically assess : As with “assess”, but emphasising your judgments made about arguments by others, and about what you are assessing from different perspectives. This often means making the whole essay a reasoned argument for your overall case, based on your judgments.
• Critically evaluate : As with 'evaluate', but showing how judgments vary from different perspectives and how some judgments are stronger than others. This often means creating an objective, reasoned argument for your overall case, based on the evaluation from different perspectives.
• Define : Present a precise meaning. 
• Describe : Say what something is like. Give its relevant qualities. Depending on the nature of the task, descriptions may need to be brief or the may need to be very detailed.
• Discuss : Provide details about and evidence for or against two or more different views or ideas, often with reference to a statement in the title. Discussion often includes explaining which views or ideas seem stronger.
• Examine : Look closely at something. Think and write about the detail, and question it where appropriate.
• Explain : Give enough description or information to make something clear or easy to understand.
• Explore : Consider an idea or topic broadly, searching out related and/or particularly relevant, interesting or debatable points.
• Evaluate : Similar to “assess”, this often has more emphasis on an overall judgement of something, explaining the extent to which it is, for example, effective, useful, or true. Evaluation is therefore sometimes more subjective and contestable than some kinds of pure assessment.
• Identify : Show that you have recognised one or more key or significant piece of evidence, thing, idea, problem, fact, theory, or example.
• Illustrate : Give selected examples of something to help describe or explain it, or use diagrams or other visual aids to help describe or explain something.
• Justify : Explain the reasons, usually “good” reasons, for something being done or believed, considering different possible views and ideas.
• Outline : Provide the main points or ideas, normally without going into detail.
• Summarise : This is similar to 'outline'. State, or re-state, the most important parts of something so that it is represented 'in miniature'. It should be concise and precise.
• State : Express briefly and clearly. 

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Designing Assignments for Learning

The rapid shift to remote teaching and learning meant that many instructors reimagined their assessment practices. Whether adapting existing assignments or creatively designing new opportunities for their students to learn, instructors focused on helping students make meaning and demonstrate their learning outside of the traditional, face-to-face classroom setting. This resource distills the elements of assignment design that are important to carry forward as we continue to seek better ways of assessing learning and build on our innovative assignment designs.

On this page:

Rethinking traditional tests, quizzes, and exams.

• Examples from the Columbia University Classroom
• Tips for Designing Assignments for Learning

Reflect On Your Assignment Design

Connect with the ctl.

• Resources and References

Cite this resource: Columbia Center for Teaching and Learning (2021). Designing Assignments for Learning. Columbia University. Retrieved [today’s date] from https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/teaching-online/designing-assignments/

Traditional assessments tend to reveal whether students can recognize, recall, or replicate what was learned out of context, and tend to focus on students providing correct responses (Wiggins, 1990). In contrast, authentic assignments, which are course assessments, engage students in higher order thinking, as they grapple with real or simulated challenges that help them prepare for their professional lives, and draw on the course knowledge learned and the skills acquired to create justifiable answers, performances or products (Wiggins, 1990). An authentic assessment provides opportunities for students to practice, consult resources, learn from feedback, and refine their performances and products accordingly (Wiggins 1990, 1998, 2014). 

Authentic assignments ask students to “do” the subject with an audience in mind and apply their learning in a new situation. Examples of authentic assignments include asking students to: 

• Write for a real audience (e.g., a memo, a policy brief, letter to the editor, a grant proposal, reports, building a website) and/or publication;
• Solve problem sets that have real world application; 
• Design projects that address a real world problem; 
• Engage in a community-partnered research project;
• Create an exhibit, performance, or conference presentation ;
• Compile and reflect on their work through a portfolio/e-portfolio.

Noteworthy elements of authentic designs are that instructors scaffold the assignment, and play an active role in preparing students for the tasks assigned, while students are intentionally asked to reflect on the process and product of their work thus building their metacognitive skills (Herrington and Oliver, 2000; Ashford-Rowe, Herrington and Brown, 2013; Frey, Schmitt, and Allen, 2012). 

It’s worth noting here that authentic assessments can initially be time consuming to design, implement, and grade. They are critiqued for being challenging to use across course contexts and for grading reliability issues (Maclellan, 2004). Despite these challenges, authentic assessments are recognized as beneficial to student learning (Svinicki, 2004) as they are learner-centered (Weimer, 2013), promote academic integrity (McLaughlin, L. and Ricevuto, 2021; Sotiriadou et al., 2019; Schroeder, 2021) and motivate students to learn (Ambrose et al., 2010). The Columbia Center for Teaching and Learning is always available to consult with faculty who are considering authentic assessment designs and to discuss challenges and affordances.   

Examples from the Columbia University Classroom 

Columbia instructors have experimented with alternative ways of assessing student learning from oral exams to technology-enhanced assignments. Below are a few examples of authentic assignments in various teaching contexts across Columbia University. 

• E-portfolios: Statia Cook shares her experiences with an ePorfolio assignment in her co-taught Frontiers of Science course (a submission to the Voices of Hybrid and Online Teaching and Learning initiative); CUIMC use of ePortfolios ;
• Case studies: Columbia instructors have engaged their students in authentic ways through case studies drawing on the Case Consortium at Columbia University. Read and watch a faculty spotlight to learn how Professor Mary Ann Price uses the case method to place pre-med students in real-life scenarios;
• Simulations: students at CUIMC engage in simulations to develop their professional skills in The Mary & Michael Jaharis Simulation Center in the Vagelos College of Physicians and Surgeons and the Helene Fuld Health Trust Simulation Center in the Columbia School of Nursing; 
• Experiential learning: instructors have drawn on New York City as a learning laboratory such as Barnard’s NYC as Lab webpage which highlights courses that engage students in NYC;
• Design projects that address real world problems: Yevgeniy Yesilevskiy on the Engineering design projects completed using lab kits during remote learning. Watch Dr. Yesilevskiy talk about his teaching and read the Columbia News article . 
• Writing assignments: Lia Marshall and her teaching associate Aparna Balasundaram reflect on their “non-disposable or renewable assignments” to prepare social work students for their professional lives as they write for a real audience; and Hannah Weaver spoke about a sandbox assignment used in her Core Literature Humanities course at the 2021 Celebration of Teaching and Learning Symposium . Watch Dr. Weaver share her experiences.  

​Tips for Designing Assignments for Learning

While designing an effective authentic assignment may seem like a daunting task, the following tips can be used as a starting point. See the Resources section for frameworks and tools that may be useful in this effort.  

Align the assignment with your course learning objectives 

Identify the kind of thinking that is important in your course, the knowledge students will apply, and the skills they will practice using through the assignment. What kind of thinking will students be asked to do for the assignment? What will students learn by completing this assignment? How will the assignment help students achieve the desired course learning outcomes? For more information on course learning objectives, see the CTL’s Course Design Essentials self-paced course and watch the video on Articulating Learning Objectives .  

Identify an authentic meaning-making task

For meaning-making to occur, students need to understand the relevance of the assignment to the course and beyond (Ambrose et al., 2010). To Bean (2011) a “meaning-making” or “meaning-constructing” task has two dimensions: 1) it presents students with an authentic disciplinary problem or asks students to formulate their own problems, both of which engage them in active critical thinking, and 2) the problem is placed in “a context that gives students a role or purpose, a targeted audience, and a genre.” (Bean, 2011: 97-98). 

An authentic task gives students a realistic challenge to grapple with, a role to take on that allows them to “rehearse for the complex ambiguities” of life, provides resources and supports to draw on, and requires students to justify their work and the process they used to inform their solution (Wiggins, 1990). Note that if students find an assignment interesting or relevant, they will see value in completing it. 

Consider the kind of activities in the real world that use the knowledge and skills that are the focus of your course. How is this knowledge and these skills applied to answer real-world questions to solve real-world problems? (Herrington et al., 2010: 22). What do professionals or academics in your discipline do on a regular basis? What does it mean to think like a biologist, statistician, historian, social scientist? How might your assignment ask students to draw on current events, issues, or problems that relate to the course and are of interest to them? How might your assignment tap into student motivation and engage them in the kinds of thinking they can apply to better understand the world around them? (Ambrose et al., 2010). 

Determine the evaluation criteria and create a rubric

To ensure equitable and consistent grading of assignments across students, make transparent the criteria you will use to evaluate student work. The criteria should focus on the knowledge and skills that are central to the assignment. Build on the criteria identified, create a rubric that makes explicit the expectations of deliverables and share this rubric with your students so they can use it as they work on the assignment. For more information on rubrics, see the CTL’s resource Incorporating Rubrics into Your Grading and Feedback Practices , and explore the Association of American Colleges & Universities VALUE Rubrics (Valid Assessment of Learning in Undergraduate Education). 

Build in metacognition

Ask students to reflect on what and how they learned from the assignment. Help students uncover personal relevance of the assignment, find intrinsic value in their work, and deepen their motivation by asking them to reflect on their process and their assignment deliverable. Sample prompts might include: what did you learn from this assignment? How might you draw on the knowledge and skills you used on this assignment in the future? See Ambrose et al., 2010 for more strategies that support motivation and the CTL’s resource on Metacognition ). 

Provide students with opportunities to practice

Design your assignment to be a learning experience and prepare students for success on the assignment. If students can reasonably expect to be successful on an assignment when they put in the required effort ,with the support and guidance of the instructor, they are more likely to engage in the behaviors necessary for learning (Ambrose et al., 2010). Ensure student success by actively teaching the knowledge and skills of the course (e.g., how to problem solve, how to write for a particular audience), modeling the desired thinking, and creating learning activities that build up to a graded assignment. Provide opportunities for students to practice using the knowledge and skills they will need for the assignment, whether through low-stakes in-class activities or homework activities that include opportunities to receive and incorporate formative feedback. For more information on providing feedback, see the CTL resource Feedback for Learning . 

Communicate about the assignment 

Share the purpose, task, audience, expectations, and criteria for the assignment. Students may have expectations about assessments and how they will be graded that is informed by their prior experiences completing high-stakes assessments, so be transparent. Tell your students why you are asking them to do this assignment, what skills they will be using, how it aligns with the course learning outcomes, and why it is relevant to their learning and their professional lives (i.e., how practitioners / professionals use the knowledge and skills in your course in real world contexts and for what purposes). Finally, verify that students understand what they need to do to complete the assignment. This can be done by asking students to respond to poll questions about different parts of the assignment, a “scavenger hunt” of the assignment instructions–giving students questions to answer about the assignment and having them work in small groups to answer the questions, or by having students share back what they think is expected of them.

Plan to iterate and to keep the focus on learning 

Draw on multiple sources of data to help make decisions about what changes are needed to the assignment, the assignment instructions, and/or rubric to ensure that it contributes to student learning. Explore assignment performance data. As Deandra Little reminds us: “a really good assignment, which is a really good assessment, also teaches you something or tells the instructor something. As much as it tells you what students are learning, it’s also telling you what they aren’t learning.” ( Teaching in Higher Ed podcast episode 337 ). Assignment bottlenecks–where students get stuck or struggle–can be good indicators that students need further support or opportunities to practice prior to completing an assignment. This awareness can inform teaching decisions. 

Triangulate the performance data by collecting student feedback, and noting your own reflections about what worked well and what did not. Revise the assignment instructions, rubric, and teaching practices accordingly. Consider how you might better align your assignment with your course objectives and/or provide more opportunities for students to practice using the knowledge and skills that they will rely on for the assignment. Additionally, keep in mind societal, disciplinary, and technological changes as you tweak your assignments for future use. 

Now is a great time to reflect on your practices and experiences with assignment design and think critically about your approach. Take a closer look at an existing assignment. Questions to consider include: What is this assignment meant to do? What purpose does it serve? Why do you ask students to do this assignment? How are they prepared to complete the assignment? Does the assignment assess the kind of learning that you really want? What would help students learn from this assignment? 

Using the tips in the previous section: How can the assignment be tweaked to be more authentic and meaningful to students? 

As you plan forward for post-pandemic teaching and reflect on your practices and reimagine your course design, you may find the following CTL resources helpful: Reflecting On Your Experiences with Remote Teaching , Transition to In-Person Teaching , and Course Design Support .

The Columbia Center for Teaching and Learning (CTL) is here to help!

For assistance with assignment design, rubric design, or any other teaching and learning need, please request a consultation by emailing [email protected] . 

Transparency in Learning and Teaching (TILT) framework for assignments. The TILT Examples and Resources page ( https://tilthighered.com/tiltexamplesandresources ) includes example assignments from across disciplines, as well as a transparent assignment template and a checklist for designing transparent assignments . Each emphasizes the importance of articulating to students the purpose of the assignment or activity, the what and how of the task, and specifying the criteria that will be used to assess students. 

Association of American Colleges & Universities (AAC&U) offers VALUE ADD (Assignment Design and Diagnostic) tools ( https://www.aacu.org/value-add-tools ) to help with the creation of clear and effective assignments that align with the desired learning outcomes and associated VALUE rubrics (Valid Assessment of Learning in Undergraduate Education). VALUE ADD encourages instructors to explicitly state assignment information such as the purpose of the assignment, what skills students will be using, how it aligns with course learning outcomes, the assignment type, the audience and context for the assignment, clear evaluation criteria, desired formatting, and expectations for completion whether individual or in a group.

Villarroel et al. (2017) propose a blueprint for building authentic assessments which includes four steps: 1) consider the workplace context, 2) design the authentic assessment; 3) learn and apply standards for judgement; and 4) give feedback. 

References 

Ambrose, S. A., Bridges, M. W., & DiPietro, M. (2010). Chapter 3: What Factors Motivate Students to Learn? In How Learning Works: Seven Research-Based Principles for Smart Teaching . Jossey-Bass. 

Ashford-Rowe, K., Herrington, J., and Brown, C. (2013). Establishing the critical elements that determine authentic assessment. Assessment & Evaluation in Higher Education. 39(2), 205-222, http://dx.doi.org/10.1080/02602938.2013.819566 .  

Bean, J.C. (2011). Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom . Second Edition. Jossey-Bass. 

Frey, B. B, Schmitt, V. L., and Allen, J. P. (2012). Defining Authentic Classroom Assessment. Practical Assessment, Research, and Evaluation. 17(2). DOI: https://doi.org/10.7275/sxbs-0829  

Herrington, J., Reeves, T. C., and Oliver, R. (2010). A Guide to Authentic e-Learning . Routledge. 

Herrington, J. and Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48. 

Litchfield, B. C. and Dempsey, J. V. (2015). Authentic Assessment of Knowledge, Skills, and Attitudes. New Directions for Teaching and Learning. 142 (Summer 2015), 65-80. 

Maclellan, E. (2004). How convincing is alternative assessment for use in higher education. Assessment & Evaluation in Higher Education. 29(3), June 2004. DOI: 10.1080/0260293042000188267

McLaughlin, L. and Ricevuto, J. (2021). Assessments in a Virtual Environment: You Won’t Need that Lockdown Browser! Faculty Focus. June 2, 2021. 

Mueller, J. (2005). The Authentic Assessment Toolbox: Enhancing Student Learning through Online Faculty Development . MERLOT Journal of Online Learning and Teaching. 1(1). July 2005. Mueller’s Authentic Assessment Toolbox is available online. 

Schroeder, R. (2021). Vaccinate Against Cheating With Authentic Assessment . Inside Higher Ed. (February 26, 2021).  

Sotiriadou, P., Logan, D., Daly, A., and Guest, R. (2019). The role of authentic assessment to preserve academic integrity and promote skills development and employability. Studies in Higher Education. 45(111), 2132-2148. https://doi.org/10.1080/03075079.2019.1582015    

Stachowiak, B. (Host). (November 25, 2020). Authentic Assignments with Deandra Little. (Episode 337). In Teaching in Higher Ed . https://teachinginhighered.com/podcast/authentic-assignments/  

Svinicki, M. D. (2004). Authentic Assessment: Testing in Reality. New Directions for Teaching and Learning. 100 (Winter 2004): 23-29. 

Villarroel, V., Bloxham, S, Bruna, D., Bruna, C., and Herrera-Seda, C. (2017). Authentic assessment: creating a blueprint for course design. Assessment & Evaluation in Higher Education. 43(5), 840-854. https://doi.org/10.1080/02602938.2017.1412396    

Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice . Second Edition. San Francisco: Jossey-Bass. 

Wiggins, G. (2014). Authenticity in assessment, (re-)defined and explained. Retrieved from https://grantwiggins.wordpress.com/2014/01/26/authenticity-in-assessment-re-defined-and-explained/

Wiggins, G. (1998). Teaching to the (Authentic) Test. Educational Leadership . April 1989. 41-47. 

Wiggins, Grant (1990). The Case for Authentic Assessment . Practical Assessment, Research & Evaluation , 2(2). 

Wondering how AI tools might play a role in your course assignments?

See the CTL’s resource “Considerations for AI Tools in the Classroom.”

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Definition of 'assignment'

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The Project Managers Guide to Microsoft Project 2019 pp 207–264 Cite as

Managing Project Resources and Assignments

• Gus Cicala 2  
• First Online: 30 April 2020

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Cicala, G. (2020). Managing Project Resources and Assignments. In: The Project Managers Guide to Microsoft Project 2019 . Apress, Berkeley, CA. https://doi.org/10.1007/978-1-4842-5635-0_8

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Definition of assignment noun from the Oxford Advanced Learner's Dictionary

• Students are required to complete all homework assignments.
• You will need to complete three written assignments per semester.
• a business/special assignment
• I had set myself a tough assignment.
• on an assignment She is in Greece on an assignment for one of the Sunday newspapers.
• on assignment one of our reporters on assignment in China
• The students handed in their assignments.
• The teacher gave us an assignment on pollution.
• Why did you take on this assignment if you're so busy?
• He refused to accept the assignment.
• assignment on

Take your English to the next level

The Oxford Learner’s Thesaurus explains the difference between groups of similar words. Try it for free as part of the Oxford Advanced Learner’s Dictionary app

Understanding your assignment questions: A short guide

• Introduction
• Breaking down the question

Directive or task words

Task works for science based essays.

• Further reading and references

It is really important to understand the directive or task word used in your assignment.

This will indicate how you should write and what the purpose of the assignment in. The following examples show some task words and their definitions.

However, it is important to note that none of these words has a fixed meaning. The definitions given are a general guide, and interpretation of the words may vary according to the context and the discipline.

If you are unsure as the exactly what a lecturer means by a particular task word, you should ask for clarification. 

Analyse : Break up into parts; investigate

Comment on : Identify and write about the main issues; give your reactions based on what you've read/ heard in lectures. Avoid just personal opinion. 

Compare : Look for the similarities between two things. Show the relevance or consequences of these similarities concluding which is preferable. 

Contrast : Identify the differences between two items or arguments. Show whether the differences are significant. Perhaps give reasons why one is preferable. 

Criticise : Requires an answer that points out mistakes or weaknesses, and which also indicates any favourable aspects of the subject of the question. It requires a balanced answer. 

Critically evaluate : Weigh arguments for and against something, assessing the strength of the evidence on both sides. Use criteria to guide your assessment of which opinions, theories, models or items are preferable. 

Define : Give the exact meaning of. Where relevant, show you understand how the definition may be problematic. 

Describe : To describe is to give an observational account of something and would deal with what happened, where it happened, when it happened and who was involved. Spell out the main aspects of an idea or topic or the sequence in which a series of things happened. 

Discuss : Investigate or examine by argument; sift and  debate; give reasons for and against; examine the implications. 

Evaluate : Assess and give your judgement about the merit, importance or usefulness of something using evidence to support your argument. 

Examine : Look closely into something

Explain : Offer a detailed and exact rationale behind an idea or principle, or a set of reasons for a situation or attitude. Make clear how and why something happens. 

Explore : Examine thoroughly; consider from a variety of viewpoints

Illustrate : Make something clear and explicit, give examples of evidence

Justify : Give evidence that supports and argument or idea; show why a decision or conclusions were made

Outline : Give the main points/features/general principles; show the main structure and interrelations; omit details and examples

State : Give the main features briefly and clearly

Summarise : Draw out the main points only; omit details and examples

To what extent... : Consider how far something is true, or contributes to a final outcome. Consider also ways in which it is not true.

Task Words:

How to write e.g., discuss, argue etc.

Subject Matter:

What you should be writing about.

Limiting Words:

May narrow or change the focus of your answer. (Important - they stop you from including irrelevant info)

Below are some examples of questions and tips on how you might think about answering them.

Compare acute and chronic pain in terms of pathophysiology and treatment

Compare  - Make sure you are comparing and not just describing the two things in isolation

Acute and chronic pain  - Subject matter

In terms of pathophysiology and treatment  - Important limiting phrase - focus ONLY on these things. Use them as a lens to highlight the differences between acute and chronic pain.

Tip : Assignments that ask you to compare two things can be structured in different ways. You may choose to alternate continually between the two things, making direct comparisons and organising your essay according to themes. Alternatively, you may choose to discuss one thing fully and then the next. If you choose the second approach, you must make the links and comparisons between the two things completely clear. 

With reference to any particular example enzyme, outline the key structural and functional properties of its active site

With reference to any particular example enzyme  - Important limiting phase - focus your answer on a specific example. Use this example to help demonstrate your understanding. 

Outline  - Factual description is needed. You must demonstrate your knowledge and understanding. 

The key structural and functional properties of its active site  - Subject matter

Tip : Assignments that ask you to outline or describe are assessing your understanding of the topic. You must express facts clearly and precisely, using examples to illuminate them. 

There is no convincing evidence for the existence of life outside our solar systems

There is  - Task words not so obvious this time. Try turning the title into a question: 'Is there any convincing evidence for...?'

Convincing  - Important limiting word- there may be evidence but you need to assess whether or not it is convincing. 

For the existence of life outside of our solar system  - Subject matter

Tip : Assignment titles that are on actually a question are often simply asking 'how true is this statement?' You must present reasons it could be true and reasons it might not be, supported by evidence and recognising the complexity of the statement. 

To what extent can nuclear power provide a solution to environmental issues?

Discuss  - Explore the topic from different angles, in a critical way (not purely descriptive)

Nuclear power  - Subject matter

Provide a solution to  - Limiting phrase: discuss ways it can and ways it can't- don't be afraid to take a position based on evidence.

Environmental issues  - Subject matter. Might be an idea to define/ discuss what could be meant by environmental issues? This might be important for your argument. 

Tip : If an assignment is asking a direct question, make sure your essay answers it. Address it directly in the introduction, make sure each paragraph contributes something towards your response to it, and reinforce your response in your conclusion. 

Discuss the issue of patient autonomy in relation to at least one case study 

The issue of patient autonomy  - Subject matter

In relation to at least one case study  - Important limiting phrase - don't just discuss the issue of patient autonomy in general; discuss it in the context of one or more case studies. You should use the case study to illustrate all of your points about patient autonomy. 

Tip : Assignments that ask you to discuss in relation to a case study, or to a placement or own experience, usually want to see a clear link between theory and practice (reality). 

• << Previous: Breaking down the question
• Next: Further reading and references >>
• Last Updated: Nov 13, 2023 4:28 PM
• URL: https://libguides.bham.ac.uk/asc/understandingassignments

Synonyms of assignment

• as in lesson
• as in appointment
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Thesaurus Definition of assignment

Synonyms & Similar Words

• responsibility
• undertaking
• requirement
• designation
• appointment
• authorization
• installment
• installation
• destination
• emplacement
• investiture
• singling (out)

Antonyms & Near Antonyms

• dethronement

Synonym Chooser

How does the noun assignment contrast with its synonyms?

Some common synonyms of assignment are chore , duty , job , stint , and task . While all these words mean "a piece of work to be done," assignment implies a definite limited task assigned by one in authority.

When is it sensible to use chore instead of assignment ?

While the synonyms chore and assignment are close in meaning, chore implies a minor routine activity necessary for maintaining a household or farm.

When is duty a more appropriate choice than assignment ?

Although the words duty and assignment have much in common, duty implies an obligation to perform or responsibility for performance.

When might job be a better fit than assignment ?

The synonyms job and assignment are sometimes interchangeable, but job applies to a piece of work voluntarily performed; it may sometimes suggest difficulty or importance.

When could stint be used to replace assignment ?

In some situations, the words stint and assignment are roughly equivalent. However, stint implies a carefully allotted or measured quantity of assigned work or service.

When can task be used instead of assignment ?

The meanings of task and assignment largely overlap; however, task implies work imposed by a person in authority or an employer or by circumstance.

Thesaurus Entries Near assignment

assignments

Cite this Entry

“Assignment.” Merriam-Webster.com Thesaurus , Merriam-Webster, https://www.merriam-webster.com/thesaurus/assignment. Accessed 30 Mar. 2024.

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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What Is Antisemitism? A Columbia Task Force Would Rather Not Say.

Definitions of the term are highly contested, so a group monitoring antisemitism on Columbia University’s campus has avoided picking sides. It is still facing criticism.

By Sharon Otterman

A Columbia University task force set up to combat antisemitism on campus in the wake of the Oct. 7 Hamas attacks is attempting to avoid one of the most contentious issues in university debates over the war: Its members have refused to settle on what the definition of “antisemitism” is.

Competing factions on campus and beyond are pushing for two different definitions. The first , favored by the U.S. State Department and many supporters of Israel, says “targeting of the state of Israel” could be antisemitic, a definition that could label much of the pro-Palestinian activism sweeping campus as antisemitic.

The second is narrower. It distinguishes between anti-Zionism and antisemitism and could lead to criticism that the school is not taking antisemitism seriously enough.

The debate over the definitions has become a lightning rod for the Columbia task force and for other universities around the country. The task force is charged with “understanding how antisemitism manifests on campus” and improving the climate for Jewish faculty and students. But the refusal to pick a definition has also been met with harsh criticism on both sides.

“If you don’t diagnose the problem, you don’t have to deal with it,” said Shai Davidai, a Columbia professor who is Israeli and favors the more sweeping definition. He added, “Saying we don’t want to define it so we don’t have a problem, that’s copping out.”

Pro-Palestinian and anti-Zionist faculty and students, quite a few of whom are Jewish, fear that without a definition, the antisemitism task force could be too sweeping in the speech and activity it seeks to regulate.

Columbia’s dilemma illustrates the broad challenge universities are facing as they attempt to walk a line between protecting free speech and avoiding discrimination lawsuits from Jewish students.

Universities are also facing enormous outside pressure. Columbia’s president, Nemat Shafik, and the co-chairs of its board of directors have been called to testify at a congressional hearing on antisemitism on April 17. Ms. Shafik did not attend the contentious December hearing where the presidents of Harvard University, the Massachusetts Institute of Technology and the University of Pennsylvania struggled to answer questions about whether a call for the genocide of Jews would violate school policies.

Columbia has already been sued in a federal civil rights lawsuit , filed by more than a dozen Jewish students, which describes the university as an institution where “mobs of pro-Hamas students and faculty march by the hundreds shouting vile antisemitic slogans, including calls to genocide.”

Pro-Palestinian demonstrators dispute that chants like “By any means necessary” and “There is only one solution, intifada, revolution” are antisemitic calls to genocide.

For the task force, the university chose three Jewish professors as co-chairs because they are seasoned senior faculty who know how Columbia works. They are not academic experts in antisemitism research, however.

The professors argue that their 15-member task force does not need to define antisemitism, because they don’t see it as their task to label things as antisemitic or not. Rather, they want to hear why Jewish students and faculty are upset and see if there are practical solutions that can be found to help them feel more comfortable.

“I get letters from parents every single day, just regular people, students,” one of the co-chairs, Nicholas Lemann , a former dean of the journalism school, said in an interview. He said that many of them ask: “‘Why aren’t you listening? Why aren’t you doing anything?’”

“Our job is not to define antisemitism,” he said, adding, “Our job is to listen to them, make them feel that somebody at Columbia cares about them, and to try to figure out what is causing this great discomfort and distress, and whether anything can be done to ameliorate it that’s consistent with the values of the university.”

Pro-Israel Jewish advocacy groups have been pushing for years for organizations and governments to adopt the more sweeping definition developed by the International Holocaust Remembrance Alliance , which wraps in anti-Zionist speech. Since 2016, it has been endorsed by more than 40 countries, including Israel.

There is no dispute about the core of the definition — antisemitism, it states, is a “certain perception of Jews that may be expressed as hatred” toward them. But its examples about Israel can be broadly interpreted, in ways that critics say would unfairly silence political criticism.

For example, the definition says that “denying the Jewish people their right to self-determination, e.g., by claiming that the existence of a State of Israel is a racist endeavor” could be antisemitic.

Left-wing Jews often support the newer, Jerusalem Declaration definition, which takes a more tolerant approach toward criticism of Israel, including toward boycotts and sanctions of the Jewish state. Another definition, known as the Nexus Document , stands in the uneasy middle.

At Harvard and Stanford, antisemitism task force members have faced harsh criticism for not supporting the more sweeping definition; that tension was one reason the co-chair of the task force at Stanford decided to resign .

At Columbia, the task force chairs are trying to avoid falling into a similar trap. But fighting something without defining it could prove difficult.

“If you want to understand any issue and any problem, you need to have an understanding of what it is,” said Dov Waxman, an expert on antisemitism at UCLA. “You can’t count something if you’re not able to understand what it is.”

He recommended that the Columbia task force refer to more than one definition, as the Biden administration did last year in outlining its antisemitism strategy . The task force has not ruled out such a step, Mr. Lemann said.

Some of the Columbia task-force listening sessions on campus have become tense. At a March 1 session with graduate students, for example, several anti-Zionist Jews demanded to know what the definition of antisemitism would be and whether their views would be included in it.

Ester Fuchs , an urban policy professor and task force co-chair, interrupted them and became hostile, four students charged in a subsequent letter to Ms. Shafik and other administrators in which they called on Professor Fuchs to be replaced on the task force by an anti-Zionist.

Caitlin Liss, a Jewish graduate student who signed the letter, said she is part of a “long Jewish tradition of anti-Zionism” that includes many students at the school. But, she said, “you would never know that on campus from the way that the administration talks about it, from the way that the task force talks about it.”

Professor Fuchs said the students “attempted to disrupt the session and ignore its purpose — to listen to students’ concerns and experiences with antisemitism on campus.”

Joseph Howley, a Jewish classics professor and supporter of Columbia’s pro-Palestinian movement, was invited to attend a listening session, but didn’t go. “I have no reason to believe I’ll be taken seriously,” he said. In the end, only a few of the roughly 40 faculty members who had been invited to a listening session intended for critics of Israel attended.

In another session, Amy Werman, a professor at the School of Social Work who supports Israel, brought up a question about whether the task force might just be window dressing to appease Congress.

“Ester, oh, boy, she did not take to that kindly,” she said, referring to Professor Fuchs. “I would almost say I felt like she was attacking me.”

Professor Fuchs disputed that and said she had replied: “You obviously don’t know us. We have never been window dressing, and we don’t intend to be now.”

Still, at least some Jewish students who have felt ostracized or unsafe on campus have found the listening sessions helpful, said Rebecca Massel , a sophomore who covers antisemitism for The Columbia Spectator.

“It’s been an outlet for students to raise concerns,” she said.

The task force is now hiring a research director to develop a study on antisemitism at Columbia and recommend training materials for the university.

Earlier this month, it issued its first report. The 24-page document called for additional limits on protests and better enforcement of existing rules, to address a key complaint of Jewish students who say the environment at Columbia has become intolerable.

Protests were the first focus, Professor Fuchs said, because they are the “most overtly disruptive to life on campus and make people feel like they’re unsafe, like they’re unwelcome and they should find another place to go to school.”

As for whether some common anti-Israel protest chants like “Death to the Zionist State” could amount to discriminatory harassment of Jewish or Israeli students, the report largely punted, saying that was ultimately a question for lawyers.

In its report, the task force suggested the university take on the issue. “We urge the university to provide more guidance on the meaning of ‘discriminatory harassment,’ including antisemitic harassment,” the report said.

Under federal law, “our policy definition of discriminatory harassment needs to be general, not tailored only to protect Jews and Israelis,” said David M. Schizer, another co-chair and former dean of Columbia’s law school, explaining why the report didn’t define antisemitism in that context. “Otherwise, our policy might treat protected classes differently, which itself is a problem under federal law.”

Sharon Otterman is a Times reporter covering higher education, public health and other issues facing New York City. More about Sharon Otterman