• Conceptually
• Chronologically
• Methodologically
Generally, you are required to establish the main ideas that have been written on your chosen topic. You may also be expected to identify gaps in the research. A literature review does not summarise and evaluate each resource you find (this is what you would do in an annotated bibliography). You are expected to analyse and synthesise or organise common ideas from multiple texts into key themes which are relevant to your topic (see Figure 20.10 ). Use a table or a spreadsheet, if you know how, to organise the information you find. Record the full reference details of the sources as this will save you time later when compiling your reference list (see Table 20.5 ).
Overall, this chapter has provided an introduction to the types of assignments you can expect to complete at university, as well as outlined some tips and strategies with examples and templates for completing them. First, the chapter investigated essay assignments, including analytical and argumentative essays. It then examined case study assignments, followed by a discussion of the report format. Reflective writing , popular in nursing, education and human services, was also considered. Finally, the chapter briefly addressed annotated bibliographies and literature reviews. The chapter also has a selection of templates and examples throughout to enhance your understanding and improve the efficacy of your assignment writing skills.
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Brookes University, Oxford.
Rolfe, G., Freshwater, D., Jasper, M. (2001). Critical reflection in nursing and the helping professions: a user’s guide . Basingstoke: Palgrave Macmillan.
Ryan, M. & Ryan, M. (2013). Theorising a model for teaching and assessing reflective learning in higher education. Higher Education Research & Development , 32(2), 244-257. doi: 10.1080/07294360.2012.661704
Academic Success Copyright © 2021 by Cristy Bartlett and Kate Derrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.
EdTrust in Texas advocates for an equitable education for Black and Latino students and students from low-income backgrounds across the state. We believe in centering the voices of Texas students and families as we work alongside them for the better future they deserve.
Our mission is to close the gaps in opportunity and achievement that disproportionately impact students who are the most underserved, with a particular focus on Black and Latino/a students and students from low-income backgrounds.
EdTrust–New York is a statewide education policy and advocacy organization focused first and foremost on doing right by New York’s children. Although many organizations speak up for the adults employed by schools and colleges, we advocate for students, especially those whose needs and potential are often overlooked.
EdTrust-Tennessee advocates for equitable education for historically-underserved students across the state. We believe in centering the voices of Tennessee students and families as we work alongside them for the future they deserve.
EdTrust–West is committed to dismantling the racial and economic barriers embedded in the California education system. Through our research and advocacy, EdTrust-West engages diverse communities dedicated to education equity and justice and increases political and public will to build an education system where students of color and multilingual learners, especially those experiencing poverty, will thrive.
The Education Trust in Louisiana works to promote educational equity for historically underserved students in the Louisiana’s schools. We work alongside students, families, and communities to build urgency and collective will for educational equity and justice.
EdTrust in Texas advocates for an equitable education for historically-underserved students across the state. We believe in centering the voices of Texas students and families as we work alongside them for the better future they deserve.
EdTrust in Washington advocates for an equitable education for historically-underserved students across the state. We believe in centering the voices of Washington students and families as we work alongside them for the better future they deserve.
The Education Trust team in Massachusetts convenes and supports the Massachusetts Education Equity Partnership (MEEP), a collective effort of more than 20 social justice, civil rights and education organizations from across the Commonwealth working together to promote educational equity for historically underserved students in our state’s schools.
Home – Blog – Classroom Assignments Matter. Here’s Why.
As a former classroom teacher, coach, and literacy specialist, I know the beginning of the school year demands that educators pay attention to a number of competing interests. Let me…
As a former classroom teacher, coach, and literacy specialist, I know the beginning of the school year demands that educators pay attention to a number of competing interests. Let me suggest one thing for teachers to focus on that, above all else, can close the student achievement gap: the rigor and quality of classroom assignments.
Digging into classroom assignments is revealing. It tells a story about curricula, instruction, achievement, and education equity. In the process, it uncovers what teachers believe about their students, what they know and understand about their standards and curricula, and what they are willing to do to advance student learning and achievement. So, when educators critically examine their own assignments (and the work students produce), they have an opportunity to gain powerful insight about teaching and learning — the kind of insight that can move the needle on student achievement. This type of analysis can identify trends across content areas such as English/language arts, science, social studies, and math.
At Ed Trust, we undertook such an analysis of 4,000 classroom assignments and found that students are being given in-school and out-of-school assignments that don’t align with grade-level standards, lack sufficient opportunities and time for writing, and include tasks that require low-level thinking and work production. We’ve seen assignments with little-to-no meaningful discussion and those with teachers over-supporting students, which effectively rob students of the kind of challenging thinking that leads to academic growth. And we’ve seen assignments where the reading looked like stop-and-go traffic, overrun with prescribed note-taking, breaking down students’ ability to build reading flow and deep learning.
These findings served as the basis for our second Equity in Motion convening. For three days this summer, educators from across the country explored the importance of regular and thoughtful assignment analysis. They found that carefully developed assignments have the power to make a curriculum last in students’ minds. They saw how assignments reveal whether students are grasping curricula, and if not, how teachers can adapt instruction. They also saw how assignments give clues into their own beliefs about students, which carry serious equity implications for all students, especially those who have been traditionally under-served. Throughout the convening, educators talked about the implications of their assignments and how assignments can affect overall achievement and address issues of equity. If assignments fall short of what standards demand, students will be ill-equipped to achieve at high levels.
The main take-away from this convening was simple but powerful: Assignments matter!
I encourage all teachers to take that message to heart. This school year, aim to make sure your assignments are more rigorous, standards-aligned, and authentically relevant to your students. Use our Literacy Analysis Assignment Guide to examine your assignments — alone, or better yet, with colleagues — to ensure you’re delivering assignments that propel your students to reach higher and achieve more. Doing this will provide a more complete picture of where your students are in their learning and how you can move them toward skill and concept mastery.
Remember this: Students can do no better than the assignments they receive.
Empowering our nation’s students to become well-rounded individuals — equipped to navigate the complexities of our world, contribute to an inclusive society, and achieve their own biggest dreams — starts…
Synonyms & Similar Words
Antonyms & Near Antonyms
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.
These examples are programmatically compiled from various online sources to illustrate current usage of the word 'assignment.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.
assignments
“Assignment.” Merriam-Webster.com Thesaurus , Merriam-Webster, https://www.merriam-webster.com/thesaurus/assignment. Accessed 18 Sep. 2024.
Nglish: Translation of assignment for Spanish Speakers
Britannica English: Translation of assignment for Arabic Speakers
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By Andrew M.I. Lee, JD
Expert reviewed by Melody Musgrove, EdD
An academic modification is a change to what a student is taught or expected to do in school.
An example of a modification is less homework or easier assignments.
Before using a modification, it’s often better to try changing how a child learns, or try using a different teaching strategy.
School can be a challenge for kids with IEPs and 504 plans . And when they struggle, one possible response is to give them less schoolwork or simpler assignments. This is called an academic modification. A modification is a change to what a student is taught or expected to do in school.
While modifications can make school easier for kids, they can have serious drawbacks. Watch an expert explain more about modifications.
All public schools have academic standards for what kids are expected to learn in each grade. These apply to reading, math, and other subjects. For instance, third graders are usually expected to learn multiplication.
Modifications change these expectations. They’re typically used when a child has trouble keeping up in school.
Take a third grader with math challenges who hasn’t mastered addition. A school may offer a modification that keeps the child working on addition, while the rest of the class moves on to multiplication. Or the child could have fewer test questions or less homework. (See other examples of modifications .)
Modifications are controversial. It’s true that they can make school less of a struggle for students, including kids who learn and think differently. But the result may be that kids learn less than their peers. They may fall behind on important skills. Over time, this can put them at a big disadvantage.
Deciding whether to use a modification.
It’s important to be aware of the consequences of using a modification.
Some states require a high school exit exam to graduate. A student who has had modified coursework won’t be in a good position to pass this exam. Another drawback is that in some states, kids who get modifications may not be eligible for a high school diploma . This can limit their career or future education options.
At the same time, some kids may need modifications in specific academic areas. For example, kids with dyslexia can have trouble with spelling. An IEP team may decide that spending a lot of time learning spelling isn’t a good use of the student’s time. The team may create a modification that allows the student to learn fewer spelling words and use spellcheck instead .
Kids who are far behind and can’t yet work at grade level may also need modifications. For example, if a child is reading several grades below grade level, the child’s IEP may include modifications for reading. But the IEP should still have goals to help the child catch up and make progress toward the grade-level standard.
Find out how to tell if IEP goals are SMART .
Because of the downsides, it’s best to try other things before using a modification.
Many kids just need to be taught in a different way. A better teaching strategy may help a child learn and keep up with peers.
Another way to help is to change how the child learns or accesses the curriculum. This is called an accommodation . The term sounds like a modification, but it’s different. An accommodation doesn’t change what a child is taught or expected to do in school.
Here’s an example. A third-grade class is expected to read a chapter book. But a student with dyslexia in the class is struggling to read the book at the same pace as the rest of the class. An accommodation may be to have the child use audiobooks or text-to-speech to read the book aloud. The student can keep up with the rest of the class, and read and learn about the whole book.
On the other hand, a modification might be to only read part of the book. Or to read a simpler book.
See a chart that compares modifications and accommodations . And learn what to do if a child with an IEP isn’t making enough progress .
Subscribe to the brown center on education policy newsletter, thurston domina , thurston domina professor, department of education - university of north carolina-chapel hill deven carlson , deven carlson associate professor of political science - university of oklahoma, associate director for education - the national institute of risk and resilience james carter iii , james carter iii ph.d. student, school of education - university of north carolina-chapel hill, research analyst - wake county public school system matthew lenard , matthew lenard ph.d. candidate - harvard graduate school of education andrew mceachin , and andrew mceachin director, collaborative for student growth - nwea, co-editor - educational researcher rachel m. perera rachel m. perera fellow - governance studies , brown center on education policy.
September 1, 2021
School desegregation works. A growing body of evidence demonstrates that federal efforts to enforce Brown v. Board of Education and dismantle separate and unequal systems of public education improved Black children’s life trajectories —driving gains in educational achievement and attainment , increasing employment , and reducing arrests and crime victimization . This body of research finds little evidence of offsetting effects for white children.
Nonetheless, school desegregation efforts have consistently faced intense political resistance. Images of this resistance are seared in the nation’s memory: crowds of angry white protestors spitting and jeering at the Little Rock Nine as they integrated Central High School; U.S. marshals escorting nine-year-old Ruby Bridges into her New Orleans elementary school; battles between desegregation advocates and their opponents in the streets of 1970s Boston.
We might like to think that opposition to desegregation efforts is a relic of the past. This backlash, however, continues to the present day, as illustrated by recent dispatches from San Francisco , New York City , Maryland’s Montgomery County , and North Carolina’s Charlotte-Mecklenburg County . Opponents frequently argue that school reassignments for diversity purposes—often referred to as “mandatory busing”—exact academic, social, and emotional costs from reassigned students.
As districts around the U.S. grapple with high levels of racial and socioeconomic segregation, and the Biden administration prepares to make a $100 million bet on a new generation of school desegregation efforts , we wanted to know whether historical and contemporary concerns were justified.
To find out, we took a close look at North Carolina’s Wake County Public School System (WCPSS) and the socioeconomic school desegregation plan the district implemented between 2000 and 2010.
WCPSS set a goal that no school’s enrollment would exceed 40% socioeconomically disadvantaged students or 25% below grade-level students. It sought to accomplish this with a “controlled choice” approach that gave parents opportunities to choose their children’s schools but allowed the district to manage the assignment process in ways that served its desegregation goals. It divided the district into geographic nodes containing roughly 150 students each and assigned each node to a “base” elementary, middle, and high school. While families had a menu of school choices, their node’s “base” school was their default school of attendance. To maintain socioeconomic and achievement balance, WCPSS annually reassigned several nodes—and the students residing in them—to different base schools, generally reassigning relatively high-poverty residential nodes to lower-poverty base schools and vice versa.
More than 20% of students enrolled in WCPSS experienced one or more reassignments under the policy during the decade in which it was in place. In Figure 1, we map WCPSS’s residential nodes, shading reassigned nodes according to their concentration of students of color. As the map illustrates, reassignments affected students across the district, including Black, white, and Hispanic students.
Our analyses , which have just been published in the Journal of Policy Analysis and Management , yield three main conclusions.
First, although WCPSS’s policy allowed families to opt out of their newly reassigned schools, most reassigned students attended their reassigned schools. This finding is important because it suggests that districts can create more diverse and inclusive school assignment boundaries even with policies that allow a considerable degree of school choice.
Second, despite widespread concerns about the potential harms of “busing” to achieve diversity goals, we find no evidence of negative consequences of reassignment for reassigned students. Indeed, as the findings reported in Figure 2 illustrate, our analyses indicate that reassignment had modest positive effects on reassigned students’ math achievement, in the range of 0.02-0.04 standard deviations.
We further find that reassigned students’ rates of suspension drop by about 1 percentage point in the year of reassignment and the subsequent year, a decline of 20% off the base suspension rate. These findings indicate that, in this case at least, concerns about the academic and social costs of school reassignment are unfounded. Carefully designed and implemented school assignment policies like the one WCPSS implemented in the early 2000s can improve school diversity without imposing academic or disciplinary costs on reassigned students. Additional analyses indicate that the benefits associated with reassignment were relatively widespread and we found no evidence to suggest that academic outcomes declined white students or students initially enrolled in low-poverty schools after reassignment.
Third, we find that students who do and do not attend their base school have similar outcome trajectories post-reassignment. We are reluctant to draw firm causal conclusions based on this finding. Nonetheless, it suggests that students benefit from reassignment whether they attend their new base schools or transfer to a choice school.
As trends toward socioeconomic segregation across public schools intensify across the U.S., and the COVID-19 pandemic sheds light on deep and persistent inequalities in our public schools, we believe now is the time for educational policymakers to undertake brave and ambitious new approaches to school desegregation. WCPSS’s 2000-2010 socioeconomic reassignment policy should be a touchstone in this policy conversation. This policy–which has attracted considerable academic attention over the years–was neither perfect nor uncontroversial. In fact, voter backlash to the policy led to the election of an anti-desegregation slate of school board candidates in 2010.
Today, as the district confronts rising levels of racial and socioeconomic school segregation, it is contemplating new approaches to use school assignments to boost diversity. We believe the story of Wake County’s socioeconomic reassignments should embolden equity-oriented policymakers in Wake County and across America. By building on the WCPSS model, policymakers can realize the profound benefits of educational diversity, even in an era when courts subject racially sensitive desegregation efforts to sharp scrutiny and school-choice plans provide new opportunities for students to avoid socioeconomically diverse schools. And—contrary to widespread worries about the costs of desegregation—our analysis suggests that educational policymakers can realize these benefits while simultaneously enriching the educational experiences of reassigned students.
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IMAGES
VIDEO
COMMENTS
a school task performed by a student to satisfy the teacher
ASSIGNMENT definition: 1. a piece of work given to someone, typically as part of their studies or job: 2. a job that…. Learn more.
Whether you're an international spy with a new mission or a high school student with math homework — when you get an assignment, you'd better do it! An assignment is a task that someone in authority has asked you to do.
Assignment meaning is the tasks given to students by their teachers and tutors to complete in a defined time. They can also be referred to as the work given to someone as a part of learning. Assignments can be in the form of written, practical, art or fieldwork, or even online. Their purpose is to ensure that students understand the subject ...
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 meaning of ASSIGNMENT is the act of assigning something. How to use assignment in a sentence. Synonym Discussion of Assignment.
Noun. 1. school assignment - a school task performed by a student to satisfy the teacher. schoolwork. classroom project - a school task requiring considerable effort. classwork - the part of a student's work that is done in the classroom. homework, prep, preparation - preparatory school work done outside school (especially at home)
7 meanings: 1. something that has been assigned, such as a mission or task 2. a position or post to which a person is assigned.... Click for more definitions.
1 [countable, uncountable] a task or piece of work that someone is given to do, usually as part of their job or studies You will need to complete three written assignments per semester. She is in Greece on an assignment for one of the Sunday newspapers. one of our reporters on assignment in China I had given myself a tough assignment. a business/special assignment
Types of Assignment. Essays: Essays are a common form of academic assignment, requiring students to articulate their ideas, arguments, and insights on a specific topic. Essays can range from persuasive, descriptive, narrative, or expository, and often follow a structured format with an introduction, body paragraphs, and a conclusion.
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.
Transparent Assignment Design: An inclusive teaching practice first proposed by Mary-Ann Winkelmes and her instructional development and research team at UNLV, transparent assignments help students understand the purpose of the assessment, clearly describe the task and how it should be accomplished, and plainly define criteria for success ...
ASSIGNMENT meaning: 1. a piece of work given to someone, typically as part of their studies or job: 2. a job that…. Learn more.
Types of Assignments Cristy Bartlett and Kate Derrington. Figure 20.1 By recognising different types of assignments and understanding the purpose of the task, you can direct your writing skills effectively to meet task requirements. Image by Armin Rimoldi used under CC0 licence. Introduction. As discussed in the previous chapter, assignments are a common method of assessment at university.
Digging into classroom assignments is revealing. It tells a story about curricula, instruction, achievement, and education equity. In the process, it uncovers what teachers believe about their students, what they know and understand about their standards and curricula, and what they are willing to do to advance student learning and achievement.
Synonyms for ASSIGNMENT: task, job, duty, project, mission, chore, responsibility, function; Antonyms of ASSIGNMENT: dismissal, discharge, firing, expulsion ...
Further, assignments are valuable educational tools that raise students' consciousness as believed by teachers, parents, and authorities. It functions, in a sense, as a bridge between schools ...
An academic modification is a change to what a student is taught or expected to do in school. An example of a modification is less homework or easier assignments. Before using a modification, it's often better to try changing howa child learns, or try using a different teaching strategy. School can be a challenge for kids with IEPsand 504 plans.
Infographic indicating what qualities a renewable assignment should have. Renewable assignments are any activity that can be adapted and reused and can be worked on others outside a rigid course or academic term. [3] A traditional or disposable assignment is an activity that a student submits and is subsequently graded and discarded. [2] These types of assignments are typically only seen by ...
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 ...
Second, despite widespread concerns about the potential harms of "busing" to achieve diversity goals, we find no evidence of negative consequences of reassignment for reassigned students ...