Assignment Directions

Alignment

Quality Matters

• 3.1 C The types of assessments in the course measure the stated learning objectives or competencies, are consistent with learning activities and resources, and their relationship with learning objectives or competencies is clearly stated.
• 3.2 C Specific and descriptive criteria are provided for the evaluation of learners’ work and assist the instructor in determining the level of achievement of learning objectives and competencies.
• 4.6 C The course content strives to reflect a culturally diverse perspective that is free from bias.
• 4.3 C The course content is appropriate to the reading level of the intended learners.
• 8.2 C The course design facilitates readability.

1. Include a short narrative of the correlation between the learning activities, lesson objectives, and the assignment. (3.1C)
2. Use verbs matching the learning objectives to describe the tasks for students. (3.1C)
3. Structure the directions in a consumable way in a moderate length. (8.2C)
4. Write concise but complete directions free from bias and errors for the target audience in mind. (3.2C, 4.3C & 8.2C)

Requirement 1

Include a short narrative of the correlation between the learning activities, lesson objectives, and the assignment.

1. Review the targeted learning objective(s) for the assignment and the lesson activity. Write a one-sentence-long narrative telling what the students are asked to do as an overview: what skills or learning will they use or apply from the lesson? (3.1 C)
   1. Example:
      
      For this assignment, you will apply your understanding of the First Amendment concerning the Freedom of Religion to compare Supreme Court cases.
      
      (Obj. Explain the extent to which the Supreme Court’s interpretation of the First Amendment reflects a commitment to individual liberty concerning the Freedom of Religion.)
2. Review the direction with the entire assignment. If this part of the direction does not match the rest of the assignment or if it does not make sense, the assignment misaligns with the lesson. Students won’t be able to do the assignment because the lesson does not support them. Ask the SME to re-align the assignment. 

Requirement 2

Use verbs matching the learning objectives to describe the tasks for students to complete the assignment. 

1. Review the targeted learning objective. Use the exact task verb for the actual task to complete. 
   1. Example: 
      
      Explain how the facts of Employment Division v. Smith and Wisconsin v. Yoder led the courts to make different decisions regarding individual liberty.
      
      (Obj. Explain the extent to which the Supreme Court’s interpretation of the First Amendment reflects a commitment to individual liberty concerning the Freedom of Religion.)

Requirement 3

Structure the directions in a consumable way in a moderate length. 

1. Follow the template and keep the directions on the LMS side simple and concise. See the template section. 
2. Organize the long directions by breaking them into sections and using bullet points. 
3. If the direction is lengthy and students must scroll down long to find the assignment submission field, consider creating a separate document containing the entire assignment direction. Make sure to direct the students to the document. For example, “Follow the instructions in the attached “XXXX” document to complete the assignment.”

Requirement 4

Write concise but complete directions free from bias and errors for the target audience in mind.

1. Write them at the student’s reading level and free from bias in the same manner as writing the lesson script. Run through Grammarly to proof the script.
2. Create clear directions on the tasks to complete for both the students and instructors to understand: the students need to know what they are expected to do to complete the tasks without asking the instructors. For example, 
   1. If a task asks students to write a short response, direct them on how much is appropriate: for example, within 1-2 sentences or no more than one paragraph. 
   2. If applicable, include an example to show how the finished piece might look. 
3. Discussion post directions must include the required frequency of original (initial) posting and replies to peer’s posting. Include clear criteria for the original and reply postings in the narrative. See the example below. 

LMS Templates

Assignment Template

Discussion Template

• Style Guide: SLS Audience
• Style Guide: Assignment Settings
• Style Guide: Quiz Settings
• Style Guide: Objectives
• Style Guide: Rubrics
• Style Guide: Discussions