Assignments
Imke Buß; Jutta Rump; Janina Kaiser; Melanie Schiedhelm; Petra Schorat-Waly
a) Description
In contrast to seminar papers or term papers, assignments are several written papers on cases, tasks or questions, usually up to five pages long, that accompany the course. No more than four assignments in total should form the module examination. The processing times for assignments are determined by the examiner - as with seminars and term papers (APO § 15 para. 7). When determining the scope, attention should be paid to the desired depth of analysis. Depending on the question, one long and, for example, two shorter assignments can be chosen.
What is it good for?
The assignment is a summative examination and is therefore carried out during the course. This has the advantage that students regularly carry out activities during the semester that serve to achieve the learning objectives. They can gradually build up their skills and receive feedback on their skills acquisition during the semester by correcting and returning the assignments.
Procedure as part of a face-to-face course
At the beginning, the time periods for the up to four assignments are announced so that students can create long-term free time during these periods. The students should also be informed about the distribution of points (how much the respective assignments are "worth") and the basis for assessment. The task of the assignment is then presented and briefly discussed during the course. After assignments have been corrected, individual feedback should be given (e.g. in writing using the assessment scheme). Generally recognizable strengths and weaknesses from the assignments can be discussed in the classroom. Problems or requirements of the lecturer can thus be reflected back at an early stage; the students know "where they stand".
Group size
The assignment is roughly the size of a term paper, making it particularly suitable for small to medium-sized courses.
Time required
The time required is spread over the semester and is similar to that required for correcting term papers. Time and effort is required due to the multiple reviews of the results.
Room facilities
No special requirements
Material
Teachers should make the requirements for the assignments available to students in writing:
- Overview of time periods, assessment and topics,
- assessment criteria and requirements (e.g. how scientific it should be).
b) How do & assignments promote the following dimensions of diversity?
Prior professional experience & Prior knowledge
Whether students can contribute prior experience, e.g. from their profession, depends on the question. Different prior knowledge is not generally taken into account, but students can catch up on or deepen their knowledge due to the longer processing time of several weeks . As they receive repeated feedback on usually two to four assignments per module, they can also determine their level of knowledge/competence through the assessment of the lecturer and develop it further in a focused manner.
Core competence independent work & Learning
The need to work and learn independently varies depending on the type of assignment. The task can vary, for example, from the application of taught content to an analysis that requires further research. Students must determine their learning needs and manage the learning and writing process. As assignments provide for intermediate feedback from teachers, students can compare their own evaluation of their working and learning process with the feedback from their education.
Study motivation
Study motivation is supported in its intrinsic and extrinsic forms.
Students who are more extrinsically motivated receive recognition through repeated examinations and feedback during their studies. If the tasks are interesting, challenging and can be individually designed in terms of content, this can promote interest in the subject and is beneficial for students with intrinsic motivation.
Academic & Social integration
The use of this method places little demand on and promotes social integration. Peer assessment as a method for evaluating learning success or group tasks can promote integration if they form learning groups that are helpful for the students. Academic integration, which involves the development of students' academic performance through interaction between teachers and students, is well supported by assignments with corresponding teacher feedback.
Time and location restrictions
There are no location restrictions. There are time restrictions. However, a good distribution of examinations over the semester has a positive effect on the preparation and organization of the learning process . For students with time constraints, it is difficult to meet deadlines if unforeseen situations arise (e.g. prolonged illness of a child).
Literature
Rufer, L. (n.d.): Lernaufgaben (Assignments) gestalten. Didactic tips from the University of Bern. Available online at http://hdid.ch/didaktipps.php?fid=250, last checked on 26.02.2016.
Citation
Buß, Imke; Rump, Jutta; Kaiser, Janina; Schiedhelm, Melanie; Schorat-Waly, Petra (2017): Assignments. In: Rump, Jutta; Buß, Imke; Kaiser, Janina; Schiedhelm, Melanie; Schorat-Waly, Petra: Toolbox for good education in a diverse student body. Working Papers of the Ludwigshafen University of Business and Society, No. 6. www. hwg-lu.de/arbeitspapiere
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