Transparent Assignments
Instructor Name: Jessica Bonjour
Department/School/College: Chemistry Department, College of Letters & Sciences
Strategy Overview
Transparent assignments provide a template for instructors to use to provide their students with clear reasons for doing assignments; clear steps for completing the assignments; and clear criteria for assessment of their work. The process of creating transparent assignments also requires the instructor to think more deeply about each of these components leading to more meaningful assignments.
This concept is used in several courses, and several formats detailed below:
- - CHEM 100 - Everyday Chemistry
- Undergraduate, blended course
- Face-to-face (15 week semester), Online (6 week summer)
- Student enrollment was 96 for face-to-face and 24 for online
- - CHEM 112 - Chemistry for Occupational and Environmental Applications
- Undergraduate, face-to-face course
- 16 week semester and 6 week summer
- Student enrollment was 35-45 for face-to-face and 5-10 for summer
- - CHE 346 & 363 - Organic Chemistry 1 & 2 (Rock Campus Course)
- Undergraduate, online course
- 16 week semester
- Student enrollment was 10-25
Transparent assignments provide advantages for both students and instructors. The process of creating transparent assignments requires instructors to thoroughly consider the true purpose of an assignment, the steps a student must take to complete the assignment (and how much detail to provide), and how the assignment will be assessed. While these are concepts we would hope we are thinking about when creating an assignment, we can surprise ourselves when we have to put all of this into words for the student. Once these items have been placed onto paper for the student, they are now made aware of why they are doing the assignment, what they need to do, and how to be successful.
An additional benefit to this strategy is a reduction in the number of student questions you get as an instructor. If an assignment truly is made transparent, the student should have all the information they need. Again, we usually think that is the case for the assignments we already write, but this process and format is a way to reinforce that it is the case.
Having a consistent format to assignments in a course also helps students navigate through the semester. I have found this to be especially true in online courses. I use this format not only for assignments, but for the introduction page of each weekly module, quizzes or exams in Canvas, and anywhere students would benefit from knowing the purpose, tasks, and criteria for success.
The concept of Transparent Assignments (and the format used here) was developed by Mary-Ann Winkelmes. She has done significant research behind this work. Their Transparency in Learning and Teaching (TILT Higher Ed) program has webpages full of examples, templates, research, videos, etc available :
https://tilthighered.com/tiltexamplesandresources
https://tilthighered.com/transparency
The basic concept of Transparent Assignments is to have the following sections laid out for each assignment: Purpose, Tasks, and Criteria for Success.
Purpose - List the learning objectives the assignment will cover. Be sure these are in a student-friendly language and written in a way they will recognize how the assignment will benefit their learning. It is also helpful to focus on both the skills and knowledge that students will use in their future courses and careers.
Tasks - Clearly state what is expected of the students. If this is for an introductory level course, you will likely need to give a more detailed list of steps. If this is for an upper level course, students might need less information and/or you might expect students to come up with their own action plans. However, be sure they have the skills and knowledge to do so.
Criteria for Success - Let the students know how they will be assessed. This might include a rubric if you plan to use one. It might include an example from a previous semester. It should always include the due dates and the point value towards their grade.
I asked students this semester specifically for feedback on how their assignments (and modules for online courses) are set up. Here is some of what they sent back:
From CHE 363:
“I do feel that this does make things very clear to understand and gives students a true reason to complete the assignment and do well. It shows that you as the instructor put thought into the assignment and chosen questions in order for students to succeed moving forward. I would assume it also eliminates questions regarding the homework when the criteria is clearly laid out ahead of time.”
“I know if I have a question as to where something is or why I'm doing it I can find it in the assignment and objectives, so that's helpful.”
I learned about this strategy at a conference several years ago. I found the process of thinking through assignments to present them in a transparent way really made me think about my assignments, and my courses as a whole. I have had nothing but positive feedback from students. While I’m sure some don’t really notice, those that do appreciate the clarity. I do see a reduction in the number of questions I receive from students, especially on the basic questions that we get frustrated with because we are “sure” they are in the assignment.
When trying this for the first time, I encourage you to work with a peer. Have an instructor (best if someone outside your content area) read through one of your assignments acting as a student. Have them tell you what it is they think they need to do to complete the assignment and why they are completing the assignment. Many times you will be surprised that even another instructor might not fully understand the meaning of and the steps to completing your assignment. Approach your assignments with a fresh mind and viewpoint.