assignment based masters

10 Types of Assignments in Online Degree Programs

Students may respond to recorded video lectures, participate in discussion boards and write traditional research papers.

(Getty Images) |

Learn What to Expect

Experts say online degree programs are just as rigorous as those offered on campus. Prospective online students should expect various types of coursework suited for a virtual environment, such as discussion boards or wikis, or more traditional research papers and group projects .

Here are 10 types of assignments you may encounter in online courses.

Read or Watch, Then Respond

An instructor provides a recorded lecture, article or book chapter and requires students to answer questions. Students generally complete the assignment at their own pace, so long as they meet the ultimate deadline, Bradley Fuster, associate vice president of institutional effectiveness at SUNY Buffalo State , wrote in a recent U.S. News blog post .

(Jessica Peterson | Getty Images)

Discussion Boards

The discussion forum is a major part of many online classes, experts say, and often supplements weekly coursework. Generally, the professor poses a question, and students respond to the prompt as well as each other. Sometimes, students must submit their own post before seeing classmates' answers.

"Good response posts are response posts that do not only agree or disagree," Noam Ebner, who then led the online graduate program in negotiation and conflict resolution at Creighton University 's law school, told U.S. News in 2015. "When you read another student's post, you have the ability to expand the conversation."

(Ariel Skelley | Getty Images)

Group Projects

Just because online students may live around the world doesn't mean they won't complete group work. Students may use Google Docs to edit assignments, email to brainstorm ideas and software such as Zoom to videoconference. Katy Katz, who earned an online MBA in 2013 at Benedictine University in Illinois, used both Skype and a chat feature in her online classroom to communicate with classmates.

"That was a good way for our instructor to see that everyone was participating," she told U.S. News in 2015. "Any planning we did – if there were going to be changes to meeting times – we would communicate in that chat area."

(Dave and Les Jacobs | Getty Images)

Virtual Presentations

Students may also give either live or recorded presentations to their classmates. At Colorado State University—Global Campus , for example, students use various video technologies and microphones for oral presentations, or software such as Prezi for more visual assignments, says Karen Ferguson, the online school's vice provost.

Oftentimes, Ferguson says, "They're using the technology that they will use in their field."

(Westend61 | Getty Images)

Like on-campus courses, online courses may have exams , depending on the discipline. These may be proctored at a local testing center, or an actual human may monitor online students through their webcam. Companies such as ProctorU make this possible.

In other cases, students may take online exams while being monitored by a computer. Automated services including ProctorTrack can keep track of what's happening on an online student's screen in case there are behaviors that may indicate cheating.

(Dr T J Martin | Getty Images)

Research Papers

Formal research papers, wrote Buffalo State's Fuster, remain common in online courses, as this type of writing is important in many disciplines, especially at the graduate level .

While there are few differences between these assignments for online and on-ground courses, online students should ensure their program offers remote access to a university's library and its resources, which may include live chats with staff, experts say.

(golibo | Getty Images)

Case Studies and Real-World Scenarios

When it comes to case studies, a reading or video may provide detailed information about a specific situation related to the online course material, Fuster wrote. Students analyze the presented issues and develop solutions.

Real-world learning can also take other forms, says Brian Worden, manager of curriculum and course development for several schools at the for-profit Capella University . In online psychology degree programs, students may hold mock therapy sessions through videoconferencing. In the K-12 education online master's program , they create lesson plans and administer them to classmates.

(Tetra Images | Getty Images)

These are particularly useful in online courses where students reflect on personal experiences, internships or clinical requirements , Fuster wrote. Generally, these are a running dialogue of a student's thoughts or ideas about a topic. They may update their blogs throughout the course, and in some cases, their classmates can respond.

(vertmedia | Getty Images)

These allow students to comment on and edit a shared document to write task lists, answer research questions, discuss personal experiences or launch discussions with classmates. They are particularly beneficial when it comes to group work, Fuster wrote.

"A blog, a wiki, even building out portfolios – we see a lot of those in communications, marketing and some of our business programs ," says Ferguson, of CSU—Global. "You may not see as much of that in accounting," for example, where students focus more on specific financial principles.

(Nalinratana Phiyanalinmat | EyeEm

A journal assignment allows an online student to communicate with his or her professor directly. While topics are sometimes assigned, journals often enable students to express ideas, concerns, opinions or questions about course material, Fuster wrote.

(Yuri_Arcurs | Getty Images)

More About Online Education

Learn more about selecting an online degree program by checking out the U.S. News 2017 Best Online Programs rankings and exploring the Online Learning Lessons blog.

For more advice, follow U.S. News Education on Twitter and Facebook .

2024 Best Online Programs

Compare online degree programs using the new U.S. News rankings and data.

You May Also Like

20 lower-cost online private colleges.

Sarah Wood March 21, 2024

Basic Components of an Online Course

Cole Claybourn March 19, 2024

Attending an Online High School

Cole Claybourn Feb. 20, 2024

Online Programs With Diverse Faculty

Sarah Wood Feb. 16, 2024

Online Learning Trends to Know Now

Sarah Wood Feb. 8, 2024

Top Online MBAs With No GMAT, GRE

Cole Claybourn Feb. 8, 2024

Veterans Considering Online College

Anayat Durrani Feb. 8, 2024

Affordable Out-of-State Online Colleges

Sarah Wood Feb. 7, 2024

The Cost of an Online Bachelor's Degree

Emma Kerr and Cole Claybourn Feb. 7, 2024

How to Select an Online College

Cole Claybourn Feb. 7, 2024

15 Best Competency Based Degree Programs [2024 Guide]

We’ve ranked the 15 Best Competency Based Degree Programs for 2024. Compare schools offering competency based degrees online & on campus.

What if I told you that there was a way you could earn a degree faster than a traditional degree without the need to attend regular classes?

It might sound too good to be true, but with the increasing availability of competency based degree programs, this is the fastest way to get a bachelor’s degree for some students. Instead of spending hours in a classroom stressing about a semester after semester of attending lectures, you can now earn a degree on a schedule that fits your busy life.

Editorial Listing ShortCode:

List of Schools Offering Competency Based Degree Programs

Methodology: The following school list is in alphabetical order. To be included, a college or university must be regionally accredited and offer online competency based degree programs.

1. Anderson University

• Online Bachelor’s in Human Services
• Online Bachelor’s in Nursing (RN to BSN)

Anderson is accredited by the Southern Association of Colleges and Schools.

2. Capella University

• Online Bachelor’s in Accounting
• Online Bachelor’s in Business Administration
• Online Bachelor’s in Health Care Management
• Online Bachelor’s in Human Resource Management
• Online Bachelor’s in Project Management
• Online Master’s in Teaching and Learning
• Online MBA – Health Care Management
• Online MBA – Human Resource Management
• Online MBA – Project Management
• Online MBA – Self-Designed

Capella is accredited by the Higher Learning Commission.

3. Indiana Wesleyan University

• Online Master of Social Work – Advanced Specialist

Indiana Wesleyan University is accredited by The Higher Learning Commission.

4. Northern Arizona University

• Online Bachelor’s in Computer Information Technology
• Online Bachelor’s in Liberal Arts
• Online Bachelor’s in Management
• Online Bachelor’s in Small Business Administration
• Online Master’s in Computer Information Technology
• Online Master’s in Nursing

NAU is accredited by the Higher Learning Commission.

5. Purdue University – Global

• Online Bachelor’s in Cloud Computing and Solutions
• Online Bachelor’s in Information Technology
• Online Bachelor’s in Nursing (RN-to-BSN)

PG is accredited by the Higher Learning Commission.

6. Rasmussen College

• Online Bachelor’s in Early Childhood Education

Rasmussen College is accredited by the Higher Learning Commission.

7. Southern New Hampshire University

• Online Associate’s in General Studies – Business
• Online Associate’s in General Studies – Transforming the Customer Service
• Online Associate’s in Healthcare Management
• Online Bachelor’s in Communications – Business
• Online Bachelor’s in Communications – Healthcare
• Online Bachelor’s in Healthcare Management – Communications
• Online Bachelor’s in Healthcare Management – Global Healthcare Perspectives
• Online Bachelor’s in Management – Insurance Services
• Online Bachelor’s in Management – Logistics and Operations
• Online Bachelor’s in Management – Public Administration

SNHU is accredited by the New England Commission of Higher Education.

8. Texas A&M University – Commerce

• Online BAAS in Organizational Leadership

Texas A&M University- Commerce is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

9. Thomas Edison State University

• Online Master of Public Service Leadership

Thomas Edison State University is regionally accredited by the Middle States Commission on Higher Education.

10. University of Louisville

• Online Bachelor’s in Organizational Leadership and Learning – Healthcare Leadership

UL is accredited by the Southern Association of Colleges and Schools.

11. University of Massachusetts – Global

• Online Bachelor’s in Business Administration – General Business
• Online Bachelor’s in Business Administration – Information Systems Management
• Online Bachelor’s in Business Administration – Management & Organizational Leadership
• Online Bachelor’s in Business Administration – Marketing
• Online Bachelor’s in Business Administration – Supply Chain Management & Logistics
• Online Master’s in Organizational Leadership

The University of Massachusetts Global is accredited by the WSCUC Senior College and University Commission.

12. University of Wisconsin

• Online Associate’s in Arts and Science
• Online Bachelor’s in Biomedical Sciences Diagnostic Imaging
• Online Bachelor’s in Biomedical Sciences Health Sciences
• Online Bachelor’s in Information Science and Technology

UW is accredited by the Higher Learning Commission.

13. Walden University

• Online Bachelor’s in Early Childhood Studies
• Online Bachelor’s in Nursing (RN-BSN)
• Online Master’s in Early Childhood Studies
• Online Master’s in Healthcare Administration
• Online Bachelor’s in Nursing (RN to BS)
• Online Master’s in Strategic Communication

Walden is accredited by the Higher Learning Commission.

14. Western Governors University

• Online Bachelor’s in Elementary Education
• Online Bachelor’s in Health Information Management
• Online Bachelor’s in Mathematics Education
• Online Bachelor’s in Science Education
• Online Bachelor’s in Special Education
• Online Master’s in Elementary Education
• Online Master’s in English Education
• Online Master’s in Mathematics Education
• Online Master’s in Science Education

WGU is accredited by the Northwest Commission on Colleges and Universities.

15. Westminster College

Westminster is accredited by the Northwest Commission on Colleges and Universities.

Competency Based Degrees vs. Traditional Degrees

What does “competency based” even mean? The first thing you need to know about a competency based program is how it differs from a traditional degree. To put it simply, the difference lies in the way that you will earn your degree.

Traditional Degrees

• Semester-long courses
• Set a time for graduation
• Options for on-campus and online classes
• Standard general education credits
• Limited flexibility to work around your schedule
• Per-credit tuition fees
• Letter-based grading system

Competency Based Degrees

• Work at your own pace
• Classes scheduled on three- to six-month terms
• Courses based upon mastering skills and self-study
• Online classes
• Highest level of flexibility to suit your schedule
• Tuition paid per term—regardless of the number of credits earned
• Pass/fail grading system

As you can see, there are a lot of differences in the structure of how your courses are set up in a competency based degree vs. a traditional degree.

Instead of attending college classes every week and earning a letter grade for completion at the end of the semester, in a competency based program, you can work at your own pace and submit an assessment and/or portfolio when you feel you have mastered the course.

What Are the Benefits of a Competency Based Degree?

If you are a highly-motivated student who thrives on independent learning, this type of degree could be the ideal choice for you. There are several benefits to earning a degree through a competency based program, including:

• Ability to quickly move past classes you already have mastered
• Collaboration with a mentor to keep you on-track
• Complete flexibility with your class schedule
• Potential for lower tuition costs
• Faster degree completion

The flexibility of this type of program could be a great option if you are an adult student who is also trying to juggle the demands of career and family life along with earning a degree!

What Are the Drawbacks of a Competency Based Degree?

The up-side of a competency based degree sounds really appealing, but there are always going to be challenges regardless of the type of degree program you choose. Before committing to this type of degree, consider the following drawbacks:

• Time management and independent study skills are necessities
• Procrastinating on course completion can make your degree much less cost-efficient
• Transfer credits are not always accepted—for both in and out transfers
• Finding a reputable school takes some research

Overall, the biggest drawback to competency based learning is the potential of paying for an entire term without earning any credits if you procrastinate. If you choose not to complete your competencies in the term’s timeframe, you’ll still end up paying the tuition fee and have nothing to show for it.

How Are Competency Based Degrees Structured?

Competency based programs focus on developing an understanding of real-world skills that are essential for employment after graduating with your degree. Because of this, you will not take traditional “classes.” Instead, you will work towards mastery of the competencies through self-study and eventually pass an exam that allows you to complete the class.

The typical competency based degree is structured in a format similar to the following:

• You pay tuition for one term (typically three to six months) and complete as many competency units as possible during that timeframe.
• A minimum number of competency units are recommended per term in order to keep your degree program on track.
• Competency units are earned through the successful completion of a course exam , portfolio, or capstone project.
• Generally, grades in this type of program are on a pass/no pass basis.
• You will be guided through your program by a mentor that will help you stay on schedule for completing your degree.

Some schools also offer a slightly more structured form of competency degree, in which you will have assignments/deadlines sent to you each week to help keep you on pace.

How Will I Attend Classes?

Since competency based degrees are based upon self-paced study, you will not be attending a typical classroom setting to learn the skills in your classes. Instead, each aspect of your courses will be built around the development of practical and critical thinking skills that translate directly to your future field.

To accomplish such an independent pace for your degree, you will be taking your classes online—which is a huge plus for many working adult students!

Benefits of Online Classes

Taking an online class can give you the freedom to log-on to your coursework at a time that fits into your busy life, which is exactly why they are used with competency based degree programs.

Benefits that can come from taking classes online instead of sitting through in-person lectures include:

• Freedom to work on courses when it’s convenient for you
• Ability to spend more time on challenging subjects
• Access to extensive online resources and support
• Connection with faculty and other students through the online portal
• Potential for lower tuition and textbook costs

By giving you the freedom to attend classes online and work at a truly independent pace, a competency based degree is the ultimate in flexible higher education.

What Colleges Offer Competency Based Programs?

Now that you’ve learned a little about what a competency based program is, you’re probably wondering where you can find this type of degree!

While competency based education is a relatively new concept, more accredited schools have begun offering this type of program based upon the needs of their changing student body. There are several schools throughout the country that offer quality competency based degrees, but we’ll give you a few facts about two of the most popular:

Western Governors University (WGU)

WGU is a pioneer with competency based learning, and they offer a large variety of degree programs that can be earned through this format.

Here are a few quick facts about what makes WGU competency based degrees stand out from a traditional school:

• Degrees offered in Teaching, Business, IT, and Health
• Six-month term paid at a flat rate
• One-on-one guidance from a student mentor
• Regional and specialized accreditation
• Programs that meet requirements for licensure
• Bachelor’s and Master’s level degree programs

With its variety of degree options and proven professional track record, WGU is a great starting point for researching the possibility of earning your competency based degree.

Capella University

Capella is a unique competency based college because it offers you the option of choosing a self-directed degree ( FlexPath) or a more traditionally-guided degree experience ( GuidedPath). Regardless of the path you choose, the school offers the following:

• Professionally aligned curriculum
• Regional and professional accreditation
• Business, Health Care, IT, Nursing, and Psychology degree programs
• Certificate, Bachelor’s, and Master’s level degrees
• Doctoral degrees offered in GuidedPath
• FlexPath option allows flat-rate tuition based on a 12-week term
• GuidedPath option offers higher-level of structure and guidance

By offering a variety of methods and options for earning your competency based degree, Capella does a good job of catering to a diverse student body with a variety of needs.

Choosing a Competency Based School

Whether you choose WGU, Capella, or one of the other universities that are beginning to offer competency based degrees, you need to make sure that your new college lives up to your expectations! After all, the last thing you want is to spend money and time on a degree that won’t hold up in the professional workplace.

Take the following into consideration when you start researching different competency based programs:

• Is the school accredited? What type of accreditation do they have?
• What student support services are available?
• What are the school’s graduation and retention rates?
• Are you able to transfer credits in and out of the school?
• Are the fees economical for the course-load you will be able to complete?
• What about financial aid?

By doing your research beforehand, you can give yourself a head start in getting into a program that meets your needs and your budget.

How Long Does It Take to Earn a Competency Based Degree?

This is the million-dollar question in a lot of ways, especially since students looking into this type of program are typically trying to earn their degree as quickly as possible! However, there is no black-and-white answer to this question. Many factors play into how fast you reach graduation, including:

• Ability to transfer in credits from the previous schooling
• Knowledge of skills demonstrated through credits for prior learning
• Restrictions on the number of competency courses that can be taken at a time
• Number of units you are able to complete each term

To get a better idea of how fast you are likely to finish your degree, reach out to your target school during the research process. They should be able to provide you with average degree completion timeframes and statistics that will give you a clearer picture of what to expect.

Can a Competency Based Degree Save Me Money?

When it comes down to it, the answer is yes… but how much money you save is ultimately up to you! As discussed earlier, competency based degrees are often great for those who can quickly complete units and get through a number of self paced college courses each term.

On the flip-side, if you only complete a couple of units each term, the flat-rate cost will quickly wind up being much more expensive than the few credits you earned.

In short, the best way to save money on a competency based degree is to go above and beyond in completing as many units as possible for each term.

Financial Aid for Competency Based Degrees

So, what do you do when you know you can complete the course units quickly, but you’re still stressing about paying the term fee to get started?

Luckily, many of these schools accept financial aid to help students in need still earn their degrees! Financial aid can come in a number of ways that can be used to help lower the cost of your degree program, including:

• Student loans
• Federal and state grants
• Scholarships
• Employer tuition programs
• Military discounts

The first step towards seeing what type of aid you are eligible for is filling out the Free Application for Federal Student Aid (FAFSA) as early as possible every year.

This federal form will help give you a clear idea of which grants you are eligible for and information you need if student loans are the best option for you. From there, check with your individual school to see what type of aid they offer to their students.

What Is a Competency Based Degree?

A competency based degree describes the style of learning. You work at your own pace and submit your coursework at the end when you’re ready to prove your competency for mastering the material. Your diploma will not show that you earned a competency based degree. It will say the same as everyone else’s degree in that course of study.

How Does Competency Based Education Work?

In a competency based program, you work at your own pace and pay by period rather than class. You can complete as many classes as you can in that timeframe for one price. When you’ve mastered the material, you turn in your portfolio of completed work.

Is a Degree from Capella Respected?

Yes, a degree from Capella is respected. They are regionally accredited, so any type of degree they offer is considered to be of high-quality.

Is WGU a Respected Degree?

Yes, a degree from WGU (Western Governors University) is respected. They maintain proper accreditation at the regional level and can therefore assure students of a high-quality education in every type of program.

Make the Most of Your Time with Competency Based Degree Programs

Now that you know all the basics of how a competency based degree program works, it’s time to take the first step toward your future. With its flexible structure, this type of degree can be the ideal way to make your education fit into your busy daily life.

Whether you want to earn a degree to get a promotion or you want to go back to school to finish a degree you started years ago, these programs, including competency based masters programs , could be your path to reaching your long-term goals.

• Columbia University in the City of New York
• Office of Teaching, Learning, and Innovation
• University Policies
• Columbia Online
• Academic Calendar
• Resources and Technology
• Instructional Technologies
• Teaching in All Modalities

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.”

This website uses cookies to identify users, improve the user experience and requires cookies to work. By continuing to use this website, you consent to Columbia University's use of cookies and similar technologies, in accordance with the Columbia University Website Cookie Notice .

LET US HELP

Welcome to Capella

Select your program and we'll help guide you through important information as you prepare for the application process.

FIND YOUR PROGRAM

Connect with us

A team of dedicated enrollment counselors is standing by, ready to answer your questions and help you get started.

• MS in Applied Behavior Analysis
• Organizational Behavior Management

Organizational Behavior Management Master of Science in Applied Behavior Analysis

Help identify and solve workplace issues with an MS in Applied Behavior Analysis, Organizational Behavior Management specialization. Learn to assess and predict changes in behavior so you can develop appropriate interventions in a professional setting. Plus, you’ll explore how to set up organizational systems to ensure efficiency and promote safety. Similar to the work in other ABA domains, Organizational Behavior Management (OBM) practitioners create data collection systems as well as use behavioral data to produce desired outcomes. 

Meet BACB eligibility

Study with confidence in a robust program that meets the educational requirements for eligibility to take the Board Certified Behavior Analyst (BCBA) exam.

BCBA exam prep

Prepare to enter the field with built-in exam preparation software that helps you assess the skills and knowledge you’ve gained in your program.

Hone critical skills

Develop applied behavior analysis skills to address socially significant issues in behavior and learning.

Use the code WINTER  to waive the $50 application fee.

At a glance

• 10 Core courses
• 2 Specialization courses
• 60 Total credits, no transfer (0 max transfer)

Reduce your tuition by $2,500*

*Enroll in a qualified program and apply for a Capella Progress Reward, a $2,500 scholarship to help fund your master’s degree. Eligibility rules and exclusions apply. Connect with us for details.

Courses and skills

Explore organizational behavior management courses.

• This degree requires a total of 60 program credits
• You’ll need to complete ten core courses and two specialization courses

View All Courses

*Course has prerequisite(s). See catalog for details.

What you'll learn

The Master of Science in Applied Behavior Analysis program, Organizational Behavior Management specialization, combines foundational knowledge of major competency areas in the behavior analytic field with specialized knowledge in organizational behavior management. 

The curriculum focuses on ethical and professional conduct; behavior analysis concepts, principles, research methods; and assessment and interventions in organizational behavior management. 

On successful completion of this program, you should be able to:

• Identify concepts and principles of behavior analysis used in organizational behavior management 
• Apply OBM assessment and intervention techniques to an issue in the workplace. 
• Evaluate research based assessment methods in the field of organizational behavior management 
• Evaluate research based intervention methods in the field of organizational behavior management
• Critically evaluate cultural humility and compassion in communication, assessment, and interventions in organizational behavior management

Review the Capella career exploration guide to learn more about this program and career paths to explore.

Tuition and learning format

A structured learning format with an active peer community and faculty guidance. We’ll set the schedule, you meet the deadlines.

Learn more about GuidedPath »

• Based on the quarter system; 1-3 courses per 10-week quarter
• 1 semester credit = 1.5 quarter credits
• Weekly assignments and courseroom discussions
• Pay for what you take, price varies by courseload or term

Est. Tuition: $30,600*

$510 per credit, 60 total quarter credits, 0 max transfer credits

*This is only an estimate, effective July 10, 2023, and is subject to change. Your price will vary depending on your specialization, transfer credits, and tuition discounts. Books, supplies, and other fees are not included in this estimate. GuidedPath prices show the tuition you would pay if you brought in an average number of transfer credits or the maximum allowed transfer credits. New or recently revised program estimates are based on comparable programs.

Capella is committed to transparency in its tuition and pricing. In addition to tuition, you will be responsible for additional costs, which may include an application fee, travel expenses, and practicum costs. A resource kit fee of $50-$200, charged quarterly or per billing session, covers the cost of required books, software, and other course materials. Click here to review program-specific fee amounts in our University Catalog .

Find out more about financing and payment options  to help you complete your program. Federal aid also is available to help manage the costs of higher education. Learn more about  financing your education .

Questions about cost?

Contact an enrollment counselor.

Scholarships and savings

Are there scholarships available for master's degrees.

Your education is an investment in your future. There are  more ways to save  than you might think.

$2.5K toward your master’s

Apply for a $2.5K Capella Progress Reward , a scholarship to help fund your master’s degree. Eligibility rules and exclusions apply. Connect with us for details.

Military discount

Capella offers a tuition discount to active-duty service members and their spouses, Guard and Reserve members, and veterans.

Accredited and recognized

Capella is accredited by the higher learning commission..

Accreditation and recognitions provide evidence that we meet standards for quality of faculty, curriculum, learner services, and fiscal stability. See all our  accreditations  and  recognitions .

Understanding professional licensure

It is important to understand all educational and individual requirements for licensing. Capella University cannot guarantee licensure, certification, or endorsement. State regulations vary regarding professional licensure. It is your responsibility to understand and comply with requirements for your state. Here are some resources to help you start your research:

Licensure details

Eligibility for BCBA Exam

Professionally aligned, abai verified.

The Association for Behavior Analysis International has verified this seven-course sequence as meeting the coursework requirements for eligibility to take the Board Certified Behavior Analyst exam.

See all BCBA exam pass-rate data.*

*Pass-rate data are not published for sequences with fewer than six first-time candidates in a single year or for sequences within their first four years of operation.

How to apply

Admission requirements

Applicants to the MS in Applied Behavior Analysis program must provide the following information for admission:

• A bachelor’s degree from an institution accredited by an agency recognized by the U.S. Department of Education, or from an internationally recognized institution
• Your official transcripts, with a minimum grade point average of 2.3 or higher on a 4.0 scale
• A valid, government-issued form of photo identification
• A $50 nonrefundable application fee, required at the time of application, to cover transcript requests, transcript evaluation, and other administrative costs

GRE and GMAT are not required for admission.

International student requirements

If you completed your most recent academic coursework, degree, or credential at an institution outside the United States, regardless of your citizenship or where you currently live, you are considered an international applicant.

In addition to the above admission requirements, you will need to submit these materials:

• Minimum score on acceptable test for proof of English proficiency
• Transcript evaluation

Learn more about  international student admissions .

Faculty and support

What support does capella offer online students.

Our programs are designed to meet the unique needs of a master’s student. We’ve structured the experience in manageable pieces to help you earn your degree with support from faculty, staff and online resources.

Our courses are taught by distinguished faculty members who hold top credentials and have hands-on expertise in their fields.

Enrollment counselors

These experts will set you up for success. They’ll help you find the right degree program and answer all your questions about Capella.

Academic advisors

Through quarterly appointments and as-needed coaching sessions, these specialists introduce you to Capella and help tailor your program to your personal goals and experiences.

Learn more about support from Capella

Articles and resources

Expand your perspective on academic and career topics with articles and resources from Capella University.

How Does Clinical Psychology Differ from Non-Clinical Psychology?

Learn how licensure, education methods, and workplaces differ in clinical vs. non-clinical psychology.

Financing Guide

We can help you understand education financing, review your options, and explore ways to save on your degree.

Helping Professions Guide

Explore paths and programs that leverage your unique interests to help build a better world.

Career exploration

What can you do with an ms in aba organizational behavior management degree.

An MS in Applied Behavior Analysis, Organizational Behavior Management specialization can help you reach your professional and personal goals. While Capella cannot guarantee that a graduate will secure any specific career outcome, such as a job title, promotion, or salary increase, we encourage you to explore potential jobs and employment settings. Here are some ideas and examples for a graduate with an MS in Applied Behavior Analysis, Organizational Behavior Management specialization.

Job titles to explore*

• Behavior intervention specialist
• Behavior specialist
• Board certified behavior analyst
• Center director
• Program coordinator
• Program director
• Program evaluation manager

Employment settings to explore

• Child and youth services
• Elementary and secondary schools
• Executive offices
• Other residential care facilities
• Professional and management development training

*These are examples intended to serve as a general guide. Some positions may prefer or even require previous experience, licensure, certifications, and/or other designations along with a degree. Because many factors determine what position an individual may attain, Capella cannot guarantee that a graduate will secure any specific job title, a promotion, salary increase, or other career outcome. We encourage you to research requirements for your job target and career goals.

Take the first step toward earning your degree and achieving your goals. {page-tel}

Are you sure you want to cancel?

To earn credit for the MITx MicroMasters® credential in Data, Economics, and Design of Policy, learners must pass a proctored exam for five online courses.

From Fall term 2022 (with courses starting on September 6, 2022), each proctored exam is now offered as part of the course it belongs to. This means that to pass a course, you will need to also pass its corresponding exam. You are only eligible to take an exam for the course in which you upgraded to the paid track. Learners who have paid for a stand-alone exam (available previously) will soon receive an email with more information on how to redeem your exam coupon. If you have already taken and passed an audit version of the course, your grade will be assessed and appropriately applied to the new version of the course the includes the proctored exam.

Preparing for your Exam

To prepare for the exam, you should go through all course lectures and assignments, especially the ones you struggled with during the term. The proctored exam covers all the units in the course and there isn't an emphasis on any particular subject. Your best point of reference for the proctored exams are the homework assignments and online finals.

As a paid MicroMasters learner, you can reach out directly to the course team through your MicroMasters dashboard regarding material you found challenging or confusing. We also recommend searching the DEDP forum , where many learners have posted about studying for the proctored exam! You can log in using your MITx Online account information.

Finally, you can check to see if your system meets the hardware requirements for Proctortrack here .

Proctored Exams on MITx Online

If you have paid for a course in the term you are looking to take the exam, the onboarding exam and proctored exam will be at the bottom of your course on MITx Online as the final assignments in the course.

ID Verification

Unlike in previous terms, learners will not be required to go through an ID verification process prior to taking the exam. However, learners will still need an ID that matches their name on MITx Online for the onboarding exam.

Onboarding Exam

The onboarding exam must be completed at least five days prior to the proctored exam to ensure sufficient time for review. You only need to complete the onboarding exam once and do not need to complete an onboarding exam for each proctored exam you plan to take. All learners will need to complete onboarding, regardless of your previous onboarding status. You can view your onboarding exam status on the exam home page on MITx Online.

The onboarding exam is designed to help you ensure that your system is compatible with the online proctoring system and is a requirement for taking the proctored exam. It does not count as part of your proctored exam grade.

During the onboarding exam, you will be required to do a face and photo ID scan. The photo ID must be a valid (unexpired) government issued ID that includes your name, photograph, and signature. The first and last name that you use on MITx Online must match exactly the first and last name on the ID that you present. Please make sure that your ID is clear and legible. ProctorTrack must be able to clearly read the name on your ID in order for your onboarding exam to pass.

Please ensure you have sufficient time to complete the exam from start to finish, including time for the software to download. It should take no more than 30 minutes total.

If you made an error during your onboarding exam, you will have the option to reset your exam immediately after you submit your onboarding exam.

Proctored Exam Policies and Procedure

You may start your exam any time during the testing period. Before starting your exam you must first conduct a face and room scan . You will not be asked to scan your photo ID again.

Once the exam begins, you will have 75 minutes to complete the exam. However, your exam must be completed by the end of the testing period. This means if you start your exam within 75 minutes of the end of the testing period, you will not have the full 75 minutes to complete your exam.

During the exam period, you will not be allowed to take breaks or to leave the room--so please plan accordingly.

During the exam you will NOT be allowed to:

• Use a physical calculator. There will be an on-screen calculator available for your use.
• Refer to notes, textbooks, or any other resources.
• Use headphones/earphones.
• Take breaks.
• Use any other applications (R, Stata, MS Word, MS Excel, etc.) during the exam.
• Visit any websites.
• Speak to other people.
• Be in the same room as other people.

You will be allowed two pieces of scratch paper. All pieces of scratch paper must be blank (i.e. not contain any writing), but can be lined, gridded, etc. Prior to the start of the exam, you must show both sides of the scratch paper to the screen to verify that the papers are blank.

You will be allowed unlabeled food and drink during the exam.

If you have any questions related to the policies, please feel free to reach out to MicroMasters Support at [email protected] or the course teams.

Additional Information

If you start your exam in the last 24 hours of the proctored exam period and encounter technical difficulties, we WILL NOT be able to assist you before the end of the exam period. Thus, we strongly urge you to take your exam as early in the exam period as you can so we can better assist you if you encounter technical difficulties.

If you miss the proctored exam deadline, we will not extend it. You will be unable to take the proctored exam until the end of the next term in which the course is offered.

The graded results of your online proctored exams will be released within one month of the last day of the testing session. This gives the DEDP team enough time to review exams and grade appropriately. In order to pass the proctored exam, you must score at least 50% or more on the exam.

Starting May 2023, if a learner receives technical assistance on a proctored exam and does not resume their exam within one hour of receiving this technical assistance, their exam will automatically be flagged for review. Flagged exams will be reviewed carefully for infractions. If no infractions are found, then your exam will be unflagged.

Learners in China

Learners in mainland China have reported issues accessing Proctortrack. Should this occur, you can find instructions here that can help.

Frequently Asked Questions

What grade do i need to pass the proctored exam.

There is no grade requirement for passing the proctored exam. You simply need to earn at least a 50% in the course.

Do I need to register for a time slot for the proctored exam?

No, you do not need to specify a time slot when you register for the exam. You can take the exam at any time during the testing period but you must complete the exam by the end of the testing period. If you start your exam within 75 minutes of the end of the testing period, you will only have until the end of the testing period to complete your exam, instead of the full 75 minutes.

What kind of questions can I expect on the exam?

The exam will consist of multiple choice and fill in the blank questions. Should you have more specific questions about whether certain topics will be on the exam, we recommend you reach out to the Course Team via your MicroMasters dashboard and they will be happy to assist!

Can I take more than one exam per day?

Yes. You may schedule the exams at your own convenience and there are no constraints on exam availability.

How can I cancel my exam?

Unfortunately, we are not able to cancel exams if you have paid for the exam. We strongly urge learners to only pay if they are certain they will take the proctored exam during the testing period.

I received an email from Proctortrack saying I passed the proctored exam. What does this mean?

If you received this email, it means that your proctored exam was free of violations. It does not necessarily mean you have passed the exam and earned the certificate.

How do I request disability accommodations?

MIT is committed to providing access to qualified students who have disabilities. If you need an accommodation to take the exam, please contact us at least one month prior to registration at [email protected] .

How are disability accommodation requests reviewed?

Per the Americans with Disabilities Act, accommodation requests are reviewed on an individual basis to determine necessity and reasonableness in order to provide equitable access. Accommodations are not a guarantee of performance or exam completion.

How and when will I find out how I did on the exam?

Your proctored exam grade will be displayed on MITx Online. The grade will be uploaded within one month of the last testing day (but this usually happens before!).

What if I fail the proctored exam for a class? May I retake it?

Yes, but you may need to pay again. Learners wishing to retake the exam may do so during the next testing session, i.e. after the subsequent run of the class has been completed.

Can I retake the exam during the same testing window?

No. You will have to wait until the next testing session, i.e. after the subsequent run of the class has been completed.

Will we be required to use R on the proctored exams?

No, there will be no R programming required for the proctored exams.

Can I use translation software during an exam?

Yes, you can use translation software. However, the built-in Google Translate plugin in Chrome is currently bugged, and will cause issues with the calculator and exam timer. We recommend that you do not use the Google Translate plugin in Chrome.

Future Course Dates

MIT Economics DEDP Master's Page

J-PAL MicroMasters Page

Courses delivered on

Instructors

• Visit the University of Nebraska–Lincoln
• Apply to the University of Nebraska–Lincoln
• Give to the University of Nebraska–Lincoln

Search Form

• What is Mastery Grading?

The key underlying principle of mastery grading is that all students can learn, but different students will learn at different rates and need different strategies and supports to assist them in their learning (Bonner 2016, Towsley and Schmid 2020). Three defining traits of mastery grading are providing students with learning objectives for course content, allowing students opportunities to show mastery on assessments that are aligned to the learning objectives, and giving students multiple ways to demonstrate mastery of each learning objective (Campbell et al. 2020, Cilli-Turner et al. 2020, Towsley and Schmid 2020).

Mastery grading begins by assessing students’ currently level of understanding on a topic with a pre-test or similar task (Bonner 2016). With the information from this assessment, different teaching strategies and activities are used to address areas that are below standard (Bonner 2016). During these activities and formative assessments, instructors provide students with descriptive feedback (not grades) and help students determine the areas they need to invest more time in learning (Bonner 2016). Students then complete assessments that are aligned to the learning objectives to demonstrate their level of understanding of the content. If students are proficient, they move on to the next topic. If students do not meet the standards, then remediation is given in the form of additional activities that are directly related to the area that needs improvement. The student then retakes the assessment or a similar assessment covering the same learning objectives until mastery is shown for the content (Bonner 2016).

Benefits of Mastery Grading

Mastery grading has many benefits for both students and instructors. Students are allowed to work at their own pace to learn the material and are less anxious about assessments because they know they can retake exams or other assessments if they do not understand a concept (Towsley and Schmid 2020). Students also show shift from focusing solely on grades to being more involved with learning and over time develop a growth mindset (Cilli-Turner et al. 2020, Towsley and Schmid 2020). Instructors find that mastery grading reduces instructor-student conflicts over grades and some instructors report a reduction in time required for grading (Towsley and Schmid 2020).

Possible Challenges with Mastery Grading

Mastery grading may pose some challenges due to the self-paced nature of the learning process and the need for remediation. Since students are learning at their own pace, some students may need more time to complete work within the weeks of a traditional semester (Towsley and Schmid 2020). Whether due to time management issues or needing more time to show mastery, these students will require structured methods to ensure they complete the course requirements before the end of the semester or a policy for completing the course using an “incomplete” grade. Additionally, students that have difficulty with a specific learning objective will need activities, formative assessments, and feedback to improve their understanding of the topic (Towsley and Schmid 2020). Creating these remediations requires time and a deep understanding of the issues students are having with understanding the concept. Thus, instructors may feel rushed to develop enough and the correct type of interventions to help students learn the material and meet the learning objectives. Additionally, because the course is self-paced, the instructor will need to have most, if not all, of the materials for the course available to students at the beginning of the semester.

How to Implement Mastery Grading

Mastery grading relies on four main steps: determining the learning objectives, defining mastery, establishing grading protocols, and incorporating flexibility (Cilli-Turner et al. 2020).

Although these four steps will help with developing a course using mastery grading, the following resources may also be helpful when first designing and implementing mastery grading.

• “ How to set up Mastery-based Grading in your Classroom ” podcast and text by Kareem Farah on Cult of Pedagogy
• “ An Introduction to Mastery Based Grading ” PowerPoint slides by Sharona Krinsky at Cal State
• “ Mastery Based Grading ” by Michael Weingart at Rutgers
• “ What is Mastery Grading and Why it’s a Good Idea ?” presentation by Jeff Ford at Minnesota State University, Mankato.

Bonner, M. W. (2016). Grading rigor in counselor education: A specifications grading framework. Educational Research Quarterly 39.4: 21-42.

Campbell, R., D. Clark, and J. O’Saughnessy (2020). Introduction to the special issue on implementing mastery grading in the undergraduate mathematics classroom. PRIMUS 30:837-848.

Cilli-Turner, E., J. Dunmyre, T. Mahoney, and C. Wiley (2020). Mastery grading: Build-a-syllabus workshop. PRIMUS 30: 952-978.

Sadler, D. R. (2005). Interpretations of criteria-based assessment and grading in higher education. Assessment & Evaluation in Higher Education 30: 175-194.

Townsley, M. and D. Schmid (2020). Alternative grading practices: An entry point for faculty in competency-based education. Competency-based Education DOI: https://doi.org/10.1002/cbe2.1219.

"What is Mastery Grading" was written by Michelle Larson. Published to the website January 30, 2023.

• Grading and Feedback

Alternative Grading for College Courses

• What is Competency-based Grading?
• What is Contract Grading?
• What is Specification Grading?

WhatsApp: +44-7360-275888

• No products in the cart.

Assignment based learning

Lsbr's unique approach to learning, unique assessment strategy.

London School of Business and Research (LSBR) , Assessment Strategy includes Assignment based learning.

Assignments and assessment are important aspects of learning. Completing an assignment is an opportunity to demonstrate your achievement. Feedback on assignments provides you with measurement of your achievement in relation to the standards set by the course and the college.

To ensure that all students have equal opportunities to demonstrate what they can do, and to receive accurate and useful feedback on their work,  London School of Business and Research (LSBR) has devised this Assignments and Assessment Policy, which sets out what is required and expected of both students and staff.

User registration

You don't have permission to register, reset password.

Study Support: Assignment Planning

• Using the Library
• Online Resources
• Study Preparation
• Skills Assessment
• Learning Approaches
• Digital Literacy

Assignment Planning

• Academic Writing
• Critical Thinking
• Presentation Skills
• Referencing & Citing
• Academic Research
• Academic Reading
• Evaluating Resources
• Taking Notes
• Managing Your Time
• Exam Preparation
• Mental Health
• Stress Management
• Reading 4 Pleasure

Introduction to Planning your Assignment

During your studies you will be required to submit assignments which may include essays, reports and reflective writing. It is important that you spend time planning your assignment before you begin to write your first draft which will help to ensure that you answer the question and meet the assessment criteria.  This section will provide you with information regarding understanding the assignment question, managing your time, searching for relevant academic research and writing an assignment plan.

Your programme will require your assignments to be structured and formatted in a particular way.  You should always follow any instructions or guidance that you have been issued with, if you are unsure, please contact your Personal Tutor or Student Support Officer for advice.

Recommended Websites

Recommended Apps

• Assignment Question
• Time Management

It is important that you read the assignment question several times to ensure that you fully understand what you are being asked to do and avoid losing valuable marks.

Some students find it helpful to highlight the keywords in the assignment task including any verbs such as Assess and Evaluate.   

The Impact that the use of Electri c C ars has on the  Environment

Also carefully read the assessment criteria, find out what the word count is, the referencing style that you need to use and how the assignment needs to be presented.

If you are unsure about what you are being asked to do you need to speak to your lecturer or tutor.

It is important that you plan when you will be able to work on an assignment to ensure that you make the most of the time available and hand your work in on time. You could use an online calendar to help you manage your time and the assignment writing process can be divided into the following steps:

• Understand the assignment question
• Search for information
• Plan the assignment
• Write the first draft of the assignment
• Edit assignment
• Proofread assignment
• Submit assignment

Further information is also available from the Managing your Time page.

This stage involves searching for print and online sources that will provide you with the information that you need. You could start by thinking about what you already know about the subject.  A useful starting point could be your lecture notes and the module reading list. 

The  Online Library  website provides you with access to different resources that you can search to find both print and online resources.

Further information is available from the Academic Research section.

Assignment Plan

After you have read and made notes on the different sources the next stage is to create an assignment plan. It is important that you check the assessment criteria and the word count which will help you you to identify topics that you may need to research further.  

Most assignments follow the structure displayed in the table below:

• Assignment Plan Template

Generative AI Online Videos

The following online videos will provide you with information regarding using Generative AI tools in your assignments:

Recommended Books

• << Previous: Writing Skills
• Next: Academic Writing >>
• Last Updated: Apr 18, 2024 3:48 PM
• URL: https://bpp.libguides.com/studySupport

• Best of 2022
• How to Spot a Trustworthy Website
• Dating Apps
• Shopping Discount Fashion
• Discount Clothing
• Discount Designer Clothing
• Affordable Wedding Dresses
• Affordable Activewear for Women
• Plus-Size Swimwear
• COVID-19 Resources
• Beauty Home
• Consumer Advocates
• Consumer Tips
• Write a Review
• For Business
• Request a Review
• Discussions
• Backed by the National Science Foundation
• Essay Writing
• Assignment Masters

Unsolicited

Assignment Masters has a rating of 4.45 stars from 163 reviews, indicating that most customers are generally satisfied with their purchases. Reviewers satisfied with Assignment Masters most frequently mention essay paper, great job, and next day. Assignment Masters ranks 53rd among Essay Writing sites.

What reviewers want you to know

Positive highlights.

• Just got my descriptive essay on my dream apartment from Assignment Masters and I am impressed.

Critical highlights

No critical highlights yet

“Perfect for essay tasks”

Good service for essay assignments! With the academic assignment I received from this business, I'm happy. It is well-written and complies with my instructions. The cost is also good. I chose to acquire from them since I required a quick paper about excessive use of force. The material was of high caliber and was provided on schedule. Anybody who needs an essay should, in my opinion, buy from this service. By the way, I received a good grade for my essay.

“Fraud alert!”

I just literally paid for a quote to be told the transaction was declined. I have verified the money left my account! You can see the 2 x transactions in my screenshot below listed as "Writing Services" I have emailed them and am waiting for an urgent response. For some reason the live chat function does not work on their website. Interesting! I'll be reporting them to the financial ombudsman if I do not recieve a response or refund. Most disappointed.

Reviews (163)

Reviews that mention popular keywords

I need a book review and the question is - you got the books library or should i get it myself? thank you for answering I need a book review and the question is - you got the books library or should i get it myself? thank you for answering

Thank you for the question! We`ve got a large library on various topics however if the book isnt found there we`ll inform you asap and our support dept will do their best to settle the issue for you. If you have any more questions - contact us ayntime!

Hi! what will happen if i`m not satisfied with the work/it has bad quality etc.? thank you for answer! Hi! what will happen if i`m not satisfied with the work/it has bad quality etc.? thank you for answer!

Thank you for contacting us! If you are not satisfied with the quality and you can provide a valid background of what is wrong - there are refund options available for you. Feel free to ask our support team about that and you will get a full explanation! If you have any more questions - feel free to ask anytime! Thank you!

Hi! are there any plagiarism checks after the paper is completed? i`m worried about our professor who is very strict on such issues... thank you for the answer! Hi! are there any plagiarism checks after the paper is completed? i`m worried about our professor who is very strict on such issues... thank you for the answer!

Dear Demi, Thank you for the question! Yes, the check is always performed as soon the work is complete and sometimes its also done during the writing process. You also can request a plagiarizm report. If You have any more questions - feel free to ask anytime! Thank you!

Can i get my money back if i changed my mind? thanks Can i get my money back if i changed my mind? thanks

Thank you for the question! It is unfortunately impossible without valid reasons if you have already downloaded the ready paper. If the work is in progress the refund case will be reviewed based on the percentage already done. If the work hasnt started yet - you can refund all the money you paid. For more info contact our support department. Thank you! If you have any more questions - feel free to contact us anytime!

Hello! are you able to provide a questionnaire order? real people need to be involved in multiple answers. thanks! Hello! are you able to provide a questionnaire order? real people need to be involved in multiple answers. thanks!

Thank you for the question! Yes, this can be possible, depending on the location and number of people/deadline. Please contact our support dept for more info. If you have any more questions - feel free to contact us anytime!

Can i have a preferred writer if i never used this service before? Can i have a preferred writer if i never used this service before?

Thank you for the question! Yes, of course! You can add a preferred writer that may be advised by someone you know or you have found on the net. If you have any more questions - feel free to contact us anytime!

Hi. do your writers create mobile apps? Hi. do your writers create mobile apps?

Thank you for the question! Yes, such orders are possible. Please contact our support department to get details. If you have any more questions - feel free to contact us anytime!

Hi, what is the maximum deadline time i can add? the paper is cheaper the more time i give to complete it, right? Hi, what is the maximum deadline time i can add? the paper is cheaper the more time i give to complete it, right?

Thank you for the question! The maximum time can vary and be discussed. Please contact our support dept for more information considering all your order details. If you have any more questions - feel free to contact us anytime!

Can’t see your question? Ask to get answers from the Assignment Masters staff and other customers.

• How long does shipping take?
• What is the return policy?
• Where is the company located?

Sitejabber for Business

Gain trust and grow your business with customer reviews.

From the business

Case Study, Article Critique, Speech/Presentation, Research Proposal, Dissertation Chapters, Thesis/Dissertation Proposal, Thesis/Dissertation Proposal, Math/Physics/Economics/Statistics Problems, Essay, Research paper, Coursework, Term Paper, Dissertation, Admission Essay, Scholarship Essay, Assignments, Lab Report, Statistics Project, Personal Statement, Programming Assignment, PowerPoint Presentation, Multiple Choice Questions, Custom Services, Editing, Formatting, Proofreading.

• Visit Website
• Essay Writing , Homework , Academic Editing
• London, United Kingdom
• Edit business info

Business History

We started the project as a team of 5 professional writers with prior experience in blogging and article writing. After getting so many requests from students trying to get academic writing help, we decided to respond to the call for social responsibility. We want you to produce great papers! That’s why we are constantly working on the improvement of our services. We hired talented professional writers with MA and PhD degrees. Our team includes professors, economists, marketers, literature freaks, and people with many different talents. Once you let them complete your papers, you’ll understand how cool academic content can be.

Company Representative

Mode of Assessment

ASSIGNMENT BASED

Saturday 2.00 pm to 7.30 pm.

Received a raise within the first 12 months after graduation

Career Progression after Graduation

Professional Skills Enhanced

Beyond The Classroom

"the distinguished faculty at oxford college of business not only demonstrated exceptional professionalism but also a remarkable commitment to engagement and accessibility..

What stood out for me was their proactive approach in ensuring the courses remained dynamic and pertinent. By seamlessly integrating current events, such as the global recession, into our curriculum, they provided invaluable insights into its impact on diverse industries and businesses. The interactive nature of class sessions facilitated an exchange of real-life experiences, fostering a rich learning environment. The MBA program not only imparted knowledge but actively encouraged us to apply it, equipping us to seamlessly integrate newfound expertise into our professional trajectories. "

Don Sumudu Chamikara Edirisinghe

Head of human resources - cbl group.

"The importance and impact of an organisation's culture of being innovative has been a real eye-opener.

I’ve learnt that to be able to successfully implement a positive culture meant the improvement of both my soft skills as well as my leadership style, something that has significantly improved during my MBA experience. The inter-linking nature of the University of Bedfordshire MBA modules creates a useful mind frame for looking at businesses as a living organism, needing the constant use of analytical tools and examination of the external and internal environment for changes, which can inform plans for change. Armed with new tools I look forward to meeting head on with the challenges of changing trends of businesses. This experience truly gave new meaning to the phrase; if you change the way you look at things, the things you look at change "

MR. RAVI GAMAGE

General manager group human resources - the capital maharaja group.

"Life changing and transformational learning experience....

The University of Bedfordshire MBA was life-changing and transformational for me in many ways – but the most profound change I went through was an unparalleled expansion of my worldview and perspective. Thrust in the midst of classmates and thought-provoking faculty from various perspectives, I realized I had to learn how to adjust to a multitude of work dynamics: to listen, to empathise, to understand, and only then to respond. The experience taught me to see challenges through with the keen focus of a curious intellect and a relentless drive to bring plans into reality. "

Mr Gayan Dulip Weerasinghe

Director people and culture - bcd travel.

NO MATTER THE TYPE OF ORGANISATION, PEOPLE NEED TO BE RECRUITED, MANAGED AND MOTIVATED IN ORDER TO CREATE AN EFFECTIVE AND SUCCESSFUL WORKPLACE

How does the well-being of an employee affect the overall performance of a business? What’s the relationship between personal development and productivity? How can human resource managers best support senior and line managers to help them to achieve their objectives?

MBA specializing in HRM delivers a real-world curriculum to the region’s most promising HR specialists. It also builds personal professional networks among seasoned HR professionals while transforming your career and redefining your next steps. The MBA (HRM) is also accredited by the Chartered Management Institute and the Confederation of British Industry.

This MBA focuses on a diverse global workforce. In particular, you will develop critical awareness of the legal, ethical, social, economic and environmental challenges and implications of HR strategy, operations, processes and decision making. You will understand the application of HR practice within small and medium enterprises, including start-ups and entrepreneurial firms, and the public and not for profit sectors as well as multinational corporations.

COURSE STRUCTURE 

Postgraduate Certificate

Leading and Managing Organisational Resources

Strategy and the Global Competitive Environment

Postgraduate Diploma

International and Comparative Human Resource Management

Corporate Innovation and Entrepreneurship

Dissertation Stage

Management Practice

Theory into Practice Project

Total Credits

Complete one subject at a time.

Students study 6 modules over a period of 12 months, which enables them to undertake more in-depth study of particular topics.

Traditional MBA models involve several individual subjects being offered generally over a 12-week period. For a busy executive, this makes their learning susceptible to external factors such as unexpected work and personal issues that could occur during this time.

The University of Bedfordshire MBA is offered as one subject at a time. This means that students need to focus on just one subject at a time, in addition to their usual personal and professional obligations. The full MBA is achieved upon completion of six modules (a total of 180 credits).

DISSERTATION STAGE

The last four months of the program is your dissertation stage.

Management Practice (Month 9) – Business Simulation

The Business Simulation also known as Boardroom Exercise, is one of the most challenging but rewarding aspects of our MBA. The module is a real-life simulation of a boardroom and will give you the opportunity to apply the concepts and theories learned during the core modules to a real board-level management team in an international organisation. This will allow you to enhance your analytical, critical thinking, and strategic management skills and will also give you the opportunity to network with a number of different business professionals to develop key business relationships.

Theory into Practice Project (Month 10-12)

This 45 Credit unit, allows students to carry out independent research and develop their skills in analysis and scholarly expression, using an appropriate theoretical framework. They are supported in writing their dissertation through the study of research methods, and attending individual meetings with an allocated supervisor, who monitors their progress and provides advice.

The MBA awarded by University of Bedfordshire offered at Oxford College of Business is the only internal MBA exclusively awarded directly from University of Bedfordshire. Once you register on the program you will be a student of University of Bedfordshire where you will receive your student ID, tutor access, access to the University’s learning portal (BREO) and library access.

The total number of credits awarded on the MBA is 180 credits, where all 180 credits are awarded directly from University of Bedfordshire.

THE BEDS MBA EXPERIENCE

Longevity and reputation.

The programme combines core MBA disciplines with innovative subject areas to provide ‘the Big Picture’ of business life which underpins career success in strategic management and leadership.

The core programme is wide-ranging and includes modules such as leading and managing organisational resources, strategy and the global competitive environment and management practice.

Many MBA degrees offered elsewhere are principally formulaic. With the UOB MBA at Oxford College of Business, we actively encourage students to fundamentally question generally-accepted management and leadership wisdom by drawing upon the full range of social scientific knowledge. Not only does this develop a more nuanced and sophisticated understanding of the complex nature of organisations and their functioning, but it develops the transferable skills of evaluation and analysis required of senior management.

Practical-based learning

Students will be involved in live management issues through various projects and assessments, developing leadership and management skills, and undertaking both group-based and individual work. Students are also invited to guest lectures by practicing managers, each of whom has extensive experience in their field.

If you are looking for an MBA in Marketing, Finance or HRM that offers a values-led curriculum focused on leadership, innovation, and best practice – UOB MBA becomes the automatic choice.

ABOUT UNIVERSITY OF BEDFORDSHIRE

University of Bedfordshire is proud to be an internationally recognised and award winning institution with a heritage of quality education going back more than 100 years. University of Bedfordshire appear in the Times Higher Education World University rankings, ranked as one of the top 250 universities in the world under 50 years old in the Young University rankings, and celebrated a Silver Award in the first ever Teaching Excellence Framework (TEF). In 2020/21 University of Bedfordshire is extremely proud to come eighth in the UK in the People and Planet University Green League and also to celebrate an Eco Campus Platinum award.

THE PARTNERSHIP

Oxford College of Business (OCB) Sri Lanka is an approved franchised partnership of the University of Bedfordshire. The University of Bedfordshire holds responsibility for setting and maintaining academic standards and regulations, also for managing the quality of student learning opportunities. This includes the design, maintenance, enhancement of courses and units, assessments setting and marking, annual monitoring and periodic review and the production and hosting of all learning materials, setting of entry requirements, including English language.

Students at Oxford College of Business sit the same assessments go through the same marking and moderation processes as the students in UK campus. The expectations of the UK QAA Quality Code is used to guide these operations with our partnerships as the University makes certain that students will receive an appropriately high quality educational experience and that the standard of awards to be conferred in the University’s name will be upheld.

LEARNING AND DISABILITY

Oxford College of Business welcomes applications from students with disabilities. We support students with disabilities and encourage any considering studying at Oxford College of Business to contact our disability representative or email: [email protected]

ELIGIBILITY CRITERIA

Applications are welcome from suitably qualified and/or experienced individuals..

Usually, an applicant who would have a recognised first degree in business or a related scientific discipline with a minimum of 3 years of managerial work experience would be the ideal candidate..

Applicants with over 5 years of work experience at senior level of management can also be considered. i.e General Manager or higher..

To apply, submit the fully completed application form, a copy of your CV Including your academic and work experience history along with your certified copies of your educational certificates.

LEARN THE RECEPIE TO CREATE AN EFFECTIVE AND SUCCESSFUL WORK PLACE

• How does the well-being of an employee affect the overall performance of a business?
• What’s the relationship between personal development and productivity?
• How can human resource managers best support senior and line managers to help them to achieve their objectives?

No matter the type of organisation, people need to be recruited, managed and motivated in order to create an effective and successful workplace. The MBA (HRM) covers all the areas of people management in organisations, including employee recruitment, development and reward, as well as communications and performance management. The course teaches a multitude of knowledge and transferable skills to secure senior roles within the field of human resources.

Students who join the programme develop a deep understanding of the core theories, practises and techniques required for working within human resource management. Get ready to explore exciting and innovative areas of study such as HR analytics, leadership and strategy plus insight into the management of employee relations and the contextual forces which impact an organisation.

The program delivers a real-world curriculum to the region’s most promising HR specialists. It also builds personal professional networks among seasoned HR professionals while transforming your career and redefining your next steps. The MBA (HRM) is also accredited by the Chartered Management Institute and the Confederation of British Industry.

YOU DO NEED A PASSION FOR PEOPLE ANALYTIC

MBA (HRM) IN A NUTSHELL

Immersed in diversity.

Work with classmates from diverse industries as you learn firsthand how to do business and how to work across cultures.

Learn by Doing

Put theory into practice, gain firsthand experience, and apply your learnings at work immediately as you work in diverse teams to solve real-world problems.

Lead with Confidence

Strengthen your leadership skills and take your intercultural and human skills to another level through practice, coaching, and peer feedback.

Shape the Future

Learn to thrive in a time of constant change, understand the technologies driving change, and how you can harness their power to shape the future.

Fill in your details below and we will send a brochure and more details straight to your inbox

Title Mr Mrs Miss Ms Dr Other

Located In Sri Lanka Western Europe Central and Eastern Europe Asia Africa Mediterranean & Middle East

Please prove you are human by selecting the plane .

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

Writing Assignments

Kate Derrington; Cristy Bartlett; and Sarah Irvine

Introduction

Assignments are a common method of assessment at university and require careful planning and good quality research. Developing critical thinking and writing skills are also necessary to demonstrate your ability to understand and apply information about your topic.  It is not uncommon to be unsure about the processes of writing assignments at university.

• You may be returning to study after a break
• You may have come from an exam based assessment system and never written an assignment before
• Maybe you have written assignments but would like to improve your processes and strategies

This chapter has a collection of resources that will provide you with the skills and strategies to understand assignment requirements and effectively plan, research, write and edit your assignments.  It begins with an explanation of how to analyse an assignment task and start putting your ideas together.  It continues by breaking down the components of academic writing and exploring the elements you will need to master in your written assignments. This is followed by a discussion of paraphrasing and synthesis, and how you can use these strategies to create a strong, written argument. The chapter concludes with useful checklists for editing and proofreading to help you get the best possible mark for your work.

Task Analysis and Deconstructing an Assignment

It is important that before you begin researching and writing your assignments you spend sufficient time understanding all the requirements. This will help make your research process more efficient and effective. Check your subject information such as task sheets, criteria sheets and any additional information that may be in your subject portal online. Seek clarification from your lecturer or tutor if you are still unsure about how to begin your assignments.

The task sheet typically provides key information about an assessment including the assignment question. It can be helpful to scan this document for topic, task and limiting words to ensure that you fully understand the concepts you are required to research, how to approach the assignment, and the scope of the task you have been set. These words can typically be found in your assignment question and are outlined in more detail in the two tables below (see Table 19.1 and Table 19.2 ).

Table 19.1 Parts of an Assignment Question

Make sure you have a clear understanding of what the task word requires you to address.

Table 19.2 Task words

The criteria sheet , also known as the marking sheet or rubric, is another important document to look at before you begin your assignment. The criteria sheet outlines how your assignment will be marked and should be used as a checklist to make sure you have included all the information required.

The task or criteria sheet will also include the:

• Word limit (or word count)
• Referencing style and research expectations
• Formatting requirements

Task analysis and criteria sheets are also discussed in the chapter Managing Assessments for a more detailed discussion on task analysis, criteria sheets, and marking rubrics.

Preparing your ideas

Brainstorm or concept map:  List possible ideas to address each part of the assignment task based on what you already know about the topic from lectures and weekly readings.

Finding appropriate information: Learn how to find scholarly information for your assignments which is

See the chapter Working With Information for a more detailed explanation .

What is academic writing?

Academic writing tone and style.

Many of the assessment pieces you prepare will require an academic writing style.  This is sometimes called ‘academic tone’ or ‘academic voice’.  This section will help you to identify what is required when you are writing academically (see Table 19.3 ). The best way to understand what academic writing looks like, is to read broadly in your discipline area.  Look at how your course readings, or scholarly sources, are written. This will help you identify the language of your discipline field, as well as how other writers structure their work.

Table 19.3 Comparison of academic and non-academic writing

Thesis statements.

Essays are a common form of assessment that you will likely encounter during your university studies. You should apply an academic tone and style when writing an essay, just as you would in in your other assessment pieces. One of the most important steps in writing an essay is constructing your thesis statement.  A thesis statement tells the reader the purpose, argument or direction you will take to answer your assignment question. A thesis statement may not be relevant for some questions, if you are unsure check with your lecturer. The thesis statement:

• Directly  relates to the task .  Your thesis statement may even contain some of the key words or synonyms from the task description.
• Does more than restate the question.
• Is specific and uses precise language.
• Let’s your reader know your position or the main argument that you will support with evidence throughout your assignment.
• The subject is the key content area you will be covering.
• The contention is the position you are taking in relation to the chosen content.

Your thesis statement helps you to structure your essay.  It plays a part in each key section: introduction, body and conclusion.

Planning your assignment structure

When planning and drafting assignments, it is important to consider the structure of your writing. Academic writing should have clear and logical structure and incorporate academic research to support your ideas.  It can be hard to get started and at first you may feel nervous about the size of the task, this is normal. If you break your assignment into smaller pieces, it will seem more manageable as you can approach the task in sections. Refer to your brainstorm or plan. These ideas should guide your research and will also inform what you write in your draft. It is sometimes easier to draft your assignment using the 2-3-1 approach, that is, write the body paragraphs first followed by the conclusion and finally the introduction.

Writing introductions and conclusions

Clear and purposeful introductions and conclusions in assignments are fundamental to effective academic writing. Your introduction should tell the reader what is going to be covered and how you intend to approach this. Your conclusion should summarise your argument or discussion and signal to the reader that you have come to a conclusion with a final statement.  These tips below are based on the requirements usually needed for an essay assignment, however, they can be applied to other assignment types.

Writing introductions

Most writing at university will require a strong and logically structured introduction. An effective introduction should provide some background or context for your assignment, clearly state your thesis and include the key points you will cover in the body of the essay in order to prove your thesis.

Usually, your introduction is approximately 10% of your total assignment word count. It is much easier to write your introduction once you have drafted your body paragraphs and conclusion, as you know what your assignment is going to be about. An effective introduction needs to inform your reader by establishing what the paper is about and provide four basic things:

• A brief background or overview of your assignment topic
• A thesis statement (see section above)
• An outline of your essay structure
• An indication of any parameters or scope that will/ will not be covered, e.g. From an Australian perspective.

The below example demonstrates the four different elements of an introductory paragraph.

1) Information technology is having significant effects on the communication of individuals and organisations in different professions. 2) This essay will discuss the impact of information technology on the communication of health professionals.   3)  First, the provision of information technology for the educational needs of nurses will be discussed.  4)  This will be followed by an explanation of the significant effects that information technology can have on the role of general practitioner in the area of public health.  5)  Considerations will then be made regarding the lack of knowledge about the potential of computers among hospital administrators and nursing executives.  6)   The final section will explore how information technology assists health professionals in the delivery of services in rural areas .  7)  It will be argued that information technology has significant potential to improve health care and medical education, but health professionals are reluctant to use it.

1 Brief background/ overview | 2 Indicates the scope of what will be covered |   3-6 Outline of the main ideas (structure) | 7 The thesis statement

Note : The examples in this document are taken from the University of Canberra and used under a CC-BY-SA-3.0 licence.

Writing conclusions

You should aim to end your assignments with a strong conclusion. Your conclusion should restate your thesis and summarise the key points you have used to prove this thesis. Finish with a key point as a final impactful statement.  Similar to your introduction, your conclusion should be approximately 10% of the total assignment word length. If your assessment task asks you to make recommendations, you may need to allocate more words to the conclusion or add a separate recommendations section before the conclusion. Use the checklist below to check your conclusion is doing the right job.

Conclusion checklist 

• Have you referred to the assignment question and restated your argument (or thesis statement), as outlined in the introduction?
• Have you pulled together all the threads of your essay into a logical ending and given it a sense of unity?
• Have you presented implications or recommendations in your conclusion? (if required by your task).
• Have you added to the overall quality and impact of your essay? This is your final statement about this topic; thus, a key take-away point can make a great impact on the reader.
• Remember, do not add any new material or direct quotes in your conclusion.

This below example demonstrates the different elements of a concluding paragraph.

1) It is evident, therefore, that not only do employees need to be trained for working in the Australian multicultural workplace, but managers also need to be trained.  2)  Managers must ensure that effective in-house training programs are provided for migrant workers, so that they become more familiar with the English language, Australian communication norms and the Australian work culture.  3)  In addition, Australian native English speakers need to be made aware of the differing cultural values of their workmates; particularly the different forms of non-verbal communication used by other cultures.  4)  Furthermore, all employees must be provided with clear and detailed guidelines about company expectations.  5)  Above all, in order to minimise communication problems and to maintain an atmosphere of tolerance, understanding and cooperation in the multicultural workplace, managers need to have an effective knowledge about their employees. This will help employers understand how their employee’s social conditioning affects their beliefs about work. It will develop their communication skills to develop confidence and self-esteem among diverse work groups. 6) The culturally diverse Australian workplace may never be completely free of communication problems, however,   further studies to identify potential problems and solutions, as well as better training in cross cultural communication for managers and employees,   should result in a much more understanding and cooperative environment. 

1  Reference to thesis statement – In this essay the writer has taken the position that training is required for both employees and employers . | 2-5 Structure overview – Here the writer pulls together the main ideas in the essay. | 6  Final summary statement that is based on the evidence.

Note: The examples in this document are taken from the University of Canberra and used under a CC-BY-SA-3.0 licence.

Writing paragraphs

Paragraph writing is a key skill that enables you to incorporate your academic research into your written work.  Each paragraph should have its own clearly identified topic sentence or main idea which relates to the argument or point (thesis) you are developing.  This idea should then be explained by additional sentences which you have paraphrased from good quality sources and referenced according to the recommended guidelines of your subject (see the chapter Working with Information ). Paragraphs are characterised by increasing specificity; that is, they move from the general to the specific, increasingly refining the reader’s understanding. A common structure for paragraphs in academic writing is as follows.

Topic Sentence 

This is the main idea of the paragraph and should relate to the overall issue or purpose of your assignment is addressing. Often it will be expressed as an assertion or claim which supports the overall argument or purpose of your writing.

Explanation/ Elaboration

The main idea must have its meaning explained and elaborated upon. Think critically, do not just describe the idea.

These explanations must include evidence to support your main idea. This information should be paraphrased and referenced according to the appropriate referencing style of your course.

Concluding sentence (critical thinking)

This should explain why the topic of the paragraph is relevant to the assignment question and link to the following paragraph.

Use the checklist below to check your paragraphs are clear and well formed.

Paragraph checklist

• Does your paragraph have a clear main idea?
• Is everything in the paragraph related to this main idea?
• Is the main idea adequately developed and explained?
• Do your sentences run together smoothly?
• Have you included evidence to support your ideas?
• Have you concluded the paragraph by connecting it to your overall topic?

Writing sentences

Make sure all the sentences in your paragraphs make sense. Each sentence must contain a verb to be a complete sentence. Avoid sentence fragments . These are incomplete sentences or ideas that are unfinished and create confusion for your reader. Avoid also run on sentences . This happens when you join two ideas or clauses without using the appropriate punctuation. This also confuses your meaning (See the chapter English Language Foundations for examples and further explanation).

Use transitions (linking words and phrases) to connect your ideas between paragraphs and make your writing flow. The order that you structure the ideas in your assignment should reflect the structure you have outlined in your introduction. Refer to transition words table in the chapter English Language Foundations.

Paraphrasing and Synthesising

Paraphrasing and synthesising are powerful tools that you can use to support the main idea of a paragraph. It is likely that you will regularly use these skills at university to incorporate evidence into explanatory sentences and strengthen your essay. It is important to paraphrase and synthesise because:

• Paraphrasing is regarded more highly at university than direct quoting.
• Paraphrasing can also help you better understand the material.
• Paraphrasing and synthesising demonstrate you have understood what you have read through your ability to summarise and combine arguments from the literature using your own words.

What is paraphrasing?

Paraphrasing is changing the writing of another author into your words while retaining the original meaning. You must acknowledge the original author as the source of the information in your citation. Follow the steps in this table to help you build your skills in paraphrasing (see Table 19.4 ).

Table 19.4 Paraphrasing techniques

Example of paraphrasing.

Please note that these examples and in text citations are for instructional purposes only.

Original text

Health care professionals   assist people often when they are at their most  vulnerable . To provide the best care and understand their needs, workers must demonstrate good communication skills .  They must develop patient trust and provide empathy   to effectively work with patients who are experiencing a variety of situations including those who may be suffering from trauma or violence, physical or mental illness or substance abuse (French & Saunders, 2018).

Poor quality paraphrase example

This is a poor example of paraphrasing. Some synonyms have been used and the order of a few words changed within the sentences however the colours of the sentences indicate that the paragraph follows the same structure as the original text.

Health care sector workers are often responsible for vulnerable  patients.   To understand patients and deliver good service , they need to be excellent communicators .  They must establish patient rapport and show empathy if they are to successfully care for patients from a variety of backgrounds  and with different medical, psychological and social needs (French & Saunders, 2018).

A good quality paraphrase example

This example demonstrates a better quality paraphrase. The author has demonstrated more understanding of the overall concept in the text by using the keywords as the basis to reconstruct the paragraph. Note how the blocks of colour have been broken up to see how much the structure has changed from the original text.

Empathetic   communication is a vital skill for health care workers.   Professionals in these fields   are often responsible for patients with complex medical, psychological and social needs. Empathetic   communication assists in building rapport and gaining the necessary trust   to assist these vulnerable patients  by providing appropriate supportive care (French & Saunders, 2018).

The good quality paraphrase example demonstrates understanding of the overall concept in the text by using key words as the basis to reconstruct the paragraph.  Note how the blocks of colour have been broken up, which indicates how much the structure has changed from the original text.

What is synthesising?

Synthesising means to bring together more than one source of information to strengthen your argument. Once you have learnt how to paraphrase the ideas of one source at a time, you can consider adding additional sources to support your argument. Synthesis demonstrates your understanding and ability to show connections between multiple pieces of evidence to support your ideas and is a more advanced academic thinking and writing skill.

Follow the steps in this table to improve your synthesis techniques (see Table 19.5 ).

Table 19.5 Synthesising techniques

Example of synthesis

There is a relationship between academic procrastination and mental health outcomes.  Procrastination has been found to have a negative effect on students’ well-being (Balkis, & Duru, 2016). Yerdelen, McCaffrey, and Klassens’ (2016) research results suggested that there was a positive association between procrastination and anxiety. This was corroborated by Custer’s (2018) findings which indicated that students with higher levels of procrastination also reported greater levels of the anxiety. Therefore, it could be argued that procrastination is an ineffective learning strategy that leads to increased levels of distress.

Topic sentence | Statements using paraphrased evidence | Critical thinking (student voice) | Concluding statement – linking to topic sentence

This example demonstrates a simple synthesis. The author has developed a paragraph with one central theme and included explanatory sentences complete with in-text citations from multiple sources. Note how the blocks of colour have been used to illustrate the paragraph structure and synthesis (i.e., statements using paraphrased evidence from several sources). A more complex synthesis may include more than one citation per sentence.

Creating an argument

What does this mean.

Throughout your university studies, you may be asked to ‘argue’ a particular point or position in your writing. You may already be familiar with the idea of an argument, which in general terms means to have a disagreement with someone. Similarly, in academic writing, if you are asked to create an argument, this means you are asked to have a position on a particular topic, and then justify your position using evidence.

What skills do you need to create an argument?

In order to create a good and effective argument, you need to be able to:

• Read critically to find evidence
• Plan your argument
• Think and write critically throughout your paper to enhance your argument

For tips on how to read and write critically, refer to the chapter Thinking for more information. A formula for developing a strong argument is presented below.

A formula for a good argument

What does an argument look like?

As can be seen from the figure above, including evidence is a key element of a good argument. While this may seem like a straightforward task, it can be difficult to think of wording to express your argument. The table below provides examples of how you can illustrate your argument in academic writing (see Table 19.6 ).

Table 19.6 Argument

Editing and proofreading (reviewing).

Once you have finished writing your first draft it is recommended that you spend time revising your work.  Proofreading and editing are two different stages of the revision process.

• Editing considers the overall focus or bigger picture of the assignment
• Proofreading considers the finer details

As can be seen in the figure above there are four main areas that you should review during the editing phase of the revision process. The main things to consider when editing include content, structure, style, and sources. It is important to check that all the content relates to the assignment task, the structure is appropriate for the purposes of the assignment, the writing is academic in style, and that sources have been adequately acknowledged. Use the checklist below when editing your work.

Editing checklist

• Have I answered the question accurately?
• Do I have enough credible, scholarly supporting evidence?
• Is my writing tone objective and formal enough or have I used emotive and informal language?
• Have I written in the third person not the first person?
• Do I have appropriate in-text citations for all my information?
• Have I included the full details for all my in-text citations in my reference list?

There are also several key things to look out for during the proofreading phase of the revision process. In this stage it is important to check your work for word choice, grammar and spelling, punctuation and referencing errors. It can be easy to mis-type words like ‘from’ and ‘form’ or mix up words like ‘trail’ and ‘trial’ when writing about research, apply American rather than Australian spelling, include unnecessary commas or incorrectly format your references list. The checklist below is a useful guide that you can use when proofreading your work.

Proofreading checklist

• Is my spelling and grammar accurate?
•  Are they complete?
• Do they all make sense?
• Do they only contain only one idea?
• Do the different elements (subject, verb, nouns, pronouns) within my sentences agree?
• Are my sentences too long and complicated?
• Do they contain only one idea per sentence?
• Is my writing concise? Take out words that do not add meaning to your sentences.
• Have I used appropriate discipline specific language but avoided words I don’t know or understand that could possibly be out of context?
• Have I avoided discriminatory language and colloquial expressions (slang)?
• Is my referencing formatted correctly according to my assignment guidelines? (for more information on referencing refer to the Managing Assessment feedback section).

This chapter has examined the experience of writing assignments.  It began by focusing on how to read and break down an assignment question, then highlighted the key components of essays. Next, it examined some techniques for paraphrasing and summarising, and how to build an argument. It concluded with a discussion on planning and structuring your assignment and giving it that essential polish with editing and proof-reading. Combining these skills and practising them, can greatly improve your success with this very common form of assessment.

• Academic writing requires clear and logical structure, critical thinking and the use of credible scholarly sources.
• A thesis statement is important as it tells the reader the position or argument you have adopted in your assignment. Not all assignments will require a thesis statement.
• Spending time analysing your task and planning your structure before you start to write your assignment is time well spent.
• Information you use in your assignment should come from credible scholarly sources such as textbooks and peer reviewed journals. This information needs to be paraphrased and referenced appropriately.
• Paraphrasing means putting something into your own words and synthesising means to bring together several ideas from sources.
• Creating an argument is a four step process and can be applied to all types of academic writing.
• Editing and proofreading are two separate processes.

Academic Skills Centre. (2013). Writing an introduction and conclusion . University of Canberra, accessed 13 August, 2013, http://www.canberra.edu.au/studyskills/writing/conclusions

Balkis, M., & Duru, E. (2016). Procrastination, self-regulation failure, academic life satisfaction, and affective well-being: underregulation or misregulation form. European Journal of Psychology of Education, 31 (3), 439-459.

Custer, N. (2018). Test anxiety and academic procrastination among prelicensure nursing students. Nursing education perspectives, 39 (3), 162-163.

Yerdelen, S., McCaffrey, A., & Klassen, R. M. (2016). Longitudinal examination of procrastination and anxiety, and their relation to self-efficacy for self-regulated learning: Latent growth curve modeling. Educational Sciences: Theory & Practice, 16 (1).

Writing Assignments Copyright © 2021 by Kate Derrington; Cristy Bartlett; and Sarah Irvine is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

Share This Book

• How it works

Academic Assignment Samples and Examples

Are you looking for someone to write your academic assignment for you? This is the right place for you. To showcase the quality of the work that can be expected from ResearchProspect, we have curated a few samples of academic assignments. These examples have been developed by professional writers here. Place your order with us now.

Assignment Sample

Discipline: Sociology

Quality: Approved / Passed

Discipline: Construction

Quality: 1st / 78%

Discipline: Accounting & Finance

Quality: 2:1 / 69%

Undergraduate

Discipline: Bio-Medical

Quality: 1st / 76%

Discipline: Statistics

Quality: 1st / 73%

Discipline: Health and Safety

Quality: 2:1 / 68%

Discipline: Business

Quality: 2:1 / 67%

Discipline: Medicine

Quality: 2:1 / 66%

Discipline: Religion Theology

Quality: 2:1 / 64%

Discipline: Project Management

Quality: 2:1 / 63%

Discipline: Website Development

Discipline: Fire and Construction

Discipline: Environmental Management

Discipline: Early Child Education

Quality: 1st / 72%

Analysis of a Business Environment: Coffee and Cake Ltd (CC Ltd)

Business Strategy

Application of Project Management Using the Agile Approach ….

Project Management

Assessment of British Airways Social Media Posts

Critical annotation, global business environment (reflective report assignment), global marketing strategies, incoterms, ex (exw), free (fob, fca), cost (cpt, cip), delivery …., it systems strategy – the case of oxford university, management and organisation in global environment, marketing plan for “b airlines”, prepare a portfolio review and remedial options and actions …., systematic identification, analysis, and assessment of risk …., the exploratory problem-solving play and growth mindset for …..

Childhood Development

The Marketing Plan- UK Sustainable Energy Limited

Law assignment.

Law Case Study

To Analyse User’s Perception towards the Services Provided by Their…

Assignment Samples

Research Methodology

Discipline: Civil Engineering

Discipline: Health & Manangement

Our Assignment Writing Service Features

Subject specialists.

We have writers specialising in their respective fields to ensure rigorous quality control.

We are reliable as we deliver all your work to you and do not use it in any future work.

We ensure that our work is 100% plagiarism free and authentic and all references are cited.

Thoroughly Researched

We perform thorough research to get accurate content for you with proper citations.

Excellent Customer Service

To resolve your issues and queries, we provide 24/7 customer service

Our prices are kept at a level that is affordable for everyone to ensure maximum help.

Loved by over 100,000 students

Thousands of students have used ResearchProspect academic support services to improve their grades. Why are you waiting?

"I am glad I gave my order to ResearchProspect after seeing their academic assignment sample. Really happy with the results. "

Law Student

"I am grateful to them for doing my academic assignment. Got high grades."

Economics Student

Frequently Ask Questions?

How can these samples help you.

The assignment writing samples we provide help you by showing you versions of the finished item. It’s like having a picture of the cake you’re aiming to make when following a recipe.

Assignments that you undertake are a key part of your academic life; they are the usual way of assessing your knowledge on the subject you’re studying.

There are various types of assignments: essays, annotated bibliographies, stand-alone literature reviews, reflective writing essays, etc. There will be a specific structure to follow for each of these. Before focusing on the structure, it is best to plan your assignment first. Your school will have its own guidelines and instructions, you should align with those. Start by selecting the essential aspects that need to be included in your assignment.

Based on what you understand from the assignment in question, evaluate the critical points that should be made. If the task is research-based, discuss your aims and objectives, research method, and results. For an argumentative essay, you need to construct arguments relevant to the thesis statement.

Your assignment should be constructed according to the outline’s different sections. This is where you might find our samples so helpful; inspect them to understand how to write your assignment.

Adding headings to sections can enhance the clarity of your assignment. They are like signposts telling the reader what’s coming next.

Where structure is concerned, our samples can be of benefit. The basic structure is of three parts: introduction, discussion, and conclusion. It is, however, advisable to follow the structural guidelines from your tutor.

For example, our master’s sample assignment includes lots of headings and sub-headings. Undergraduate assignments are shorter and present a statistical analysis only.

If you are still unsure about how to approach your assignment, we are here to help, and we really can help you. You can start by just asking us a question with no need to commit. Our writers are able to assist by guiding you through every step of your assignment.

Who will write my assignment?

We have a cherry-picked writing team. They’ve been thoroughly tested and checked out to verify their skills and credentials. You can be sure our writers have proved they can write for you.

What if I have an urgent assignment? Do your delivery days include the weekends?

No problem. Christmas, Boxing Day, New Year’s Eve – our only days off. We know you want weekend delivery, so this is what we do.

Explore More Samples

View our professional samples to be certain that we have the portofilio and capabilities to deliver what you need.

USEFUL LINKS

LEARNING RESOURCES

COMPANY DETAILS

• How It Works

English EFL

4 key points for effective assignment writing.

Methodology

By Christina Desouza

Writing an effective assignment is more of an art than a science. It demands critical thinking, thorough research, organized planning, and polished execution. As a professional academic writer with over four years of experience, I've honed these skills and discovered proven strategies for creating standout assignments.

In this article, I will delve into the four key steps of assignment writing, offering detailed advice and actionable tips to help students master this craft.

1.    Start With Research

In-depth research is the cornerstone of any high-quality assignment. It allows you to gain a profound understanding of your topic and equip yourself with relevant data, compelling arguments, and unique insights.

Here's how to do it right:

●       Diversify Your Sources

Don't limit yourself to the first page of Google results. Make use of academic databases like JSTOR , Google Scholar , PubMed , or your school's online library. These resources house a plethora of scholarly articles, research papers, and academic books that can provide you with valuable information.

●       Verify Information

Remember, not all information is created equal. Cross-check facts and data from multiple reliable sources to ensure accuracy. Look for consensus among experts on contentious issues.

●       Stay Organized

Keep track of your resources as you go. Tools like Zotero or Mendeley can help you organize your references and generate citations in various formats. This will save you from scrambling to find sources when you're wrapping up your assignment.

1.    Prepare Assignment Structure

Creating a well-planned structure for your assignment is akin to drawing a roadmap. It helps you stay on track and ensures that your ideas flow logically. Here's what to consider:

●       Develop an Outline

The basic structure of an assignment includes an introduction, body, and conclusion. The introduction should present the topic and establish the purpose of your assignment. The body should delve into the topic in detail, backed by your research. The conclusion should summarize your findings or arguments without introducing new ideas.

●       Use Subheadings

Subheadings make your assignment easier to read and follow. They allow you to break down complex ideas into manageable sections. As a rule of thumb, each paragraph should cover one idea or argument.

●       Allocate Word Count

Assignments often come with word limits. Allocate word count for each section of your assignment based on its importance to avoid overwriting or underwriting any part.

1.    Start Assignment Writing

Writing your assignment is where your research and planning come to fruition. You now have a robust foundation to build upon, and it's time to craft a compelling narrative.

Here's how to accomplish this:

●       Write a Gripping Introduction

Your introduction is the gateway to your assignment. Make it captivating. Start with a hook—a surprising fact, an interesting quote, or a thought-provoking question—to grab your readers' attention. Provide an overview of what your assignment is about and the purpose it serves. A well-crafted introduction sets the tone for the rest of the assignment and motivates your readers to delve deeper into your work.

●       Develop a Comprehensive Body

The body of your assignment is where you delve into the details. Develop your arguments, present your data, and discuss your findings. Use clear and concise language. Avoid jargon unless necessary. Each paragraph should cover one idea or argument to maintain readability.

●       Craft a Convincing Conclusion

Your conclusion is your final chance to leave an impression on your reader. Summarize your key findings or arguments without introducing new ideas. Reinforce the purpose of your assignment and provide a clear answer to the question or problem you addressed in the introduction. A strong conclusion leaves your readers with a sense of closure and a full understanding of your topic.

●       Write Clearly

Use straightforward sentences and avoid jargon. Your goal is to communicate, not to confuse. Tools like Hemingway Editor can help ensure your writing is clear and concise.

●       Use Paraphrasingtool.ai

Paraphrasingtool.ai is an AI-powered tool that can enhance your assignment writing. It reformulates your sentences while preserving their meaning. It not only helps you avoid plagiarism but also enhances the readability of your work.

●       Cite Your Sources

Citations are a critical part of assignment writing. They acknowledge the work of others you've built upon and demonstrate the depth of your research. Always include in-text citations and a bibliography at the end. This not only maintains academic integrity but also gives your readers resources to delve deeper into the topic if they wish.

1.    Review and Proofread The Assignment

Reviewing and proofreading are the final but critical steps in assignment writing. They ensure your assignment is free from errors and that your ideas are coherently presented. Here's how to do it effectively:

●       Take a Break

After you finish writing, take a break before you start proofreading. Fresh eyes are more likely to spot mistakes and inconsistencies.

●       Read Aloud

Reading your work aloud can help you identify awkward phrasing, run-on sentences, and typos. You're more likely to catch errors when you hear them, as it requires a different type of processing than reading silently.

●       Use Proofreading Tools

Digital tools like Grammarly can be your second pair of eyes, helping you spot grammatical errors, typos, and even issues with sentence structure. However, don't rely solely on these tools—make sure to manually review your work as well.

Effective assignment writing is a skill that takes practice to master. It requires meticulous research, organized planning, clear writing, and careful proofreading. The steps and tips outlined in this article are by no means exhaustive, but they provide a solid framework to start from.

Remember, there is always room for improvement. Don't be disheartened by initial challenges. Each assignment is an opportunity to learn, grow, and sharpen your writing skills. So, be persistent, stay curious, and keep refining your craft. With time and practice, you will find yourself writing assignments that are not just excellent, but truly outstanding.

Assignment help services

Receive college assignment help around the clock – we cater to even the most urgent deadlines.

Our expert essay writers

Check out the reviews about our writers.

I was need a quality assignment! I wasn’t initially 100% sure I’d get what I wanted, because It was a first time when I applied for help, but AssignmentMaster beat my expectations!

Hired a helper for a statistics assignment ‘cause it’s not my thing. Got the assignment on time, submitted it, and got A!

Benefits of Our Service

Originality Report

Our college assignment help includes a free plagiarism report from the most reliable originality check software. Contact our 24/7 customer support to request your report.

24/7 Customer Support

Receive help online any time of day or night by contacting our cooperative 24/7 customer support. They will answer all your questions and file your request.

Full Anonymity

Use our services without any worries about confidentiality! Our writers assure you 100% anonymity and complete discretion. Rest assured that your identity and association with our service will remain strictly between us.

Unlimited Edits

Assignment work needs polishing to be "A-worthy" therefore we offer our clients limitless editing of their first draft.

Make an order in 3 steps

Requirements

Using our assignment assistance services is very easy. All you need to do is contact an expert. Once the work is done, you can review it and then pay.

Pick An Assignment Writer

Pick an helper by simply going to our website.

Download and Pay

Assign them the task, wait for completion, download, and revise the paper. Pay after you are satisfied with the result.

Assignmentmaster Reviews

Get a first-hand impression of AssignmentMaster by looking at our customer reviews.

The assignment I got knocked the ball out of the park. Dr. Johnson covered the French Revolution better than I could’ve.

Thanks to my helper, I could study for law assignment. Everything was done on time, no issues.

I am pleased with the final result of my assignment. The efficiency with which it was handled, coupled with the outstanding quality, has left me thoroughly satisfied.

The essay I got knocked the ball out of the park. Dr. Johnson covered the French Revolution better than I could’ve.

When I was ordering my maths task I was seeking understanding. And that is exactly what I got: a well-explained assignment. Now I am confident about completing my next test as I know what I'm doing.

I’m gonna give four stars for the typos I got in my assignment. But beyond that, the essay was thorough.

Order any assignment

You can get professional help online for any kind of task.

• Essay (any type)
• Thesis/Dissertation
• Research Paper
• Book/Movie Review
• Article Writing
• Discussion Post
• Presentation or Speech
• Reaction Paper
• Literature Review
• SWOT Analysis
• Critical Thinking/Review
• Article Review
• Reflective Writing
• Creative Writing
• Homework Assignment (Any Type)
• Biology Assignment
• Programming Assignment
• Statistics Assignment
• Chemistry Assignment
• Excel Assignment
• Physics Assignment
• Math Assignment
• Accounting Assignment
• Engineering Assignment
• Geography Assignment
• Admission Essay

What's the minimum time period needed for help?

Which payment methods does your service use, can i be sure that i receive help confidentially, can assignmentmaster gives me my money back, who provides online assignment help service.

We carefully vet and select the helpers we connect you with. Here’s how we ensure every professional in our catalog keeps up our reputation spotless:

• We screen all candidates based on our basic selection criteria. Those include a degree in a relevant field and three or more years of experience in college assignment help online.
• We interview the candidates to have a grasp on their personalities. Experts our service have to be deadline-oriented, result-driven, and inquisitive.
• We test their skills with a mock order. This is how we verify the candidate has solid knowledge of the field, formatting styles, and English language.

AssigmentMaster is trusted in help with assignment

If this is your first time seeking assignment writing service, you may be understandably concerned about the idea. Here are our rules to help you not to worry when you leave a request " do my assignment ":

• No plagiarism. We know that your establishment has zero plagiarism tolerance. So, our assignment help service makes every paper from scratch and verify its originality before the sendoff.
• Always on time . You tell us when – and we’ll deliver your paper right on time, even if it has to be done in three hours. So, don’t worry – you won’t miss a single deadline with us.
• Quality writing . No matter how complex your assignment is, our experts won’t shy away from it. You’ll get an in-depth paper that will astonish your instructor.
• Secure payment data processing. Your details are handled by a PCI-compliant gateway. We don’t have access to your payment data.
• Money-back guarantee. If your order doesn’t meet your expectations after edits, we’ll refund you.

Online Homework Assignment Help Online is Effortless!

Our process for obtaining online assignment writing help is straightforward. Visit our website, enter your contact information, and we'll connect with you. Here's how it works:

• Provide our team with detailed, specific guidelines for your assignment as set by your professor.
• Browse through the profiles of our assignment writers and select the one you'd like to collaborate with.
• Utilize our chat feature to maintain communication with the writer.
• Once you receive your paper from our assignment experts, either approve it or ask for revisions if needed.

Deadline Commitment Guaranteed!

Our experts, with years of experience in providing high-quality homework assignment help, excel in delivering papers well ahead of your deadline. Capable of working within tight timelines, we can manage tasks with as little as a 3-hour notice. We ensure that your paper, irrespective of the deadline, is completed and delivered with quality assurance before the due time, or you are entitled to a refund. Our primary objective is to support your success.

Expertise in All Types of Assignment Writing Help

Wondering if our writers can tackle your assignments online, even at the graduate level? Absolutely! At AssigmentMaster, we've carefully chosen our writing team for their extensive academic qualifications and significant professional experience. They are fully equipped to handle your requests, such as 'solve my math problems'. Our specialists are proficient in essay writing and prepared to produce exemplary essays, research papers, law assignment help , literature reviews, dissertations, and offer assistance in chemistry, among other subjects

Eliminate Plagiarism Concerns!

It's a common scenario: you craft an excellent paper but forget to check for plagiarism before submission, leading to lower grades or even failure. This is especially common among international students unfamiliar with stringent plagiarism standards, resulting in unintended poor outcomes.Plagiarism is a grave issue in academia. Submitting a paper that is not 100% original could lead to severe consequences, such as failing the assignment, removal from the class, or even expulsion from the university. It's a risk not worth taking. With our expert assistance, you can rest assured that every paper is crafted to be completely original, unique, and tailored specifically to your needs. Our online assignment help ensures that you are fully protected from any plagiarism issues.

Always-Accessible Customer Support

Our cordial customer service team is constantly available to respond to your inquiries through online chat on our website. Operating 24/7, we're here to save you time and provide convenience. Whether you need to order online assignment help in the wee hours or provide additional information over the weekend, our team is ready to assist. This round-the-clock availability ensures you can get the help you need precisely when you need it, streamlining the completion of your assignments.

Affordable Pricing for Professional Assignment Help Service

Wondering about the cost to buy assignments ? At AssigmentMaster, we offer competitively priced services, designed to be accessible to a wide range of students. Our rates begin at just $13.99 per page, significantly lower than the industry average. Our commitment lies in consistently delivering high-quality papers. We strive to adapt our business model to cater to students who might not have a job or a stable income. Our aim is to set prices that ensure financial constraints never hinder you from receiving the help you need.

Exceptional Achievements with Top-Tier Assignment Writers

Ever imagined having a professor write your essays or helps with your assignment? With AssigmentMaster, this can be a reality! We collaborate with hundreds of experts across all scientific and industry sectors to offer premier assistance. Our college assignment helper is not only proficient in English as native speaker, but expert also brings a wealth of expertise and experience. Writers hold advanced degrees, have worked with leading writing firms, and have a track record of producing various academic and professional documents, including detailed reports and motivational letters. Who better to help you reach your academic and professional aspirations? Place your order on our website today and let us guide you through your next academic challenge!

Longtime CBS broadcaster Verne Lundquist calls it a career at the 2024 Masters

Editor's note: Follow live coverage of the Masters, leaderboard, highlights and more.

Verne Lundquist's final broadcasting assignment will be at the 2024 Masters for CBS.

To that we are compelled, in the words of "Uncle Verne," to say:

"Yes, sir."

Since 1983, Lundquist has been on the call from Augusta National. This year will mark his 40th tournament on the microphone at The Masters.

Lundquist has been the lead announcer for the par 3 16th hole and the 17th hole. From his perch, Lundquist has become part of the soundtrack at The Masters year for multiple generations of golf fans.

“It will be emotional,” Lundquist said  of his final call this weekend.

Who is Verne Lundquist?

Lundquist was born in 1940 in Minnesota. His broadcasting career began at WFAA in Dallas, Texas, where he was the radio voice of the Dallas Cowboys from 1967-1984.

He broke through nationally with ABC Sports (1974-1981). Since 1982, he's worked at CBS, except for a two-year stint (1995-1997) with TNT.

Lundquist became famous for calling college football, men's college basketball and, obviously, golf. He also contributed to CBS' Olympics coverage in 1992, 1994 and 1998. He played himself as a golf announcer in the 1996 movie "Happy Gilmore."

Verne Lundquist's top Masters calls include 2 Tiger Woods moments

Lundquist's calm demeanor and ability to dial up excitement within a moment made him the quintessential golf announcer.

His call at the 16th during Jack Nicklaus' 1986 Masters win is considered one of the all-time golf highlights. And in 2005, he famously served as the soundtrack of Tiger Woods' remarkable chip-in:

"Oh my goodness ... oh wow! In your life have you seen anything like that?"

Fourteen years later, Lundquist uttered "I am compelled to say ... Oh my goodness," as Woods birdied the 16th to give him a two-shot lead in the most dramatic Masters victory in recent memory.

"He has just an amazing ability to bring in the audience and describe a situation and just be able to narrate it in a way that is poetic but it's also – he describes it with emotionality," Woods said this week. "He just draws the audience in.

"That's what I grew up watching. I grew up listening to Verne. And he made a nice call there at 16, and it's one that I've been lucky enough to – I will have that memory with Verne for the rest of my life."

When did Verne Lundquist call the SEC on CBS?

From 2000 to 2016, Lundquist was the lead play-by-play announcer for the "SEC on CBS." He first worked with Todd Blackledge and then Gary Danielson in the booth. Lundquist was behind the mic for many memorable college football moments, notably the "Kick Six" during the 2013 Iron Bowl between Alabama and Auburn.

Lundquist's last college football game was the Army-Navy contest in 2016.

Is Verne Lundquist retiring?

After he stopped calling college football, Lundquist remained on CBS' college basketball for the next two seasons. He retired from that role prior to the 2018 men's tournament due to back surgery.

What Jim Nantz said about Verne Lundquist

Jim Nantz is the lead host for The Masters on CBS and has been Lundquist's partner for 37 years.

“His calls are truly legendary,” Nantz told reporters this week.

How old is Verne Lundquist?

Lundquist is 83.

• Election 2024
• Entertainment
• Newsletters
• Photography
• Personal Finance
• AP Investigations
• AP Buyline Personal Finance
• AP Buyline Shopping
• Press Releases
• Israel-Hamas War
• Russia-Ukraine War
• Global elections
• Asia Pacific
• Latin America
• Middle East
• Election Results
• Delegate Tracker
• AP & Elections
• March Madness
• AP Top 25 Poll
• Movie reviews
• Book reviews
• Personal finance
• Financial Markets
• Business Highlights
• Financial wellness
• Artificial Intelligence
• Social Media

As golf’s civil war rages, all the top PGA Tour and LIV players are at the Masters this week

Jon Rahm, of Spain, walks to the 10th green during a practice round in preparation for the Masters golf tournament at Augusta National Golf Club Tuesday, April 9, 2024, in Augusta, Ga. (AP Photo/Matt Slocum)

Brooks Koepka hands over his club on the second hole during a practice round in preparation for the Masters golf tournament at Augusta National Golf Club Tuesday, April 9, 2024, in Augusta, Ga. (AP Photo/Ashley Landis)

Bryson DeChambeau hands his driver to his caddie on the eighth hole during a practice round in preparation for the Masters golf tournament at Augusta National Golf Club Tuesday, April 9, 2024, in Augusta, Ga. (AP Photo/Ashley Landis)

Jon Rahm, of Spain, reacts on the 12th hole during a practice round in preparation for the Masters golf tournament at Augusta National Golf Club Tuesday, April 9, 2024, in Augusta, Ga. (AP Photo/Matt Slocum)

Jon Rahm, of Spain, hits on the 12th hole during a practice round in preparation for the Masters golf tournament at Augusta National Golf Club Tuesday, April 9, 2024, in Augusta, Ga. (AP Photo/Matt Slocum)

Jon Rahm, of Spain, and Nicolai Hojgaard, of Denmark, walk onto the 12th green during a practice round in preparation for the Masters golf tournament at Augusta National Golf Club Tuesday, April 9, 2024, in Augusta, Ga. (AP Photo/Matt Slocum)

Brooks Koepka, from left, Xander Schauffele and Patrick Cantlay hits on the second hole during a practice round in preparation for the Masters golf tournament at Augusta National Golf Club Tuesday, April 9, 2024, in Augusta, Ga. (AP Photo/Ashley Landis)

Bryson DeChambeau tees off on the eighth hole during a practice round in preparation for the Masters golf tournament at Augusta National Golf Club Tuesday, April 9, 2024, in Augusta, Ga. (AP Photo/Ashley Landis)

• Copy Link copied

AUGUSTA, Ga. (AP) — In some ways, golf finds itself at a point in time not unlike pro football in the 1960s, when two rival leagues duked it out but found a path to reconciliation that produced a game far bigger than anyone could’ve envisioned.

Bryson DeChambeau, for one, is hopeful that the still-smoldering split between the established PGA Tour and upstart LIV Golf could lead to a Super Bowl-like extravaganza that brings everyone together.

“You can look at it like the NFL and you could have NFC-AFC sort of working in their own fields and at the end they come together, put on a huge event at the end of the year,” said DeChambeau, who plays on the LIV circuit. “That could be really cool.”

If nothing else, major championships such as the Masters , which begins Thursday at Augusta National, provide a brief detente in this civil war of the links.

All the top players — from reigning Master champion Jon Rahm and Brooks Koepka representing Team LIV to world No. 1 Scottie Scheffler and Rory McIlroy teeing it up for the old guard — will be looking to not only claim a green jacket, but score bragging rights for their de facto team.

“Obviously, the more togetherness that you get, the better it is for everyone. There’s no doubt about that,” said Sergio Garcia, the 2017 Masters winner who bolted for LIV. “But there’s room for everyone. I don’t think that’s a problem at all.”

Even though LIV appears to have strengthened its hand with its stunning signing of Rahm , who was on the PGA Tour when he won at Augusta a year ago, there are actually five fewer players from the new tour than the 18 who played in 2023.

That’s largely because LIV events — with their smaller fields and 54-hole format — do not receive world ranking points, one of the main conduits for entry into the Masters.

Still, the Saudi-funded circuit has demonstrated that its top players can compete with the best of the PGA Tour.

Koepka and Phil Mickelson were runner-ups to Rahm a year ago at the Masters, and Koepka went on to capture his fifth career major title at the PGA Championship . Of the 27 major championships that have been staged since the beginning of 2017, 13 were won by golfers who now call LIV home.

Koepka took issue with those who say the split is ruining the game.

“Look, the best players in the world never got together week in, week out. I think that’s kind of forgotten,” Koepka said Tuesday. “It was the majors, (World Golf Championship tournaments) ... those were pretty much the 10 events where everyone was, for sure, going to be there. And then it was just kind of sprinkled in everywhere else. I think that’s kind of how it is” now.

But hard feelings remain, especially since a supposed merger agreement announced 10 months ago had yet to be finalized.

Just listen to Fred Couples, the 1992 Masters champion and outspoken critic of LIV.

“I don’t think I’ll ever understand it,” he said. “Now, everything can get better. But let me tell you, if the LIV tour is better for golf, I’m missing something there.”

Rahm acknowledged that when he accepted a reported $350 million offer to join LIV in December, he was hopeful that it would spur the two sides to reach some sort of reconciliation by the time the Masters rolled around.

Now, with a divide that seems as gaping as ever, he’s one of the most prominent faces on a tour that has been called everything from the future of the game — with its shotgun starts and team element — to a refuge of sellouts who are helping the Saudis sportswash the image of a repressive regime.

“It’s a bit of a detour on my path,” Rahm said. “But change can be better.”

Just how much things have changed was apparent from the attire he donned a year ago as he departed Augusta National to what he picked out for his practice rounds leading into this Masters.

Gone was the green jacket. Now he’s wearing a shirt emblazoned with a Legion XIII logo.

The team he now leads in LIV.

AP golf: https://apnews.com/hub/golf

Which LIV golfers are in 2024 Masters field? Complete list, odds to win

Liv golfers make up a healthy part of the 2024 masters field. here are the liv players competing at augusta national golf club, including defending champion jon rahm..

Professional golf has seen significant change in recent years, with LIV Golf poaching PGA Tour stars in a seismic shift within the sport.

Last June, it was announced the PGA Tour and Saudi Arabia's Public Investment Fund, which finances LIV Golf, were negotiating a so-called merger. However, the self-imposed Dec. 31 deadline from both groups passed without a deal, moving negotiations of the alliance into 2024, with both sides at a standstill.

REQUIRED READING: Masters betting 2024: Picks to win, how many total birdies in past years & other odds

In response, the PGA Tour reached a $3 billion deal with Strategic Sports Group, a partnership of several billionaire sports team owners, in a new entity called PGA Tour Enterprises, which launched Jan. 31. PGA Tour Enterprises is led by Fenway Sports Group, which owns the Boston Red Sox, Pittsburgh Penguins and Liverpool FC.

As the PGA Tour and LIV Golf remain separate, their top stars will meet at Augusta National for the Masters Tournament this week, starting with Thursday's opening round.

LIV Golf boasts some of the top talent in the field, including Jon Rahm, who earned his first green jacket in 2023 before joining LIV Golf.

Here's the list of Masters competitors who are on the LIV Golf tour and their odds to win:

REQUIRED READING: Who is in the field for the 2024 Masters Tournament? See all 89 players on the list

LIV golfers in Masters field 2024

Here's the full list of LIV golfers competing in the 2024 Masters field:

• Sergio Garcia
• Brooks Koepka
• Dustin Johnson
• Bryson DeChambeau
• Tyrell Hatton
• Adrian Meronk
• Phil Mickelson
• Joaquin Niemann
• Patrick Reed
• Charl Schwartzel
• Cameron Smith
• Bubba Watson

REQUIRED READING: When does Tiger Woods play at the Masters? Tee times on Thursday, Friday for full field

Masters odds for LIV golfers

Here are the Masters odds for each of the LIV golfers competing at the event, according to BetMGM:

• Jon Rahm: +1100
• Brooks Koepka: +2000
• Cameron Smith: +2500
• Joaquin Niemann: +2800
• Bryson DeChambeau: +3300
• Dustin Johnson: +3300
• Tyrrell Hatton: +5000
• Patrick Reed: +6600
• Phil Mickelson: +10000
• Bubba Watson: +15000
• Sergio Garcia: +15000
• Adrian Meronk: +15000
• Charl Schwartzel: +25000

Has an LIV golfer won the Masters?

A LIV golfer has yet to win the Masters as a member of the tour, however, there are multiple golfers who have won the tournament as a member of the PGA Tour.

Last season, Jon Rahm won his first Masters before signing a contract with LIV Golf in December for reportedly over $300 million, according to ESPN.

LIV Golf started in 2022 and made a point to sign some of the PGA Tour's brightest stars, which included a slew of former Masters winners.

Here's the full list:

• Jon Rahm (2023)
• Dustin Johnson (2020)
• Patrick Reed (2018)
• Sergio Garcia (2017)
• Bubba Watson (2012, 2014)
• Charl Schwartzel (2011)
• Phil Mickelson (2004, 2006, 2010)