assignment file design

Free Cover Page templates

Create impressive cover pages for your assignments and projects online in just a click. choose from hundreds of free templates and customize them with edit.org..

Create impressive cover pages in a few minutes with Edit.org, and give your projects and assignments a professional and unique touch. A well-designed title page or project front page can positively impact your professor's opinion of your homework, which can improve your final grade!

Create a personalized report cover page

After writing the whole report, dissertation, or paper, which is the hardest part, you should now create a cover page that suits the rest of the project. Part of the grade for your work depends on the first impression of the teacher who corrects it.

We know not everyone is a professional designer, and that's why Edit.org wants to help you. Having a professional title page can give the impression you've put a great deal of time and effort into your assignment, as well as the impression you take the subject very seriously. Thanks to Edit.org, everyone can become a professional designer. This way, you'll only have to worry about doing a great job on your assignment.

On the editor, you will also find free resume templates  and other educational and professional designs.

Customize an essay cover page with Edit.org

• Go to formats on the home page and choose Cover pages.
• Choose the template that best suits the project.
• You can add your images or change the template background color.
• Add your report information and change the font type and colors if needed.
• Save and download it. The cover page is ready to make your work shine!

Free editable templates for title pages

As you can see, it's simple to create cover pages for schoolwork and it won’t take much time. We recommend using the same colors on the cover as the ones you used for your essay titles to create a cohesive design. It’s also crucial to add the name and logo of the institution for which you are doing the essay. A visually attractive project is likely to be graded very well, so taking care of the small details will make your work look professional.

On Edit.org, you can also reuse all your designs and adapt them to different projects. Thanks to the users' internal memory, you can access and edit old templates anytime and anywhere.

Take a look at other options we propose on the site. Edit.org helps design flyers, business cards, and other designs useful in the workplace. The platform was created so you don't need to have previous design knowledge to achieve a spectacular cover page! Start your cover page design now.

Create online Cover Pages for printing

You can enter our free graphic editor from your phone, tablet or computer. The process is 100% online, fun and intuitive. Just click on what you want to modify. Customize your cover page quickly and easily. You don't need any design skills. No Photoshop skills. Just choose a template from this article or from the final waterfall and customize it to your liking. Writing first and last names, numbers, additional information or texts will be as easy as writing in a Word document.

Free templates for assignment cover page design

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Templates for college and university assignments

Include customizable templates in your college toolbox. stay focused on your studies and leave the assignment structuring to tried and true layout templates for all kinds of papers, reports, and more..

Keep your college toolbox stocked with easy-to-use templates

Work smarter with higher-ed helpers from our college tools collection. Presentations are on point from start to finish when you start your project using a designer-created template; you'll be sure to catch and keep your professor's attention. Staying on track semester after semester takes work, but that work gets a little easier when you take control of your scheduling, list making, and planning by using trackers and planners that bring you joy. Learning good habits in college will serve you well into your professional life after graduation, so don't reinvent the wheel—use what is known to work!

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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.”

Word & Excel Templates

Printable Word and Excel Templates

Assignment Cover Pages

Assignment cover page is the first page of an assignment. When you hold an assignment, the first page that you will see is the cover page. It is also called the title page. An assignment cover page includes the name of the institution, the title of the assignment, the name of the student and student’s ID. The assignment cover page is helpful in identifying what the assignment is about and which student submitted it.

Many students submit assignments to instructors, and instructors are usually teaching more than one subject. Therefore, without an assignment cover page, it would be difficult for the instructor to manage and sort out different assignments.

When there is an assignment cover page, instructors can easily sort out the assignments and grade them. Even the students submitting multiple assignments on the same day could end up submitting the wrong assignment if the assignments didn’t have a cover page.

Another important reason for having assignment cover pages is that this is part of training students to submit work professionally. An assignment cover page shows professionalism in submitting work. When students are trained for professional work, they are better equipped at succeeding in their jobs. Thus, professors and instructors usually ask students to create cover pages for their assignments so that the students develop this habit early in their academic life.

The assignment cover page usually includes the name of the institution, title of the assignment, name of the student, student id, date of submission. In some cases, the title page may also mention the instructor name. Usually, the title page is not page numbered.

Some courses might also require the students to format the assignment cover pages using popular referencing styles. For example, there is a particular format to make an assignment cover page using APA or MLA referencing styles. In some cases, professors may also issue detailed instructions on how to format an assignment cover page. These instructions may include font style, font size, text color, page borders, and the information that must be stated on the cover page along with a particular order.

Cover pages are required in several situations:

• When submitting a project report
• When submitting a research proposal
• When submitting a dissertation
• When making a report that is longer than 2-3 pages
• When the assignment instructions require an assignment cover page
• When the professor is handling more than one subject and assignments may be erroneously sorted

Assignment cover pages are very useful and can be created in MS Word or Adobe. MS Word software allows pictures and text to be used on the cover page. Students may also use headers and footers, page borders and other features in MS Word to create a nice cover page. You can even use the popular heading styles given in MS Word.

If you do not have the time or energy to create a cover page, you may use cover pages available on our website. We offer editable cover page templates that you can easily download and customize. Browse through our specially designed assignment cover pages and save your time and effort.

MS Word Cover Page Templates

Download, personalize & print, assignment front page designs.

Posted By: admin 25/01/2019

What is an assignment front page?

The immediate page that can be seen right after the cover page is known as a front page. The front page is also known as a title page. It is as important as the cover page. An assignment can be submitted without a cover page h owever , the assignment front page can never be skipped.

 Why is assignment front page important?

An assignment front page provides information about the student who has created the assignment. This page is considered to be important because it enables the teacher to know about the student who has submitted the assignment. Many students also forget to add their name to the assignment that results in zero marks. The use of front page in the assignment never lets the student forget to add the name.

How to write a front page of assignment?

It should be kept in mind that there is no specific format to be followed when it comes to making the assignment front page. However, it should always be ensured that you include all the necessary details to the front page needed by the teacher to identify your assignment. The main details that should be added to the assignment front page are:

• Title of the subject
• Topic of assignment
• Name of teacher
• Name and roll number of students
• The registration number of students
• Department in which the student is enrolled

The assignment front page should be made with great care. It should be ensured that the details added to it are more than enough for your teacher.

Guidelines for making assignment front page:

It is important to make a front page that can impress your teacher. Here are a few guidelines that you can follow in order to make a professional looking front page.

• Keep the cover page precise. Never overcrowd the front page with a lot of details as it does not look good.
• The front page should be decent and catchy. The color combination for a colored front page should be appropriate since your assignment is the representative of your own mind.
• Make the design of the front page attractive and catchy. It should be able to grab the attention of the teacher. If you are not good at designing the front page, you can use a template

Assignment front page template:

For those who want to save their time and efforts, readymade templates for the front page of an assignment is available here.

There are lots of assignment front page samples that you can see and choose the one that you like. The likeness of the design varies from person to person. Therefore, different samples from the prospective of different people have been given here.

The assignment front page samples are designed in MS Word mostly. The samples have been designed by the experts. Since they are readymade, all you need to do is to add the details specific to you and print the template. You can also bring changes to them according to your likes.

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Course Design

Getting started with assignment design.

Updated on March 14, 2024

When following the course development process of backwards design , you first identify the student learning goals for the course and then determine how you will measure student learning. Backwards design aims for  alignment between what you want students to learn and how you are assessing their learning. In theory, you would finalize your course-level learning goals and goals for each major assignment before moving forward with assignment design. In practice, however, many instructors find assignment design to be an iterative process of drafting assignment-level goals, creating an assignment, and then adjusting both the goals and the assignment until they are in alignment with one another and with the course-level learning goals. 

Assignment Goals & Assignment Type

Spending time on assignment-level goals can help you determine the kinds of assignments you want students to complete. For example, if you want students to determine which formula to use to solve a word problem, a well-designed multiple choice question might be a more efficient way to assess their learning than a short answer question. In addition, writing assignment-level goals can help you articulate where you want students to focus their time and energy, which can also impact the form the assessment takes. For example, when considering the learning goals for a research essay, you might decide that being able to choose a topic and develop a research question are crucial learning goals. Therefore, rather than having students draft and write an essay, they can submit a project proposal.

Here are some questions to help you determine learning goals and consider your assignment type:

• How do these goals align with your course-level goals?
• How do they align with the assignment type?
• Does your assignment type oblige students to focus their time and energy on what’s most important?

Depending on how you answer these questions, you may need to revise your assignment goals or assignment type. If you’re looking for some inspiration for different assignment types, the CTE is in the process of assembling some examples from BC faculty .  For more examples, see Harvard University’s types of assignments or the University of Waterloo’s type of assignments and tests .

Course Rhythm

While this resource is about assignment design, not course design, it can be helpful to take a step back and see how a particular assignment fits into the larger rhythm of a course. In the book, Effective Grading , Barbara Walvoord and Virginia Johnson Anderson suggest creating a course skeleton that just includes the course-level learning goals and the major assessments. This allows you to check alignment and ask yourself, “Is the workload I am planning for myself and my students feasible, reasonable, strategically placed, and sustainable?” (18). If the answer to any part of this question is “no,” you may need to revise or change the timing of the assignment, or make changes to other major assessments. For example, having two major assignments due in the same week may not give students enough time to successfully complete both, or give you enough time to provide feedback on the first assignment that may help them as they finalize the second one. You might also strategically plan the rhythm of the semester around your own workload and other commitments, so that you are more able to keep up with the pace of providing feedback and grades to students. This sample course outline shows the benefit of moving from a topic-drive to a goal-driven approach to mapping out a course’s rhythm.

Once you have articulated your assignment-level goals, aligned them with your course-level goals and the assignment type, and considered the rhythm of your course, you can think about how you will clarify expectations for your students.

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Formatting and presenting your assessments correctly is important because many include marks for presentation.

This may include marks for things such as:

• formatting and layout
• APA referencing
• writing style
• grammar and spelling.

Before you start on your assessment:

• check your assessment question, emails from your course leader, and learning materials for how it should be presented
• read the instructions carefully. Make sure you understand them and follow them exactly
• if you're not sure about what’s required contact your course leader.

General guidelines for electronic submissions

• Most assessments should be produced using Microsoft Word.
• You can also submit assessments using: .doc, .docx, .xls, .xlsx or .rtf.
• if you don’t have Microsoft Word go to My Open Polytechnic to download and access your free version
• if you're not sure about the file type required, contact your course leader.
• Use a clear, readable font, such as Verdana, Calibri, Tahoma or Arial and use the same font throughout.
• Use black text on a white background.
• Avoid coloured backgrounds or text in a colour other than black, unless you have special permission to use them.
• Use 11 or 12 point font for the body of your assessment.
• Use 1.5 spacing and 2.53 cm (1”) wide margins.
• Leave a blank line between paragraphs.
• If the questions are short, leave a blank line between each question. If they are long, start each question on a new page.
• Left-justify your work (also known as left-aligned).
• Use bold for headings.
• Essays don’t usually need subheadings; reports usually do.

Most assessments need a title page, which should include:

• the title and number of the assessment
• the course number and name
• the due date
• your full name and student number.

Centre this information on the page, starting approximately one-third of the way down the page.

• Number and clearly label figures and tables.
• Add numbers as follows: Figure 1, Figure 2, Table 1, Table 2, and so on.
• Put table and figure captions above the table.
• Don't number the items in a reference list.

For more help with figures and tables, check:

Get more help with tables  and figures – APA  Style website

Headers and footers

Insert a header or footer on each page (except the title page). It should contain:

• your name (last name, first name/s)
• your student number
• the course code
• the assessment number
• page numbers.

Reference list

The reference list comes at the end of the assessment and should start on a new page labelled 'References'.

Need more help with reference lists? Check out the guides below:

Quick referencing APA guidelines  (PDF 47 KB; opens in a new window)

Guide to APA referencing  (PDF 395.11 KB; opens in a new window)

Appendices are used for information that:

• is too long to include in the body of your assessment
• supplements or complements the information you are providing.

Start each appendix (if applicable) on a new page. If there's just one appendix label it ‘Appendix’ without a number. If there is more than one, label them Appendix A, Appendix B, and so on.

In the main text of your assessment, refer to the Appendix by the label – for example, Appendix A.

Tops and bottoms of pages

Check the top and bottom of your pages to ensure they avoid:

• widows – single lines of text at the top of a page
• orphans – first lines of paragraphs at the bottom of a page
• tombstones – headings or subheadings alone at the bottom of a page
• split lists – lists that are divided between two pages (if possible).

General guidelines for hard copies

Most of the guidelines above also apply to hard copies (printed or handwritten documents).

If your course requires or allows handwritten assessments, be sure to follow the course instructions on presenting handwritten assessments.

Word limits and word count guidelines 

Word limits support the development of concise writing skills. Word count guidelines help you to understand the expectation of workload for an assessment.

 For more detailed information about these go to:

Word limits and word count guidelines  

Got a question?

If you want to talk with someone about formatting and presenting your assessments, contact The Library and Learning Centre | Te Whare Pukapuka Wāhanga Whakapakari Ako. 

Contact the Library and Learning Centre

Assignment Front Page Format, Design, and PDF File

Today we are sharing the assignment first page format for schools and college students. This format very useful for students for their assignment submission in school, college and university. You can also download this assignment front page design in word file format.

Note: There is a no specific and pre-defined format for assignment cover page. The front page of assignment define by school, college, university, etc. But there is general format for assignment submission which is use globally. You can change or modified this format according to you.

1. Assignment Front Page Format

2. assignment cover page design.

3. Download Assignment Design PDF & Word File

Here you can download the assignment front page format in word download. You can easily download assignment design file and edit it as per your need. You can also find this files in your Microsoft Office. Choose you best assignment front page design and impress your teachers or professors.

Source File & Credit: Microsoft Office

Use Microsoft Word to edit this file. You can easily edit this file in Microsoft Office. Replace the file with your college name, logo, etc.

Assignment is a very crucial part in academic. Your project report front page or assignment first page design play an important role like first impression is last impression. If you impress your processor or teacher then you will score good mark.

See More: General Topics for Presentation

May 19, 2020

The 10 Essential Graphic Design File Types and When to Use Them

Rosee Qualls

The vast world of graphic design file types, raster vs. vector.

Raster images are composed of pixels and have a defined proportion determined by their resolution. This means if they were created at a certain size, that size cannot be stretched or altered without compromising quality or becoming distorted. You should always save raster files at the size they are intended for use to maintain their resolution integrity. Standard raster files are JPEG, PNG, and GIF (more on these files types below).

Vector images are composed of proportional formulas, rather than having a defined proportion or a set number of pixels. This makes vector files very “flexible,” and it is helpful to know if you need to create a graphic that requires any kind of resizing — like a logo that is used on a business card or even as a bus wrap! Common vector files are EPS, AI, and PDF.

Hi-Res vs. Low-Res

Hi or Low Resolution refers to the density of pixels in an image. Dots per inch (DPI) or Pixels per inch (PPI) are units of measure that communicate the density of pixels in an image. Images used for the web will have lower resolution, with 72 DPI as the standard. Images used for print will have higher resolution, with 300 DPI or greater as the standard. Be careful not to create an image for print that is low-res; otherwise, it will end up pixelated and distorted; or an image for the web that is too hi-res, otherwise it will take forever to load.

Lossless vs. Lossy

Lossless or lossy refers to the way data is compressed in a file and how much information it retains. Lossless files preserve all of the file’s original data and allow the date to be perfectly reconstructed after it’s been compressed. Lossy files lose some of that original data when compressed or converted. PNG files are lossless, while GIF and JPEG files are lossy.

The 10 Essential Graphic Design File Types

Pronounced “jay-peg” and short for Joint Photographic Experts Group, this is likely the file type you are most familiar with. You’ve used JPEGs in yearbook class, have seen them on print ads,  or even created them by taking photos on your smartphone.

JPEGs are raster images and are composed of hundreds and hundreds of tiny pixels. They are known as “lossy” files because when a JPEG is created, to maintain a smaller file size, some unnecessary information is permanently deleted or lost.  Think of it like taking a photocopy of your favorite picture, the photocopy still looks like the original photo, but some of the original data is lost. Likewise, because the information in a JPEG is limited, they cannot be made larger once they are a certain size.

Have you ever taken a photo off of Facebook and tried to get it printed despite the small file size or low-resolution warning? Did you end up with a super blurry, pixelated photo? That’s because once they are saved to a specific size, JPEGs cannot be scaled up – their purpose is to make large photographic files smaller but using less information.  Despite their aversion to scale, JPEGs can be used for both print and web. A rule of thumb: web images can have a lower resolution (like 72 DPI, so that the image loads quickly), while print images require a higher resolution (like 300 DPI,  to retain as much image information as possible).

Short for “Portable Network Graphics” and pronounced “ping,” PNGs were designed as a more open alternative to GIFs. One of the factors that make a PNG stand out most is that they support transparency. This allows you to have a transparent background on a logo file, instead of the file having a white background that cannot be altered.

PNG file compression is lossless, so there is no loss in quality, giving them the ability to handle detailed, high contrast information. PNGs are great for use on the web but are not ideal for print. They are crucial to producing files that JPEGs can’t effectively create and are the top (or only) choice for when you need a clean logo or text over other visual elements on the web.

An SVG is a vector-based file and is used to display a variety of graphics, primarily on the web. Due to its nature as a vector, SVG’s are great for their flexibility and versatility that goes beyond the abilities of other web safe files. An SVG speaks more code languages than other files, like PNG, GIF, or JPEG, and allows them to operate smoothly with web-based technology. SVG uses shapes, numbers, and coordinates to create graphics in a browser, making it independent of resolution constraints and infinitely scalable—unlike files created in a pixel grid that are confined. Remember how SVG files speak code? This makes them editable and scriptable with code languages and allows them to be indexed and searchable on the web. Pretty cool, huh?

You know them, you love them, but you’re not quite sure: are they a video or a photo? Trick question, a GIF is actually defined as a lossless format for image files that supports both animated and static images. Short for “Graphics Interchange Format,” GIFs are an image file that is sometimes animated. So sometimes you may see them in animated form, like the “YAAAS QUEEN” dance you send to your group text, and sometimes you may see them in static image form.

GIFs are commonly used in the digital space, where images need to load quickly: like digital banner ads, websites, or emails. Rather than using a high-resolution image, many GIFs retain their most basic form of 256 colors in RGB. This allows the file to be much smaller in size, due to the limited color, and helps them to load more quickly.  So now that you understand GIFs, the real question is: when it comes to pronunciation, are you team “jiff” or “giph”? According to the creator of the GIF, it’s pronounced with the soft “j,” but I’d be lying if I said I didn’t prefer the hard “g”!

A TIFF is a large raster file that does not lose quality—all of the original data is maintained no matter how many times you copy, re-save, or compress the file.  You may have used TIFFs in Photoshop or Lightroom, or received an Adobe prompt to save as a TIFF over a PSD. The main difference between a PSD and TIFF is their respective size limits. A PSD is limited to 2GB, while a TIFF can handle more than 2GB. You can use both of these file types for photos or creating graphics for the web – but the size of the objects in the layers may make a TIFF a more suitable file for your use. Because of their ability to handle larger file sizes, TIFF files are commonly used when saving high-resolution photos for print. Also, due to their large size, you should avoid using TIFFs on the web as you’ll end up with long load times.

To be very straightforward, PSD stands for “Photoshop Document”— the program used to create and save this file type. Some PSD files contain just a single image, but the common use involves multiple images, objects, text, filters, and more, stored in layers within the Adobe Photoshop file. This allows the user to work with those individual layers, even after saving the file.  

For example, when we created the banner for this blog post, we used a PSD file that stored the images, background color, and different shapes. There are multiple images and objects in that file. Even though the image is saved to a PNG for the blog, if we want to edit the colors or any of the images, we can open the PSD to make those changes. It may look like a flat image, but it’s actually a dynamic and fully editable file!

An “Encapsulated PostScript” file or EPS is a vector-based file that is designed to create high-resolution graphics for use in print. Many kinds of design software create EPS files because they are a universal file type, which gives them a great advantage. Creators are not limited to a single program to create, unlike with AI files, and can share and edit across multiple design programs.  

An AI file, short for “Adobe Illustrator Artwork file” is a single-page vector-based graphic file. AI files are composed of paths connected by points to create graphics.

AI files are commonly used to create logos and printed assets. A great advantage to AI files is that they are flexible vector-based files, allowing them to be resized without losing quality. Additionally, AI files can be saved or exported in many different formats too. In fact, every other file type aforementioned in this list can be saved from an AI file! AI files are actually in the format of EPS or PDF, but the extension of AI is created and used by Adobe Illustrator. One downside to AI files is that they can be tricky to open or edit if you don’t have Adobe Illustrator – making them less versatile for sharing and editing across users.

PDF files, short for “Portable Document Format” files, are a commonly used file type that many of us work with on a regular basis. PDFs can be created and edited in many different programs, and are known for their versatility in being viewed. They are typically used for read-only documents, but some PDFs can retain information that makes them editable. For instance, you can sometimes open a PDF in Adobe Illustrator and still be able to edit it.

Another advantage to PDFs is that they allow you to input new information with form fields without disrupting the document format – like when you download and fill out a tax or health insurance form. This is helpful because it allows users to input new information without altering the layout.

PLANOLY Pro Tip: always save and send your resume as a PDF! They are a versatile file that almost every computer can open, unlike Docs, Pages, or Microsoft Word that some file recipients may not have access to.

Last but certainly not least, we have the INDD file, short for “InDesign Document,” created in Adobe InDesign. The most common use of an INDD file is for publication layout, in both print and digital – everything from your high school yearbook to an editorial fashion magazine and promotional brochures to digital eBooks. It includes formatting information, character and paragraph styles, page content, swatches, and linked files – like JPEG, PNG, AI, and PSD.

So there you have it! This post is by no means exhaustive, but a great place to start when familiarizing yourself with common file types and when to use them. When in doubt, it never hurts to do a quick internet search or refer back to this guide to make sure you are using the most appropriate file type for your creative needs.

Enjoyed reading it? Spread the word

Rosee Qualls is a contributing designer at PLANOLY. She is an expert in branding, graphic design, and illustrations.

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Assignment Templates

Do You Need Help with University Homework Layout? Template.net has Free Printable Blank Sample Assignment Templates. Create a Cover Page for the Project Assignment or a Student Report Format, and More. All You Have to Do is Browse Through Our Website And Pick the Right Template for You Today.

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An assignment agreement, or an assignment of contract document, allows one party to transfer the rights and benefits of a contract to another party. In order for the transfer of benefits and obligations stated in the contract from one party to the other to happen, the document has to be signed. However, the process can take a long time. And, it takes prudence to come up with a thoughtfully written document. To ensure that you have everything laid out perfectly and easily, make use of our Assignment Templates.

There are many different situations where an assignment of contract can happen. That is why we made different choices of assignment templates. We have written assignment templates for rights to photograph, real estate, copyright, pre-employment works, and so much more. Also, all our assignment templates have industry-compliant, original suggestive content. So, if you don't want your assignment of contract to sound generic, Template.net is your best source.

Furthermore, our assignment templates are easy to customize in case to perfectly fit your needs. They are also ready for download and print. Plus, you can also share them digitally. So, if you are looking for more reliable Assignment Agreement Templates or Legal Assignment Templates , trust the only source of templates with unmatched quality -- Template.net.

If you wish to get a premium experience in getting access to our Document Templates , avail yourself of our subscription plan right away! It's very affordable and worth the price. Upon subscription, you will get new templates every week. Chat with us to learn more.

Assignment packages

Create and send packages (indesign).

Under ideal circumstances, all InDesign and InCopy users on the team have access to a server where assignment files are stored. However, if one or more users don’t have access to a common server, you can create and distribute compressed assignment packages. After working on the assignment, the InCopy user repackages the assignment and returns it to be integrated into the InDesign document. Package files created in InDesign include the .icap extension. The return package files created in InCopy include the .idap extension.

There are two commands for packaging files: Package For InCopy and Package And Email. Use Package For InCopy to create a compressed package that you can distribute manually; use Package And Email to create a compressed package that is attached automatically to an e-mail message.

Do not confuse an assignment package with the File > Package command in InDesign that lets you bundle and send a document and its assets to a printer.

Create a package for manual distribution

Only content that is checked in can be included in the packaged assignment. If any content is checked out, you’re prompted to check in content.

• In the Assignments panel, select the assignment and choose Package For InCopy from the panel menu.
• Specify a name and location for the package file, and click Save.

You can attach the package file to an e-mail message, upload it to an FTP server, or copy it to a disk or other external media.

Choosing Edit > Undo after you create a package cancels the package and unlocks the items in the assignment, but it doesn’t delete the package file from your computer or unsend the e-mail.

Create a package for e-mail (InDesign)

Only content that is checked in is included in the packaged assignment. If any content is checked out, you’re prompted to check in content.

A compressed assignment package is created and attached to an e-mail message of your default e-mail application.

If you want to use a different e-mail application, change the default e-mail application. See your system documentation for details.

• Edit the e-mail message by adding a recipient and providing any instructions. Send the message.

All items in the assignment are checked out to the assigned user. However, the contents of the package itself aren’t locked, so anyone can open the package and edit them.

Cancel a package

In some cases, the package you send isn’t returned. For example, the message may have gotten lost, or the recipient may no longer work on the project. In such a situation, you can cancel a package.

• In the Assignments panel, select the packaged assignment, and choose Cancel Package from the panel menu.
• Click OK to cancel the package.

Canceling a package doesn’t remove the package file from your computer.

When a package is cancelled, the package’s contents are available for editing. Be aware that if someone returns a package that has been cancelled, conflicts may occur.

Update a package

After you create a package, you may want to add, remove, or resize items.

• Add, remove, or resize one or more stories to the packaged assignment.

Choose Update Package from the Assignments panel menu. Specify the name and location of the file. Make the updated package available to users by placing it on a shared server or by e-mail. Remember to notify InCopy users that the package has been updated.

Choose Update Package And Email from the Assignments panel menu, and then send the message.

When InCopy users open the updated package, only new content is added automatically to the assignment; InCopy users can decide whether to overwrite existing content, allowing them to preserve previous edits.

Receive packages (InCopy)

You may receive a package from an InDesign user who created the package or from an InCopy user who forwarded the package to you. When you open an assignment package, the package is decompressed, and the contents are copied to a new subfolder in an InCopy Assignments folder.

Open a package (InCopy)

Launch the package using the e-mail application. For example, double-click the attachment file.

Use Explorer or Finder to open the file. For example, double-click the file or drag it to the InCopy application icon.

In InCopy, choose File > Open, and double-click the packaged assignment file.

In InCopy, choose Open Package from the Assignments panel menu, and then double-click the package file.

You can now edit the stories in the package. When you begin editing a story, you’re prompted to check out the contents of the frame. When you’ve finished editing, save all content and return or forward the package.

Return or forward a package (InCopy)

After you open and edit a package, you can send it to another InCopy user or you can return it to the InDesign user who created the package. Package files created for other InCopy users include the .icap extension; return package files created for InDesign users include the .idap extension.

• Edit and check in the content you want to include in the package.

Forward For InCopy

Create a package for another InCopy user. Specify the name and location of the package file, and then make it available to the InCopy user.

Forward For InCopy And Email

Create and send a package for another InCopy user via e-mail. The package appears as an attachment in a new message in your default e-mail application. Specify the recipient, provide instructions, and send the e-mail message.

Return For InDesign

Create a package to return to the InDesign user.

Return For InDesign And Email

Create and return a package to the InDesign user by e-mail. The package appears as an attachment in a new message in your default e-mail application. Specify the recipient, provide instructions, and send the e-mail message.

Receive return packages (InDesign)

Use Explorer or Finder to open the file. For example, double-click the file or drag it to the InDesign application icon.

In InDesign, choose File > Open, and double-click the package file.

In InDesign, choose Open Package from the Assignments panel menu, and then double-click the package file.

You’re prompted to update all links when opening the package. If a story has been modified since the assignment was packaged, you can determine whether to update or unlink the content in the InDesign file. When the stories in the files are returned and checked in, you can check out and edit the content.

More like this

• Package files
• Check in content
• Save changes (InCopy)
• Update assignment files (InDesign)
• Unlink content files (InDesign)

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Sequential, Multiple Assignment, Randomized Trial Designs

• 1 Department of Biostatistics, School of Public Health, University of Michigan, Ann Arbor
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An adaptive intervention is a set of diagnostic, preventive, therapeutic, or engagement strategies that are used in stages, and the selection of the intervention at each stage is based on defined decision rules. At the beginning of each stage in care, treatment may be changed by the clinician to suit the needs of the patient. Typical adaptations include intensifying an ongoing treatment or adding or switching to another treatment. These decisions are made in response to changes in the patient’s status, such as a patient’s early response to, or engagement with, a prior treatment. The patient experiences an adaptive intervention as a sequence of personalized treatments.

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Kidwell KM , Almirall D. Sequential, Multiple Assignment, Randomized Trial Designs. JAMA. 2023;329(4):336–337. doi:10.1001/jama.2022.24324

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AceCrypt/DeepLearning2024

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