assign your assignment

Need Help in Assignments ?

Get your Assignments completed from Professional Experts & submit before deadline.

Assign Your Assignments to Us

Our mission is to provide exceptional academic writing solutions to students helping them improve their critical thinking, learning, and academic success. We aim to provide wide services with client-centric approaches that empower education and maintain ethical integrity. We are committed to delivering well-researched and well-referenced original content personalized to the unique needs of each client. 

Our vision is to become a leading academic writing company that can empower students and professionals in their professional journey. We strive to make education accessible to all and encourage individuals to pursue academic endeavours confidently.

Salient Features

Plagarism free work, on time delivery, proper formats, 24x7 support​.

HR Management

Dissertation/ Thesis

Computer Science

Public Health

Who we are.

Assign Your Assignment is an Academic Research and Educational Consulting Company catering to the varied academic needs of clients across the below. We’re constantly up and running through committed efforts to facilitate the best quality and timely academic service. With a team of highly skilled trained and experienced professionals in our company, we offer academic help online with different types of homework in different subjects.

Assignments Completed

Universities covered, subject experts, satisfaction rate.

Want to Checkout Our Previous Work?

Visit Sample Page and Get Full PDF files of Our Previous Works Quality Checked by Various Institutions.

Get Quotation

Everything You Need

Trust on Us for your Assignment. You are Just 1 Call Away.

Testimonials

Let’s Find out What Our Students thinks about Our Work.

Frequently Asked Questions

We offer academic help with a wide range of papers, including essays, assignments, reports, research papers, presentations, case studies, admission papers, and others.

You can place the order by simply clicking on the order now page and filling in the required details. You can also contact us at the given mobile number or email address for one-on-one communication.

To ensure originality and plagiarism-free content, we conduct multiple quality assessment reviews and tests. The test also includes industry-leading tools to check plagiarism and AI-free content.

We have a free revision policy that will help you to get the required changes in the assignment based on feedback.

You can contact us at the given number on the website, or feel free to reach out to us through the given email address.

The time depends upon the requirements of the paper. It usually ranges anywhere between 3 to 5 business days.

We accept payments from the net banking platform.

Your Academic Journey, Our Expert Guidance

• Privacy Policy
• Terms & Condition
• Refund Policy

Get In Touch

• Apex Tower, Lal Kothi, Jaipur
• +91 9799 416 433
• [email protected]

Copyright © 2023 Assign Your Assignments | Designed by The Wextern

Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

• Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
• Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

• What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

• define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
• describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
• explain —give reasons why or examples of how something happened
• illustrate —give descriptive examples of the subject and show how each is connected with the subject
• summarize —briefly list the important ideas you learned about the subject
• trace —outline how something has changed or developed from an earlier time to its current form
• research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

• compare —show how two or more things are similar (and, sometimes, different)
• contrast —show how two or more things are dissimilar
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
• cause —show how one event or series of events made something else happen
• relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

• assess —summarize your opinion of the subject and measure it against something
• prove, justify —give reasons or examples to demonstrate how or why something is the truth
• evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
• support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
• synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
• analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
• argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

• What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
• In lecture, does your instructor ask your opinion, try to prove their point of view, or use keywords that show up again in the assignment?
• What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
• How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

• Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
• The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and they already know everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

• spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
• use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
• use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
• get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

Make a Gift

for Education

• Google Classroom
• Google Workspace Admin
• Google Cloud

Easily distribute, analyze, and grade student work with Assignments for your LMS

Assignments is an application for your learning management system (LMS). It helps educators save time grading and guides students to turn in their best work with originality reports — all through the collaborative power of Google Workspace for Education.

• Get started
• Explore originality reports

Bring your favorite tools together within your LMS

Make Google Docs and Google Drive compatible with your LMS

Simplify assignment management with user-friendly Google Workspace productivity tools

Built with the latest Learning Tools Interoperability (LTI) standards for robust security and easy installation in your LMS

Save time distributing and grading classwork

Distribute personalized copies of Google Drive templates and worksheets to students

Grade consistently and transparently with rubrics integrated into student work

Add rich feedback faster using the customizable comment bank

Examine student work to ensure authenticity

Compare student work against hundreds of billions of web pages and over 40 million books with originality reports

Make student-to-student comparisons on your domain-owned repository of past submissions when you sign up for the Teaching and Learning Upgrade or Google Workspace for Education Plus

Allow students to scan their own work for recommended citations up to three times

Trust in high security standards

Protect student privacy — data is owned and managed solely by you and your students

Provide an ad-free experience for all your users

Compatible with LTI version 1.1 or higher and meets rigorous compliance standards

Product demos

Experience google workspace for education in action. explore premium features in detail via step-by-step demos to get a feel for how they work in the classroom..

“Assignments enable faculty to save time on the mundane parts of grading and...spend more time on providing more personalized and relevant feedback to students.” Benjamin Hommerding , Technology Innovationist, St. Norbert College

Classroom users get the best of Assignments built-in

Find all of the same features of Assignments in your existing Classroom environment

• Learn more about Classroom

Explore resources to get up and running

Discover helpful resources to get up to speed on using Assignments and find answers to commonly asked questions.

• Visit Help Center

Get a quick overview of Assignments to help Educators learn how they can use it in their classrooms.

• Download overview

Get started guide

Start using Assignments in your courses with this step-by-step guide for instructors.

• Download guide

Teacher Center Assignments resources

Find educator tools and resources to get started with Assignments.

• Visit Teacher Center

How to use Assignments within your LMS

Watch this brief video on how Educators can use Assignments.

• Watch video

Turn on Assignments in your LMS

Contact your institution’s administrator to turn on Assignments within your LMS.

• Admin setup

Explore a suite of tools for your classroom with Google Workspace for Education

You're now viewing content for a different region..

For content more relevant to your region, we suggest:

Sign up here for updates, insights, resources, and more.

Teaching, Learning, & Professional Development Center

• Teaching Resources
• TLPDC Teaching Resources

How Do I Create Meaningful and Effective Assignments?

Prepared by allison boye, ph.d. teaching, learning, and professional development center.

Assessment is a necessary part of the teaching and learning process, helping us measure whether our students have really learned what we want them to learn. While exams and quizzes are certainly favorite and useful methods of assessment, out of class assignments (written or otherwise) can offer similar insights into our students' learning.  And just as creating a reliable test takes thoughtfulness and skill, so does creating meaningful and effective assignments. Undoubtedly, many instructors have been on the receiving end of disappointing student work, left wondering what went wrong… and often, those problems can be remedied in the future by some simple fine-tuning of the original assignment.  This paper will take a look at some important elements to consider when developing assignments, and offer some easy approaches to creating a valuable assessment experience for all involved.

First Things First…

Before assigning any major tasks to students, it is imperative that you first define a few things for yourself as the instructor:

• Your goals for the assignment . Why are you assigning this project, and what do you hope your students will gain from completing it? What knowledge, skills, and abilities do you aim to measure with this assignment?  Creating assignments is a major part of overall course design, and every project you assign should clearly align with your goals for the course in general.  For instance, if you want your students to demonstrate critical thinking, perhaps asking them to simply summarize an article is not the best match for that goal; a more appropriate option might be to ask for an analysis of a controversial issue in the discipline. Ultimately, the connection between the assignment and its purpose should be clear to both you and your students to ensure that it is fulfilling the desired goals and doesn't seem like “busy work.” For some ideas about what kinds of assignments match certain learning goals, take a look at this page from DePaul University's Teaching Commons.
• Have they experienced “socialization” in the culture of your discipline (Flaxman, 2005)? Are they familiar with any conventions you might want them to know? In other words, do they know the “language” of your discipline, generally accepted style guidelines, or research protocols?
• Do they know how to conduct research?  Do they know the proper style format, documentation style, acceptable resources, etc.? Do they know how to use the library (Fitzpatrick, 1989) or evaluate resources?
• What kinds of writing or work have they previously engaged in?  For instance, have they completed long, formal writing assignments or research projects before? Have they ever engaged in analysis, reflection, or argumentation? Have they completed group assignments before?  Do they know how to write a literature review or scientific report?

In his book Engaging Ideas (1996), John Bean provides a great list of questions to help instructors focus on their main teaching goals when creating an assignment (p.78):

1. What are the main units/modules in my course?

2. What are my main learning objectives for each module and for the course?

3. What thinking skills am I trying to develop within each unit and throughout the course?

4. What are the most difficult aspects of my course for students?

5. If I could change my students' study habits, what would I most like to change?

6. What difference do I want my course to make in my students' lives?

What your students need to know

Once you have determined your own goals for the assignment and the levels of your students, you can begin creating your assignment.  However, when introducing your assignment to your students, there are several things you will need to clearly outline for them in order to ensure the most successful assignments possible.

• First, you will need to articulate the purpose of the assignment . Even though you know why the assignment is important and what it is meant to accomplish, you cannot assume that your students will intuit that purpose. Your students will appreciate an understanding of how the assignment fits into the larger goals of the course and what they will learn from the process (Hass & Osborn, 2007). Being transparent with your students and explaining why you are asking them to complete a given assignment can ultimately help motivate them to complete the assignment more thoughtfully.
• If you are asking your students to complete a writing assignment, you should define for them the “rhetorical or cognitive mode/s” you want them to employ in their writing (Flaxman, 2005). In other words, use precise verbs that communicate whether you are asking them to analyze, argue, describe, inform, etc.  (Verbs like “explore” or “comment on” can be too vague and cause confusion.) Provide them with a specific task to complete, such as a problem to solve, a question to answer, or an argument to support.  For those who want assignments to lead to top-down, thesis-driven writing, John Bean (1996) suggests presenting a proposition that students must defend or refute, or a problem that demands a thesis answer.
• It is also a good idea to define the audience you want your students to address with their assignment, if possible – especially with writing assignments.  Otherwise, students will address only the instructor, often assuming little requires explanation or development (Hedengren, 2004; MIT, 1999). Further, asking students to address the instructor, who typically knows more about the topic than the student, places the student in an unnatural rhetorical position.  Instead, you might consider asking your students to prepare their assignments for alternative audiences such as other students who missed last week's classes, a group that opposes their position, or people reading a popular magazine or newspaper.  In fact, a study by Bean (1996) indicated the students often appreciate and enjoy assignments that vary elements such as audience or rhetorical context, so don't be afraid to get creative!
• Obviously, you will also need to articulate clearly the logistics or “business aspects” of the assignment . In other words, be explicit with your students about required elements such as the format, length, documentation style, writing style (formal or informal?), and deadlines.  One caveat, however: do not allow the logistics of the paper take precedence over the content in your assignment description; if you spend all of your time describing these things, students might suspect that is all you care about in their execution of the assignment.
• Finally, you should clarify your evaluation criteria for the assignment. What elements of content are most important? Will you grade holistically or weight features separately? How much weight will be given to individual elements, etc?  Another precaution to take when defining requirements for your students is to take care that your instructions and rubric also do not overshadow the content; prescribing too rigidly each element of an assignment can limit students' freedom to explore and discover. According to Beth Finch Hedengren, “A good assignment provides the purpose and guidelines… without dictating exactly what to say” (2004, p. 27).  If you decide to utilize a grading rubric, be sure to provide that to the students along with the assignment description, prior to their completion of the assignment.

A great way to get students engaged with an assignment and build buy-in is to encourage their collaboration on its design and/or on the grading criteria (Hudd, 2003). In his article “Conducting Writing Assignments,” Richard Leahy (2002) offers a few ideas for building in said collaboration:

• Ask the students to develop the grading scale themselves from scratch, starting with choosing the categories.

• Set the grading categories yourself, but ask the students to help write the descriptions.

• Draft the complete grading scale yourself, then give it to your students for review and suggestions.

A Few Do's and Don'ts…

Determining your goals for the assignment and its essential logistics is a good start to creating an effective assignment. However, there are a few more simple factors to consider in your final design. First, here are a few things you should do :

• Do provide detail in your assignment description . Research has shown that students frequently prefer some guiding constraints when completing assignments (Bean, 1996), and that more detail (within reason) can lead to more successful student responses.  One idea is to provide students with physical assignment handouts , in addition to or instead of a simple description in a syllabus.  This can meet the needs of concrete learners and give them something tangible to refer to.  Likewise, it is often beneficial to make explicit for students the process or steps necessary to complete an assignment, given that students – especially younger ones – might need guidance in planning and time management (MIT, 1999).
• Do use open-ended questions.  The most effective and challenging assignments focus on questions that lead students to thinking and explaining, rather than simple yes or no answers, whether explicitly part of the assignment description or in the  brainstorming heuristics (Gardner, 2005).
• Do direct students to appropriate available resources . Giving students pointers about other venues for assistance can help them get started on the right track independently. These kinds of suggestions might include information about campus resources such as the University Writing Center or discipline-specific librarians, suggesting specific journals or books, or even sections of their textbook, or providing them with lists of research ideas or links to acceptable websites.
• Do consider providing models – both successful and unsuccessful models (Miller, 2007). These models could be provided by past students, or models you have created yourself.  You could even ask students to evaluate the models themselves using the determined evaluation criteria, helping them to visualize the final product, think critically about how to complete the assignment, and ideally, recognize success in their own work.
• Do consider including a way for students to make the assignment their own. In their study, Hass and Osborn (2007) confirmed the importance of personal engagement for students when completing an assignment.  Indeed, students will be more engaged in an assignment if it is personally meaningful, practical, or purposeful beyond the classroom.  You might think of ways to encourage students to tap into their own experiences or curiosities, to solve or explore a real problem, or connect to the larger community.  Offering variety in assignment selection can also help students feel more individualized, creative, and in control.
• If your assignment is substantial or long, do consider sequencing it. Far too often, assignments are given as one-shot final products that receive grades at the end of the semester, eternally abandoned by the student.  By sequencing a large assignment, or essentially breaking it down into a systematic approach consisting of interconnected smaller elements (such as a project proposal, an annotated bibliography, or a rough draft, or a series of mini-assignments related to the longer assignment), you can encourage thoughtfulness, complexity, and thoroughness in your students, as well as emphasize process over final product.

Next are a few elements to avoid in your assignments:

• Do not ask too many questions in your assignment.  In an effort to challenge students, instructors often err in the other direction, asking more questions than students can reasonably address in a single assignment without losing focus. Offering an overly specific “checklist” prompt often leads to externally organized papers, in which inexperienced students “slavishly follow the checklist instead of integrating their ideas into more organically-discovered structure” (Flaxman, 2005).
• Do not expect or suggest that there is an “ideal” response to the assignment. A common error for instructors is to dictate content of an assignment too rigidly, or to imply that there is a single correct response or a specific conclusion to reach, either explicitly or implicitly (Flaxman, 2005). Undoubtedly, students do not appreciate feeling as if they must read an instructor's mind to complete an assignment successfully, or that their own ideas have nowhere to go, and can lose motivation as a result. Similarly, avoid assignments that simply ask for regurgitation (Miller, 2007). Again, the best assignments invite students to engage in critical thinking, not just reproduce lectures or readings.
• Do not provide vague or confusing commands . Do students know what you mean when they are asked to “examine” or “discuss” a topic? Return to what you determined about your students' experiences and levels to help you decide what directions will make the most sense to them and what will require more explanation or guidance, and avoid verbiage that might confound them.
• Do not impose impossible time restraints or require the use of insufficient resources for completion of the assignment.  For instance, if you are asking all of your students to use the same resource, ensure that there are enough copies available for all students to access – or at least put one copy on reserve in the library. Likewise, make sure that you are providing your students with ample time to locate resources and effectively complete the assignment (Fitzpatrick, 1989).

The assignments we give to students don't simply have to be research papers or reports. There are many options for effective yet creative ways to assess your students' learning! Here are just a few:

Journals, Posters, Portfolios, Letters, Brochures, Management plans, Editorials, Instruction Manuals, Imitations of a text, Case studies, Debates, News release, Dialogues, Videos, Collages, Plays, Power Point presentations

Ultimately, the success of student responses to an assignment often rests on the instructor's deliberate design of the assignment. By being purposeful and thoughtful from the beginning, you can ensure that your assignments will not only serve as effective assessment methods, but also engage and delight your students. If you would like further help in constructing or revising an assignment, the Teaching, Learning, and Professional Development Center is glad to offer individual consultations. In addition, look into some of the resources provided below.

Online Resources

“Creating Effective Assignments” http://www.unh.edu/teaching-excellence/resources/Assignments.htm This site, from the University of New Hampshire's Center for Excellence in Teaching and Learning,  provides a brief overview of effective assignment design, with a focus on determining and communicating goals and expectations.

Gardner, T.  (2005, June 12). Ten Tips for Designing Writing Assignments. Traci's Lists of Ten. http://www.tengrrl.com/tens/034.shtml This is a brief yet useful list of tips for assignment design, prepared by a writing teacher and curriculum developer for the National Council of Teachers of English .  The website will also link you to several other lists of “ten tips” related to literacy pedagogy.

“How to Create Effective Assignments for College Students.”  http:// tilt.colostate.edu/retreat/2011/zimmerman.pdf     This PDF is a simplified bulleted list, prepared by Dr. Toni Zimmerman from Colorado State University, offering some helpful ideas for coming up with creative assignments.

“Learner-Centered Assessment” http://cte.uwaterloo.ca/teaching_resources/tips/learner_centered_assessment.html From the Centre for Teaching Excellence at the University of Waterloo, this is a short list of suggestions for the process of designing an assessment with your students' interests in mind. “Matching Learning Goals to Assignment Types.” http://teachingcommons.depaul.edu/How_to/design_assignments/assignments_learning_goals.html This is a great page from DePaul University's Teaching Commons, providing a chart that helps instructors match assignments with learning goals.

Additional References Bean, J.C. (1996). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom . San Francisco: Jossey-Bass.

Fitzpatrick, R. (1989). Research and writing assignments that reduce fear lead to better papers and more confident students. Writing Across the Curriculum , 3.2, pp. 15 – 24.

Flaxman, R. (2005). Creating meaningful writing assignments. The Teaching Exchange .  Retrieved Jan. 9, 2008 from http://www.brown.edu/Administration/Sheridan_Center/pubs/teachingExchange/jan2005/01_flaxman.pdf

Hass, M. & Osborn, J. (2007, August 13). An emic view of student writing and the writing process. Across the Disciplines, 4. 

Hedengren, B.F. (2004). A TA's guide to teaching writing in all disciplines . Boston: Bedford/St. Martin's.

Hudd, S. S. (2003, April). Syllabus under construction: Involving students in the creation of class assignments.  Teaching Sociology , 31, pp. 195 – 202.

Leahy, R. (2002). Conducting writing assignments. College Teaching , 50.2, pp. 50 – 54.

Miller, H. (2007). Designing effective writing assignments.  Teaching with writing .  University of Minnesota Center for Writing. Retrieved Jan. 9, 2008, from http://writing.umn.edu/tww/assignments/designing.html

MIT Online Writing and Communication Center (1999). Creating Writing Assignments. Retrieved January 9, 2008 from http://web.mit.edu/writing/Faculty/createeffective.html .

Contact TTU

How to Give Assignments to Team Members

Table of Contents

The project has been divided into milestones, goals and objectives broken into tasks, and now it’s time to assign them. But as you open the project management platform, you’re faced with the unflattering process of wording the tasks, and choosing whom to assign them to.

Well, in this article, we offer advice on how to make that jumbled first moment a little clearer. There are actionable tips, learning the difference between allocating and delegating tasks, and suggested criteria on how to choose the best person for the job.

For a more precise overview, here’s a table of contents:

How do you assign employees tasks?

We normally think that assigning tasks is a time-consuming process that focuses on clearing out task lists to keep the project going. However, task assignment should actually be a more employee-oriented process that requires additional dedication and effort, which yields incredible results. But what do we mean by that?

Properly assigned tasks push your employees, projects, and the overall company forward. Here’s how.

• They strengthen accountability and trust between managers and employees;
• They help teach new skills and perfect old ones;
• They allow employees to get familiar with other teams and avenues of work;
• It becomes easier to make project estimates;
• Makes for great bases for performance reviews, etc.

The list could go on, but we’ll stop there for now.

Of course, such long-term benefits don’t come without some proverbial blood and sweat in the planning stage. Let’s take a look at the general ideas on assigning employee tasks, and specific steps you can take.

Motivation comes from knowing the bigger picture

When we talk about the bigger picture in project management, we talk about each team member’s task affecting their peer’s down the line. Since all tasks are usually small pieces of the puzzle, it helps to remind employees how their work contributes. For example:

• A high-quality draft can make a great foundation for the final version, and it can be completed more quickly.
• A well-prepared presentation can shave time off unnecessary questions and additional email inquiries.

It comes as no surprise that people work better and are more productive, when they know that their work has an impact on the company level.

And so, when you assign tasks, try to emphasize how they fit in the bigger picture. Simply saying: “ You doing X will help with Y and Z ” and how it reflects on the project as a whole will let an employee know that the task they were assigned is important.

Get your employees excited to commit

Telling people about the bigger picture and showing them what’s possible can only get them so far. It’s enough to ignite the initial spark, but for them to fully commit to the task, you need to define what that task entails.

They should be able to picture how to go about the work, what skills to use, and how to reach the desired result. The clearer the instructions, the more motivated they will be to work.

Simply put, give directions on how the task should be done, and make sure they understand. You can’t read each other’s minds, so it’s important everyone is on the same page.

Ask for task transparency

One of the best practices a company can employ is transparency among coworkers.

This is achieved by having everyone input their tasks for the day in a timesheet. The purpose of timesheets is to get an accurate idea of what everyone is working on at any given time.

When people know who works on what tasks, it’s easier for them to know if a person is available or busy, how far along they are with a task, etc.

So, when you give assignments to employees, label them with deadlines. Alternatively, you can ask for employees’ assessments on how long the work would take them, and use those timeframes.

Source: Clockify team timesheet

Timesheets are a great way to keep an eye on tasks and the people doing them. You get to:

• see who struggles with what (helps assess people’s skill sets);
• who burns through their workload and is available for additional tasks;
• whether your time estimates need correction;
• identify any wasted time.

💡 If your employees are insecure about keeping public records of their tasks, here are a few resources that can help:

• How to create order in your daily work tasks
• How to be more efficient with your tasks

Keep a crystal clear timeframe

While we’re discussing timesheets and deadline transparency, it’s important to mention that the times you set for task completions need to be clear-cut.

As we’ve mentioned, the safest way to assign deadlines is to consult the employees. They are better at assessing how long it will take them due to the tasks’ difficulty, overall deadlines, the standards that need to be met, and the skill required to complete it.

When they get a say in how long they should be doing an assignment, people tend to feel more accountable for the whole process. They will do their best to finish in time, since they actively participated in setting the deadline.

Set very clear expectations

Assigning a task should always include your (the supervisor’s) expectations pointed out. For example:

• Does a logo pitch need as many drafts as possible, or just a few finished pieces?

If you ask a designer to make some drafts for a logo pitch, you must specify the kind of quality you’re looking for. Explain whether you are looking for some sketches and drafts for a brainstorming meeting, or if you want clean, presentable pieces to show.

Additionally:

• How many pieces should the designer do?
• Is there a specific color palette they need to follow?
• How important is the task? Is this the day they finally decide on a logo, or is it still in the brainstorming stage? (decides on the quality of the work itself)

Assigning the task using the above questions, you help the designer understand how much effort precisely they need to invest. They become more motivated with clear instructions, as they know what is expected of them. There’s no fear of having their work criticized for something that wasn’t communicated in the beginning. And on your end, it prevents breached deadlines or subpar results.

Avoid creating dependency by being less involved

It’s not unusual for employees to ask their supervisors for their opinion on a certain task, or their performance.

The problem arises when a supervisor makes themselves too involved with the process. When they feel like the project might fall apart if they don’t have their eyes on every moving part all of the time. And when you have, say, 20 people waiting for that person’s approval, advice, or consultation, the workflow runs into a gridlock.

And wait time is wasted time.

Plus, people lose motivation, patience, and grow frustrated, as they could be doing other things.

So, learn not to jump in every time people call for your aid. Assign reliable people who can address smaller issues, while you handle the big picture. Learn how to expend your own energy where it is needed more.

For example – making a pitch presentation for potential investors keeps getting put off because one person needs you to check a client email they want to send, another wants your signature on a form, and the third wants to ask something about employee feedback that’s coming up.

In order to not be stretched thin, and have your time wasted on menial tasks, here’s where you can start:

How to mitigate the risk of being over-involved when assigning

• Remember that you match tasks to people

Which means that, by matching the right people with the right tasks, your involvement will be minimal. Take time to carefully choose who gets to do what. What is the point of assigning tasks if they can’t be done without you?

• Have a 10-point scale to judge the importance of items

How important are certain aspects of your leadership role? Are you absolutely necessary in every meeting, or during every call? Which tasks need your approval, and which ones can be approved by someone under you?

Rank these items on a scale of 0 to 10, based on their importance to you and the project. Top priority tasks should get your undivided attention. And what can be delegated, should be.

• Analyze your schedule

Your energy and time are needed on a much broader scale. The best way to spot if you’re wasting time being too involved is to look at your schedule. Identify how much time you’ve spent on low-priority items, and assess which issues could’ve been solved without you.

• Take into account priorities and deadlines

Step in only when absolutely necessary. You are in charge of things getting done on time, by people most qualified for assigned tasks. Determine what your priorities are for each project, and concern yourself only with those issues, unless there is a risk of breaching a deadline.

• Formulate a list of dependable people

If you know your employees (or team members) well enough, then you should be able to single out those who are more dependable and ready to take on a little more responsibilities. Write out the reasons how they could help by getting involved on low-priority items instead of you. When the time comes, rally them and present them with the idea, keeping in mind that this solution helps push the project forward. When authority is delegated to several people, there’s fewer chances of a hold-up in the workflow.

This also falls into the realm of task delegation , which we’ll get into later.

How do you decide what tasks to assign to which employees?

1. assign based on priority.

Naturally, some tasks will be more important than others. When you break down a project into tasks , spend some time assessing their priority level.

High-priority tasks should be the first on your list to allocate. Whether it’s because they’re time-sensitive, or require more effort and dedication.

Low priority tasks can be allocated as fillers to the first available person.

2. Assign based on employee availability

Another factor to consider when assigning tasks is who is available at the moment.

As the project moves along, new tasks will be added. You will have to allocate new work, but odds are you won’t always be able to pick who you want. Especially if a deadline is approaching, the person with the smallest workload should be your first choice.

Overloading an already busy individual just because they’re more skilled or you have faith in them the most puts an unnecessary strain on them. It’s cause for frustration, poorer results, and decreased productivity.

And as we’ve mentioned, if you have a timesheet with an overview of all the tasks and employees working on them, it’ll be much easier to spot who is free and who isn’t.

3. Assign based on employee skill level

High-priority tasks should go to employees with more experience in a given field or skill. However, you should occasionally give such tasks to other employees as well, to help them grow and become just as dependable. Giving people challenging tasks that can boost their experience is essential to productivity and morale.

Not to mention you get to have multiple high-skilled employees.

Low-priority tasks can be assigned to anyone, despite their experience level. They’re a good opportunity to practice, pick up new skills, or get smaller tasks out of the way to make room for more important ones.

4. Assign based on preference

Last, but not the least, preference can also play a big part in how you assign tasks.

It’s a given that some employees will prefer certain tasks over others. So it could be good to assign tasks at a meeting with the team. As you discuss priorities, deadlines, and availability, ask them which tasks they would like to work on.

If someone shows interest in a specific type of work, they should (with some consideration), be allowed to take it. After all, people are more productive when they’re assigned to something they find new or exciting.

Note: Apply this rule with caution. Letting people do only the tasks they want can stunt their career growth. Getting out of our comfort zones and occasionally doing tasks that we don’t like is how we develop and learn. So, don’t forget to document assignments as you hand them out, to spot these potential issues early on.

Allocating vs delegating tasks

While semantically similar words, delegation and allocation in terms of tasks are two different things.

When you allocate tasks , you are assigning tasks without giving the employees much authority, challenge, or room to grow. It includes you keeping all of the responsibility – writing out the tasks, making deadlines, providing resources, tools, etc. These are usually recurring tasks that can become repetitive.

When you delegate tasks , you allow for some of that responsibility to fizzle out from your fingers. All you think about are the objectives, while letting the employees figure out the details and means to get there.

However, that doesn’t mean delegation is right and the allocation is wrong.

Task allocation has its own place. It is just as important, as a lot of tasks come down to repeated processes that are still vital to the project progress. Task delegation is just a good opportunity for employees to learn, challenge themselves, and assess their skills and performance.

When should you allocate tasks?

Management and BizDev consultant Artem Albul shared his concept on task assignment, which he dubbed an “algorithm”. He emphasized how these criteria are useful only and only when you wish that employees perform the tasks based on your guidelines and instructions (aka allocation).

Here is how Albul broke down the algorithm:

Source: Artem Albul, TWA Consulting

As we can see, task allocation, while the more “controlling” of the two, also gives in-depth instructions and asks for confirmation on task clarity. A lot of it comes down to everyone being on the same page, leaving little to no room for misinterpretation (but also creative freedom).

How should you allocate tasks?

With all that we’ve mentioned in the previous section, here’s how your task allotment could look like, step by step.

• Break down your project

Detail out the goals, objectives, and some individual tasks (not all, be careful not to start micromanaging). Place the most important deadlines.

• Prioritize tasks and sort them

It’s important to know what tasks need to be done faster/better, to properly allocate your resources and manpower from the start.

• Make a list of teams and team members

Assign team leaders (if you don’t have them), and alternatively, ask for their input on individual employees skills, for a more informed decision on who gets what.

• Schedule a meeting

Make a meeting with the team leads and go through the points above. Assign tasks according to each team’s availability, interest, and skill required to successfully push the project forward.

• As team leads – assign tasks further down the pipeline
• Track task completion and make necessary changes along the way

Whether it’s pushing deadlines, reassigning tasks, or shifting around resources. This is perfectly fine and expected, so long as it doesn’t happen on every task you’ve assigned. Then, it is an indicator of poor pre-planning.

• Offer feedback and write performances

Don’t forget to track the progress and make notes of important details that might help the next task allocation/delegation process. It’s also a useful piece of information for the employees on what they need to improve on.

Allocating tasks is somewhat more complicated than we want it to be. But, this kind of thorough research and preparation will make projects run more smoothly. Employees will also be more satisfied with their work, and there will be less hurdles as deadlines approach.

When should you delegate tasks?

Delegation is a great practice in trust for both the employer/supervisor and the employee. The employer learns how to give away some of their control over the process, while the employee learns how to take more accountability for their work.

This lets you focus on big-picture aspects of your job, since you deal less with assignments that are low-priority for you. You save time and energy, while helping others move up in their careers.

How do you effectively delegate tasks as a leader?

As we’ve mentioned, delegating includes more employee independence. There are some additional components which make this type of task assignment more appealing than allocation, with great opportunities for growth.

Focus on delegating objectives instead of actual tasks

When you delegate, you focus on the objective that needs to be done. You shouldn’t give employees a “color by numbers” instruction on how to complete a task.

Communicate clearly what the end result should be and what expectations you (or the higher-ups) have. Leave the means for reaching that end goal to the employees themselves. Because how you solve a task may be completely different to how they will. And that is perfectly fine, so long as the result is the one you are looking for.

Keep the objectives challenging

When the objectives you’re delegating are too easy, chances are the person will either procrastinate, or feel like you don’t trust them enough. And if they’re too difficult, they get frustrated, anxious, and begin to panic.

It’s a good idea to be aware of an employee’s skill level, so you can gauge how much challenge and responsibility they can take on. For them to be the most productive and achieve great results, they need to enter “the state of Flow”.

Source: Optimal Experience , M. Csikszentmihalyi

💡 We’ve discussed the state of Flow in more detail in an article on time organization.

Encourage discussion and feedback

Let employees voice their opinions on the topic.

They should ask anything about the task, the goals, or the overall impact their work will have on the later stages or others’ workflow. It means they are interested in the task, and getting involved.

And if they aren’t asking questions themselves, you can always nudge them into proactivity.

• Is there something you’d like me to clarify?
• Do you already have any ideas on how to go about the task?
• Is the time we agreed upon enough for you?
• Will you need other resources, tools, or support?
• Do you see any problems or risks?

Questions like these help them feel valued, their efforts acknowledged, and let them know you care about the task and how well they perform. Just be careful not to overdo it, or you’ll start to look like a micromanager.

Give employees free rein, but offer support

Speaking of micromanaging, delegation means you let people problem-solve their way out on their own. There should be no reason for a manager to step in and control or supervise any step of the process, unless absolutely necessary.

However, what you should do is let them know you’re available for any advice should they feel stuck. Just because employees get authority on a certain task, and are left to their own devices, doesn’t mean the project has to suffer until they pull themselves up.

From time to time, ask them if they need anything from you, and make sure they know you’re there for any kind of support, consultation, or mediation. ANother good practice is to also give them additional learning opportunities – such as training, conferences, courses, etc.

Delegate objectives that move people forward

Choose assignments that boost the skills and employ all of their experiences, instead of something that simply needs to be done. For example:

• Tasks that require they brush up on their team communication skills;
• Learning how to allocate smaller tasks;
• Supervising others’ work and doing quality control;
• Learning to work with a new tool;
• Holding a meeting (or more), etc.

Find out which skills your employees may want or need to develop, and then plan your delegations accordingly. You want them to complete the task while having learned something new at the same time.

How to choose who to delegate to

Paul Beesley, senior director and consultant at Beyond Theory proposed a nifty checklist for when you’re choosing an employee to delegate to. It’s meant to simplify and speed up the process.

To successfully complete the delegated task, your chosen employee needs:

S – the skill to perform and complete a task

T – the time to complete the task, and if needed, learn the required skill

A – the authority to handle everything concerning the task

R – the necessary level of responsibility

R – the recognition for successfully completing the task

This list is a set of important criteria that should be covered when you consider who to assign to a specific task. However, depending on your niche, type of service, company size and the project at hand, the criteria are likely to change. And it should accommodate your needs, not the other way around.

Common task delegation mistakes to avoid

With all being said, there are some common mistakes managers and employers make, sometimes without even realizing it.

• Being too vague concerning deadlines (using: as soon as possible, when you get to it, I need it by yesterday). It creates unnecessary pressure.
• Being unavailable for questions and concerns. While you shouldn’t micromanage, you should still be present for support if an employee feels stuck. Ignoring them or handing them over to someone else could cause distrust. However, if you are usually swamped with work, set consultation hours each day or week.
• Having unclear directions. Specifying the allotted time for task completion and expectations should be the bare minimum when delegating tasks.
• Not providing feedback. No feedback is worse than bad feedback. Employees need to be aware when they’re doing good work, as well. In one company I worked for, the mantra was: “If no one is complaining about your work, that means you’re doing good”. And while it sounds like sound logic, it actually caused a lot of frustration. We were left directionless, and simply “floating” from task to task, never knowing if any of them had a positive impact on our performance.
• Not listening to employees. Take into account how they feel about a task or the objective. Let them give you feedback and if there are potential problems from the get-go.
• Assigning other people to the same task. If you notice a person struggling, the first instinct should be to ask them how they’re faring, and if they need any help. Some managers tend to assign other employees to help them without consultation, which leaves a sore taste. The employee will feel even more incompetent and will be less likely to take on a similar task in the future.
• Assuming people will know what you mean. This is one of the biggest problems. When you’re formulating a task, be as clear as possible about the goals and expectations. Oftentimes managers think that these things are implied, but the truth is – no one is a mind reader. To avoid having information misconstrued or misunderstood, communicate clearly and directly.

There could be more mistakes, especially for every different field and industry. If at all possible, identify the most common ones, made either by you or your peers. Note down all the instances where certain tasks weren’t up to par, and see what you could have changed in your assignment process to fix it. Maybe there wasn’t enough time or resources, you were unclear, or the employee wasn’t ready for such responsibility. Use the same procedure in all future task delegations. It’s the only way to learn and make the process quicker.

Use Clockify to assign tasks with ease

Now you’re a master of task delegation — congrats!

But there’s more to it than meets the eye.

In fact, what if you used a digital tool like Clockify to increase the likelihood that each job would be completed on time and on point?

In Clockify, you can easily create highly descriptive assignments that contain information like:

• Start time,
• Billability status,
• Name of the employee,
• Period for getting the assignment done,
• Hours per day to spend on the assignment, and more.

That way, you can plan who works on what, how long, and when.

Similarly, Clockify allows you to create project milestones to achieve results faster.

With the Milestones option, you can select dates for deadlines, allowing you to pin down important events in your projects.

For example, if your client expects you to keep them in the loop about developments, you can inform them promptly on whether your team has reached the agreed-upon milestones.

Refocus on your company’s big picture with a project and time tracking tool.

Marijana Stojanovic is a writer and researcher who specializes in the topics of productivity and time management.

Where does the time go?

START TRACKING TIME

with Clockify

How to create a PTO policy

Everything you need to know about creating a PTO policy — from the basics of PTO to choosing a PTO tracking system that suits your workflow.

Working Overtime Without Pay – Know Your Rights and Options

Discover the legal and financial aspects of working overtime without pay. Learn your rights and how to handle common concerns regarding off-clock work.

PTO vs. Vacation: What Is the Difference?

Learn the difference between PTO and vacation and find out the answers to the most frequently asked questions regarding paid leave!

Best methods for tracking team productivity

Find out the most useful methods of tracking team productivity, followed by actual examples of how different teams measure their effectiveness.  

Difference between a freelancer, a contractor, and an employee

Learn which work category you fall into, to better protect your rights as a worker and avoid worker exploitation.

10+ Life-changing tips to increase office productivity in 2023

Workplace distractions, stress, and poor performance are everywhere. Read this guide with life-changing tips to increase office productivity now!

FREE FOREVER • UNLIMITED USERS

Free time tracker

Time tracking software used by millions. Clockify is a time tracker and timesheet app that lets you track work hours across projects.

Tips for Writing an Assignment and Teaching It to Students

Uw-madison's writing across the curriculum program.

Here are some suggestions to keep in mind as you write your assignment handouts, as well as suggestions for other activities that prepare students to write.

Good writing assignments encourage students’ engagement with course material, promote critical thinking, and help students learn characteristic ways of asking questions, analyzing data, and making arguments in your discipline. No matter what type of writing you assign, how you present the assignments to your students can affect their success.

• Continually share your pedagogical goals for the course and for writing assignments with students.
• Sequence writing assignments to build on developing writing skills by progressing from easier to more difficult kinds of writing and thinking (e.g., move from summaries to arguments, from narrow questions to more complex problems).
• The writing task (what you want them to do)
• The student writer’s role
• Format (length, resources to be used, manuscript details, etc.)
• Expectations for process (draft dates, peer review workshops, revision dates)
• Criteria for evaluation
• Discuss how to read and interpret writing assignments.
• Ask students how they plan to approach the assignment to clarify any misinterpretations they may have and to help them get started on the right track.
• Allow time for student questions.
• Model successful sample papers.
• Do a “norming” session by asking students to evaluate a variety of sample essays (or parts of essays) and explain why the good papers were successful.
• Try writing the assignment yourself and share your efforts with your students.
• Provide students with multiple opportunities for feedback and revision with proposal and draft due dates.
• Have students work in peer review groups together, presenting their work and asking each other questions.
• Hold brief individual conferences in your office to talk about plans or drafts.
• Have students give class presentations on their work.
• Respond to writers, not papers.
• Resist the urge to comment on everything, which will overwhelm students.
• Use written or oral feedback to set a few specific goals for student improvement.
• Respond to early drafts; evaluate final drafts.
• Ask students to hand in early drafts and your comments with their final drafts so you can respond directly to their revisions (and spend less time responding to final versions).
• Have students turn in self-evaluating cover sheets or cover letters with their papers to encourage self-reflection and to guide your feedback.
• Consider giving global or models feedback to short assignment

Eberly Center

Teaching excellence & educational innovation, creating assignments.

Here are some general suggestions and questions to consider when creating assignments. There are also many other resources in print and on the web that provide examples of interesting, discipline-specific assignment ideas.

Consider your learning objectives.

What do you want students to learn in your course? What could they do that would show you that they have learned it? To determine assignments that truly serve your course objectives, it is useful to write out your objectives in this form: I want my students to be able to ____. Use active, measurable verbs as you complete that sentence (e.g., compare theories, discuss ramifications, recommend strategies), and your learning objectives will point you towards suitable assignments.

Design assignments that are interesting and challenging.

This is the fun side of assignment design. Consider how to focus students’ thinking in ways that are creative, challenging, and motivating. Think beyond the conventional assignment type! For example, one American historian requires students to write diary entries for a hypothetical Nebraska farmwoman in the 1890s. By specifying that students’ diary entries must demonstrate the breadth of their historical knowledge (e.g., gender, economics, technology, diet, family structure), the instructor gets students to exercise their imaginations while also accomplishing the learning objectives of the course (Walvoord & Anderson, 1989, p. 25).

Double-check alignment.

After creating your assignments, go back to your learning objectives and make sure there is still a good match between what you want students to learn and what you are asking them to do. If you find a mismatch, you will need to adjust either the assignments or the learning objectives. For instance, if your goal is for students to be able to analyze and evaluate texts, but your assignments only ask them to summarize texts, you would need to add an analytical and evaluative dimension to some assignments or rethink your learning objectives.

Name assignments accurately.

Students can be misled by assignments that are named inappropriately. For example, if you want students to analyze a product’s strengths and weaknesses but you call the assignment a “product description,” students may focus all their energies on the descriptive, not the critical, elements of the task. Thus, it is important to ensure that the titles of your assignments communicate their intention accurately to students.

Consider sequencing.

Think about how to order your assignments so that they build skills in a logical sequence. Ideally, assignments that require the most synthesis of skills and knowledge should come later in the semester, preceded by smaller assignments that build these skills incrementally. For example, if an instructor’s final assignment is a research project that requires students to evaluate a technological solution to an environmental problem, earlier assignments should reinforce component skills, including the ability to identify and discuss key environmental issues, apply evaluative criteria, and find appropriate research sources.

Think about scheduling.

Consider your intended assignments in relation to the academic calendar and decide how they can be reasonably spaced throughout the semester, taking into account holidays and key campus events. Consider how long it will take students to complete all parts of the assignment (e.g., planning, library research, reading, coordinating groups, writing, integrating the contributions of team members, developing a presentation), and be sure to allow sufficient time between assignments.

Check feasibility.

Is the workload you have in mind reasonable for your students? Is the grading burden manageable for you? Sometimes there are ways to reduce workload (whether for you or for students) without compromising learning objectives. For example, if a primary objective in assigning a project is for students to identify an interesting engineering problem and do some preliminary research on it, it might be reasonable to require students to submit a project proposal and annotated bibliography rather than a fully developed report. If your learning objectives are clear, you will see where corners can be cut without sacrificing educational quality.

Articulate the task description clearly.

If an assignment is vague, students may interpret it any number of ways – and not necessarily how you intended. Thus, it is critical to clearly and unambiguously identify the task students are to do (e.g., design a website to help high school students locate environmental resources, create an annotated bibliography of readings on apartheid). It can be helpful to differentiate the central task (what students are supposed to produce) from other advice and information you provide in your assignment description.

Establish clear performance criteria.

Different instructors apply different criteria when grading student work, so it’s important that you clearly articulate to students what your criteria are. To do so, think about the best student work you have seen on similar tasks and try to identify the specific characteristics that made it excellent, such as clarity of thought, originality, logical organization, or use of a wide range of sources. Then identify the characteristics of the worst student work you have seen, such as shaky evidence, weak organizational structure, or lack of focus. Identifying these characteristics can help you consciously articulate the criteria you already apply. It is important to communicate these criteria to students, whether in your assignment description or as a separate rubric or scoring guide . Clearly articulated performance criteria can prevent unnecessary confusion about your expectations while also setting a high standard for students to meet.

Specify the intended audience.

Students make assumptions about the audience they are addressing in papers and presentations, which influences how they pitch their message. For example, students may assume that, since the instructor is their primary audience, they do not need to define discipline-specific terms or concepts. These assumptions may not match the instructor’s expectations. Thus, it is important on assignments to specify the intended audience http://wac.colostate.edu/intro/pop10e.cfm (e.g., undergraduates with no biology background, a potential funder who does not know engineering).

Specify the purpose of the assignment.

If students are unclear about the goals or purpose of the assignment, they may make unnecessary mistakes. For example, if students believe an assignment is focused on summarizing research as opposed to evaluating it, they may seriously miscalculate the task and put their energies in the wrong place. The same is true they think the goal of an economics problem set is to find the correct answer, rather than demonstrate a clear chain of economic reasoning. Consequently, it is important to make your objectives for the assignment clear to students.

Specify the parameters.

If you have specific parameters in mind for the assignment (e.g., length, size, formatting, citation conventions) you should be sure to specify them in your assignment description. Otherwise, students may misapply conventions and formats they learned in other courses that are not appropriate for yours.

A Checklist for Designing Assignments

Here is a set of questions you can ask yourself when creating an assignment.

• Provided a written description of the assignment (in the syllabus or in a separate document)?
• Specified the purpose of the assignment?
• Indicated the intended audience?
• Articulated the instructions in precise and unambiguous language?
• Provided information about the appropriate format and presentation (e.g., page length, typed, cover sheet, bibliography)?  
• Indicated special instructions, such as a particular citation style or headings?  
• Specified the due date and the consequences for missing it?
• Articulated performance criteria clearly?
• Indicated the assignment’s point value or percentage of the course grade?
• Provided students (where appropriate) with models or samples?

Adapted from the WAC Clearinghouse at http://wac.colostate.edu/intro/pop10e.cfm .

CONTACT US to talk with an Eberly colleague in person!

• Faculty Support
• Graduate Student Support
• Canvas @ Carnegie Mellon
• Quick Links

How to Write a Perfect Assignment: Step-By-Step Guide

Table of contents

• 1 How to Structure an Assignment?
• 2.1 The research part
• 2.2 Planning your text
• 2.3 Writing major parts
• 3 Expert Tips for your Writing Assignment
• 4 Will I succeed with my assignments?
• 5 Conclusion

How to Structure an Assignment?

To cope with assignments, you should familiarize yourself with the tips on formatting and presenting assignments or any written paper, which are given below. It is worth paying attention to the content of the paper, making it structured and understandable so that ideas are not lost and thoughts do not refute each other.

If the topic is free or you can choose from the given list — be sure to choose the one you understand best. Especially if that could affect your semester score or scholarship. It is important to select an  engaging title that is contextualized within your topic. A topic that should captivate you or at least give you a general sense of what is needed there. It’s easier to dwell upon what interests you, so the process goes faster.

To construct an assignment structure, use outlines. These are pieces of text that relate to your topic. It can be ideas, quotes, all your thoughts, or disparate arguments. Type in everything that you think about. Separate thoughts scattered across the sheets of Word will help in the next step.

Then it is time to form the text. At this stage, you have to form a coherent story from separate pieces, where each new thought reinforces the previous one, and one idea smoothly flows into another.

Main Steps of Assignment Writing

These are steps to take to get a worthy paper. If you complete these step-by-step, your text will be among the most exemplary ones.

The research part

If the topic is unique and no one has written about it yet, look at materials close to this topic to gain thoughts about it. You should feel that you are ready to express your thoughts. Also, while reading, get acquainted with the format of the articles, study the details, collect material for your thoughts, and accumulate different points of view for your article. Be careful at this stage, as the process can help you develop your ideas. If you are already struggling here, pay for assignment to be done , and it will be processed in a split second via special services. These services are especially helpful when the deadline is near as they guarantee fast delivery of high-quality papers on any subject.

If you use Google to search for material for your assignment, you will, of course, find a lot of information very quickly. Still, the databases available on your library’s website will give you the clearest and most reliable facts that satisfy your teacher or professor. Be sure you copy the addresses of all the web pages you will use when composing your paper, so you don’t lose them. You can use them later in your bibliography if you add a bit of description! Select resources and extract quotes from them that you can use while working. At this stage, you may also create a  request for late assignment if you realize the paper requires a lot of effort and is time-consuming. This way, you’ll have a backup plan if something goes wrong.

Planning your text

Assemble a layout. It may be appropriate to use the structure of the paper of some outstanding scientists in your field and argue it in one of the parts. As the planning progresses, you can add suggestions that come to mind. If you use citations that require footnotes, and if you use single spacing throughout the paper and double spacing at the end, it will take you a very long time to make sure that all the citations are on the exact pages you specified! Add a reference list or bibliography. If you haven’t already done so, don’t put off writing an essay until the last day. It will be more difficult to do later as you will be stressed out because of time pressure.

Writing major parts

It happens that there is simply no mood or strength to get started and zero thoughts. In that case, postpone this process for 2-3 hours, and, perhaps, soon, you will be able to start with renewed vigor. Writing essays is a great (albeit controversial) way to improve your skills. This experience will not be forgotten. It will certainly come in handy and bring many benefits in the future. Do your best here because asking for an extension is not always possible, so you probably won’t have time to redo it later. And the quality of this part defines the success of the whole paper.

Writing the major part does not mean the matter is finished. To review the text, make sure that the ideas of the introduction and conclusion coincide because such a discrepancy is the first thing that will catch the reader’s eye and can spoil the impression. Add or remove anything from your intro to edit it to fit the entire paper. Also, check your spelling and grammar to ensure there are no typos or draft comments. Check the sources of your quotes so that your it is honest and does not violate any rules. And do not forget the formatting rules.

with the right tips and guidance, it can be easier than it looks. To make the process even more straightforward, students can also use an assignment service to get the job done. This way they can get professional assistance and make sure that their assignments are up to the mark. At PapersOwl, we provide a professional writing service where students can order custom-made assignments that meet their exact requirements.

Expert Tips for your Writing Assignment

Want to write like a pro? Here’s what you should consider:

• Save the document! Send the finished document by email to yourself so you have a backup copy in case your computer crashes.
• Don’t wait until the last minute to complete a list of citations or a bibliography after the paper is finished. It will be much longer and more difficult, so add to them as you go.
• If you find a lot of information on the topic of your search, then arrange it in a separate paragraph.
• If possible, choose a topic that you know and are interested in.
• Believe in yourself! If you set yourself up well and use your limited time wisely, you will be able to deliver the paper on time.
• Do not copy information directly from the Internet without citing them.

Writing assignments is a tedious and time-consuming process. It requires a lot of research and hard work to produce a quality paper. However, if you are feeling overwhelmed or having difficulty understanding the concept, you may want to consider getting accounting homework help online . Professional experts can assist you in understanding how to complete your assignment effectively. PapersOwl.com offers expert help from highly qualified and experienced writers who can provide you with the homework help you need.

Will I succeed with my assignments?

Anyone can learn how to be good at writing: follow simple rules of creating the structure and be creative where it is appropriate. At one moment, you will need some additional study tools, study support, or solid study tips. And you can easily get help in writing assignments or any other work. This is especially useful since the strategy of learning how to write an assignment can take more time than a student has.

Therefore all students are happy that there is an option to  order your paper at a professional service to pass all the courses perfectly and sleep still at night. You can also find the sample of the assignment there to check if you are on the same page and if not — focus on your papers more diligently.

So, in the times of studies online, the desire and skill to research and write may be lost. Planning your assignment carefully and presenting arguments step-by-step is necessary to succeed with your homework. When going through your references, note the questions that appear and answer them, building your text. Create a cover page, proofread the whole text, and take care of formatting. Feel free to use these rules for passing your next assignments.

When it comes to writing an assignment, it can be overwhelming and stressful, but Papersowl is here to make it easier for you. With a range of helpful resources available, Papersowl can assist you in creating high-quality written work, regardless of whether you’re starting from scratch or refining an existing draft. From conducting research to creating an outline, and from proofreading to formatting, the team at Papersowl has the expertise to guide you through the entire writing process and ensure that your assignment meets all the necessary requirements.

Readers also enjoyed

WHY WAIT? PLACE AN ORDER RIGHT NOW!

Just fill out the form, press the button, and have no worries!

We use cookies to give you the best experience possible. By continuing we’ll assume you board with our cookie policy.

• PRO Courses Guides New Tech Help Pro Expert Videos About wikiHow Pro Upgrade Sign In
• EDIT Edit this Article
• EXPLORE Tech Help Pro About Us Random Article Quizzes Request a New Article Community Dashboard This Or That Game Popular Categories Arts and Entertainment Artwork Books Movies Computers and Electronics Computers Phone Skills Technology Hacks Health Men's Health Mental Health Women's Health Relationships Dating Love Relationship Issues Hobbies and Crafts Crafts Drawing Games Education & Communication Communication Skills Personal Development Studying Personal Care and Style Fashion Hair Care Personal Hygiene Youth Personal Care School Stuff Dating All Categories Arts and Entertainment Finance and Business Home and Garden Relationship Quizzes Cars & Other Vehicles Food and Entertaining Personal Care and Style Sports and Fitness Computers and Electronics Health Pets and Animals Travel Education & Communication Hobbies and Crafts Philosophy and Religion Work World Family Life Holidays and Traditions Relationships Youth
• Browse Articles
• Learn Something New
• Quizzes Hot
• This Or That Game
• Train Your Brain
• Explore More
• Support wikiHow
• About wikiHow
• Log in / Sign up
• Education and Communications
• Study Skills

How to Start an Assignment

Last Updated: January 29, 2024 Fact Checked

This article was co-authored by Michelle Golden, PhD . Michelle Golden is an English teacher in Athens, Georgia. She received her MA in Language Arts Teacher Education in 2008 and received her PhD in English from Georgia State University in 2015. There are 8 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 107,328 times.

Getting started on an assignment or homework can often times be the hardest step. Putting off the assignment can make the problem worse, reducing the time you have to complete the task and increasing stress. By learning how to get started and overcome the urge to procrastinate, you can get your assignments done on schedule and with less stress, opening up more free time.

Restructuring Your Assignment

• For example, you might research areas of a report that you find most interesting before moving on to other areas.
• If your math assignment has different types of questions, try doing those that you enjoy the most before moving on to the others.
• You might also try tackling smaller or easier tasks first so you can cross a few items off your list. Seeing that you've already made progress may help you feel motivated to continue.

• Promise yourself that you will meet your goal of working for five minutes on the assignment.
• Once you get started, you may find that you don't want to stop working. Otherwise, you can take a break and come back to the assignment, knowing you're at least five minutes closer to finishing than you were before.

• Try to set reasonable periods of time that you know you can meet. For example, you might set aside two hours on a Friday to dedicate to your assignment. If you don't have that much time all at once, try to carve out a few 20- or 30-minute blocks.
• You may or may not wish to continue working after your time limit has gone by.
• Have a realistic understanding of how fast you can write and plan your schedule accordingly.

• It can help to read the assignment as soon as you get it and then ask any questions you might have.
• If you're not sure if you understand the assignment, try rewriting it in your own words or explaining it to someone else. If you find you can't or have a lot of questions, you may need more information.
• You should have an overview of the assignment, understand the main task, and understand the technical and stylistic requirements.
• Look for important words in the instructions to understand the assignment. These words might include define, explain, compare, relate, or prove.
• Keep your audience in mind and write a paper that would best deliver information to them.

• Goals that are too big or not well defined can be difficult to start working towards.
• Smaller and well defined goals can seem easier to achieve than larger ones.
• For example, you could break a research paper down into several smaller tasks: 1) do preliminary research, 2) write an outline, 3) draft an introduction, 4) draft body paragraphs, 5) write conclusion, 6) revise. Each of these is much more do-able on its own.

Changing Your Focus

• You might want to go for a quick walk after working for a set amount of time.
• Try reading a website or book that you enjoy for a few minutes after working.
• Alternatively, try a quick burst of exercise before setting to work. Exercise releases feel-good chemicals called endorphins and can also help boost your memory. [8] X Research source

• Instead of dreading your work, focus on how good it will feel to make progress. You won't have it hanging over your head. You can actually enjoy the weekend instead of feeling guilty.
• Keeping your eye on long-term rewards can help you stay motivated to finish your assignment.

• Avoid moving your workspace constantly.
• Don't get lost on tangential research.
• Don't take constant breaks to get a snack.

• For every hour you waste procrastinating, you can limit how much television you watch that night.
• If you waste too much time procrastinating, you might deny yourself a favorite snack later on.

Community Q&A

You Might Also Like

• ↑ https://www.psychologytoday.com/blog/solving-unsolvable-problems/201408/4-steps-stop-procrastinating
• ↑ https://www.psychologytoday.com/blog/friendship-20/201405/the-surefire-first-step-stop-procrastinating
• ↑ http://writingcenter.unc.edu/handouts/procrastination/
• ↑ https://kidshealth.org/en/teens/homework.html
• ↑ http://writingcenter.unc.edu/handouts/understanding-assignments/
• ↑ https://open.alberta.ca/dataset/ab22ff64-3358-4387-9761-8c58878a6b84/resource/3ee38320-17e4-46f9-b24f-c95f9f345eb9/download/ipp7.pdf
• ↑ http://well.blogs.nytimes.com/2013/08/07/how-exercise-can-help-us-learn/
• ↑ https://kidshealth.org/en/teens/happy-life.html

About This Article

To start an assignment, try working on the most enjoyable or easiest parts of the assignment first to get the ball rolling. Even if no part of the assignment seems enjoyable or easy, set a timer and try to make yourself work for at least 5 minutes, which is usually enough time to build momentum and overcome procrastination. You can also try breaking your assignment up into smaller, more manageable tasks and scheduling yourself regular breaks so it doesn't seem as overwhelming. To learn how to stay positive and avoid procrastination while working on your homework, scroll down! Did this summary help you? Yes No

• Send fan mail to authors

Reader Success Stories

Faith Wanjiku

Dec 7, 2018

Did this article help you?

Winnie Wong

May 18, 2016

Turab Ahamad

Oct 23, 2016

Sofia Madrid

Sep 5, 2016

Doha Elabbasi

Sep 27, 2016

Featured Articles

Trending Articles

Watch Articles

• Terms of Use
• Privacy Policy
• Do Not Sell or Share My Info
• Not Selling Info

Don’t miss out! Sign up for

wikiHow’s newsletter

• Help Center
• Privacy Policy
• Terms of Service
• Submit feedback
• Announcements
• Organize and communicate with your class
• Create assignments

Create an assignment

This article is for teachers.

When you create an assignment, you can post it immediately, save a draft, or schedule it to post at a later date. After students complete and turn in their work, you can grade and return it to the students.

Open all | Close all

Create & post assignments

When you create an assignment, you can:

• Select one or more classes

Select individual students

Add a grade category, add a grading period, change the point value, add a due date or time, add a topic, add attachments, add a rubric.

• Turn on originality reports

Go to classroom.google.com  and click Sign In.

Sign in with your Google Account. For example,  [email protected] or [email protected] .  Learn more .

• Enter the title and any instructions.

You can continue to edit and customize your assignment. Otherwise, if you’re ready, see below to post, schedule, or save your assignment .

Select additional classes

Assignments to multiple classes go to all students in those classes.

• Create an assignment (details above).

Unless you’re selecting multiple classes, you can select individual students. You can’t select more than 100 students at a time.

• Click a student's name to select them.

Use grade categories to organize assignments. With grade categories, you and your students can see the category an assignment belongs to, such as Homework or Essays . Teachers also see the categories on the Grades page.

For more information on grade categories, go to Add a grade category to posts or Set up grading .

To organize assignments and grades into your school or district’s grading structure, create grading periods, such as quarters or semesters.

• From the menu, select a grading period.

Tip: Before adding a grading period to an assignment, create a grading period for the class first. Learn how to create or edit grading periods .

You can change the point value of an assignment or make the assignment ungraded. By default, assignments are set at 100 points.

• Under Points , click the value.
• Enter a new point value or select Ungraded .

By default, an assignment has no due date. To set a due date:

• Click a date on the calendar.
• To create a topic, click Create topic and enter a topic name.
• Click a topic in the list to select it.

Note : You can only add one topic to an assignment.

Learn more about how to add topics to the Classwork page .

• Create an assignment.

• Important: Google Drive files can be edited by co-teachers and are view-only to students. To change these share options, you can stop, limit, or change sharing .

• To add YouTube videos, an admin must turn on this option. Learn about access settings for your Google Workspace for Education account .
• You can add interactive questions to YouTube video attachments. Learn how to add interactive questions to YouTube video attachments .

• Tip: When you attach a practice set to an assignment, you can't edit it.

• If you see a message that you don’t have permission to attach a file, click Copy . Classroom makes a copy of the file to attach to the assignment and saves it to the class Drive folder.
• Students can view file —All students can read the file, but not edit it.
• Students can edit file —All students share the same file and can make changes to it.

Note : This option is only available before you post an assignment.

Use an add-on

For instructions, go to Use add-ons in Classroom

For instructions, go to Create or reuse a rubric for an assignment .

For instructions, go to Turn on originality reports .

You can post an assignment immediately, or schedule it to post later. If you don’t want to post it yet, you can save it as a draft. To see scheduled and drafted assignments, click Classwork .

Post an assignment

• Follow the steps above to create an assignment.
• Click Assign to immediately post the assignment.

Schedule the assignment to post later

Scheduled assignments might be delayed up to 5 minutes after the post time.

• To schedule the same assignment across multiple classes, make sure to select all classes you want to include.
• When you enter a time, Classroom defaults to PM unless you specify AM.
• (Optional) Select a due date and topic for each class.
• (Optional) To replicate your selected time and date for the first class into all subsequent classes, click Copy settings to all .
• Click Schedule . The assignment will automatically post at the scheduled date and time.

After scheduling multiple assignments at once, you can still edit assignments later by clicking into each class and changing them individually.

Save an assignment as a draft

• Follow the steps above to create an assignment

You can open and edit draft assignments on the Classwork page.

Manage assignments

Edits affect individual classes. For multi-class assignments, make edits in each class.

Note : If you change an assignment's name, the assignment's Drive folder name isn't updated. Go to Drive and rename the folder.

Edit a posted assignment

• Enter your changes and click Save .

Edit a scheduled assignment

• Enter your changes and click Schedule .

Edit a draft assignment

Changes are automatically saved.

• Assign it immediately (details above).
• Schedule it to post at a specific date and time (details above).
• Click a class.

You can only delete an assignment on the Classwork page.

If you delete an assignment, all grades and comments related to the assignment are deleted. However, any attachments or files created by you or the students are still available in Drive.

Related articles

• Create or reuse a rubric for an assignment
• Create a quiz assignment
• Create a question
• Use add-ons in Classroom
• Create, edit, delete, or share a practice set
• Learn about interactive questions for YouTube videos in Google Classroom

Was this helpful?

Need more help, try these next steps:.

Create group assignments or assign to individual students

Create an assignment in Microsoft Teams for Education and assign it to individual or small groups of students in a class. Groups turn in one copy of the assignment that can be graded separately or together.

Create a new assignment

Navigate to your desired class team and select Assignments .

Select Create > Assignment .

Create a group assignment

If you chose Randomly group students: 

Enter number of groups, then select Create groups .

When everything looks good, select Done . If you decide you need more edits, select Groups of students again.

Finish adding details to your assignment, then select Assign . Note that once an assignment has been distributed to students, you can no longer edit groups.  

If you chose Manually group students:

Select Create groups .

Edit the default group name, if desired.

Select Create .

When you're done, select + New group  and repeat Steps 2 and 3 until all students have been assigned to a group.

Finish adding details to your assignment, then select Assign . Note that once an assignment has been distributed to students, you can no longer edit groups.

Assign to individual students

Select the student dropdown under Assign to . By default, All Students will be selected. Select student names or type to search for a student.

Note:  You can only assign work to individual students in one class at a time.

Once you've selected the students, finish adding details to your assignment.

Select Assign . The students you chose will be notified of their new assignment.

Create an assignment

Grade an assignment

Edit an assignment

Additional resources for educators

Ask the community

Need more help?

Want more options.

Explore subscription benefits, browse training courses, learn how to secure your device, and more.

Microsoft 365 subscription benefits

Microsoft 365 training

Microsoft security

Accessibility center

Communities help you ask and answer questions, give feedback, and hear from experts with rich knowledge.

Ask the Microsoft Community

Microsoft Tech Community

Windows Insiders

Microsoft 365 Insiders

Was this information helpful?

Thank you for your feedback.

Table of Contents

Finding your assignments, initial dialog box, resubmissions, variable-length submissions, online assignment submissions, code submissions, submitting a pdf, submitting individual images, submitting an online assignment, submitting code, submission notifications.

• ​Student Center

Submitting an Assignment

• Log in to the Gradescope website on your computer, phone, or tablet. You’ll be taken to your  Dashboard  as soon as you log in.
• On your  Dashboard , select the course you’d like to view. This will take you to the list of assignments in that course that you’re able to submit. On this list, you will see the status of the assignment, the release date, and the due date. If your instructor has enabled late submissions for the assignment, you’ll also see a late due date.
• Click on the assignment to open it and start submitting your work. Now, continue to the next sections of this guide for how to enter your answers or upload different types of files.

Understanding timed assignments

For any assignment other than a Programming Assignment, your instructor can set a time limit on your work. This means you will only have a set number of minutes to upload your files or enter your answers from the moment you start the assignment or see the questions. Here are some things you should know about working on a timed assignment.

• You'll know your assignment is timed if you see a dialog box about time limits when you first open the assignment.
• Read the dialog box carefully. It tells you how many minutes you have to work and the latest date/time you can begin working to have the full time available before the assignment due date and the late due (if your instructor set one).
• Only select Start Assignment in the dialog box when you’re ready to begin.

On-screen timers

• While you work, there will be a timer on your screen showing you how long you have left.
• You can hide and re-reveal the timer if you'd like.
• Time limit is < 3 minutes: no notifications
• Time limit is < 10 minutes: notification at halfway
• Time limit is < 20 minutes: notification at 5 minutes remaining
• Time limit is < 60 minutes: notifications at halfway and 5 minutes remaining
• Time limit is > 60 minutes: notifications at halfway, 15 minutes remaining, and 5 minutes remaining

• In most cases, you can re-upload or re-enter response(s) as many times as you’d like until the time limit runs out or the due date passes.
• The timer will continue counting down even if you leave the Gradescope site.

Understanding submission types

In most cases, your instructor will allow you to turn in a variable-length submission for written assignments. This means your answers may span across any number of pages and responses may not be located in the same place on each page. If your instructor will accept a variable-length submission, when you open or start the assignment, you’ll have two options for submitting your work:

• Individual images , one or more per question
• One PDF that contains the whole submission; Gradescope will ask you to mark where each answer is

Fixed-length submissions (templated)

In some cases, such as when you’re turning in a worksheet, your instructor may want your responses fixed to particular locations on each page of the document you submit. This is called a fixed-length or templated submission. Because your instructor already knows where your responses will be, you only need to upload your completed PDF and will not be asked to indicate which page(s) contain the answers to each question. If your instructor would like a templated submission, when you open or start the assignment, you’ll only have one option for submitting your work:

• One PDF that contains the whole submission

Your instructor can also set up what’s called an Online Assignment. Online Assignments let your instructor give you a mix of questions with some that ask you to enter your answers online in Gradescope and others that ask you to upload images or files containing your answers. Here are the ways you could be asked to give your answers in an Online Assignment :

• Short answer: you enter your response on Gradescope using a word, number/equation, or a few words. Responses are auto-graded as ‘correct’ or ‘incorrect’ based on an instructor-provided correct answer.
• Free response: you enter your response on Gradescope using multiple lines or paragraphs
• Multiple choice: you select the single correct answer from a group of options on your screen
• Select all: you select all the correct answers from a group of options on your screen
• File upload: you answer the question outside of Gradescope and then upload a file or image of the answer

In addition to creating written and online assignments, your instructor can also set up programming assignments that allow you to submit code. For programming assignments, you’ll have three options for submitting your work:

• Drag and drop your code file(s) into Gradescope
• Submit a GitHub repository
• Submit a Bitbucket repository

Submitting to your assignment

Depending on the assignment type, the steps to submit may differ. Some initial tips for file uploaded assignments:

• Download the Gradescope mobile app and submit your assignment from there. 
• Select whether you are uploading images or PDF. 
• Search for your images or PDF from the files on your computer then select Open.
• Once your file(s) are uploaded, you can submit to your assignment.

• After you have the PDF of your work ready and you've selected the assignment (and clicked  Start Assignment  if it’s timed), a dialog box will appear where you can start uploading your work. Assignment templates : If your instructor has allowed it, you may also have a link to view, download, and print a PDF version of your assignment questions, instructions, or a bubble sheet that you can use to complete your work.
• When you’re ready, click  Submit PDF  >  Select PDF  > locate the file >  Upload PDF . You can only submit one PDF file per assignment. After you upload, your instructor’s assignment settings determine what you see on your screen next. If you’re taken to a page that asks you to assign questions and pages, go to  Step 3 . If a success message pops up, you’re done! Sit back and relax or go to  Step 5  to resubmit.
• On your screen, you should see a list of the questions/problems in your assignment and thumbnails of your PDF page(s). For each question, click the question on the left and the PDF page(s) that contains the answers on the right. Assigning pages : You can use the  SHIFT  key to select multiple questions at a time. You can assign multiple questions to the same page and multiple pages to one question. If each question is on its own page in your PDF, use the  Assign Pages Sequentially  button in the bottom action bar to quickly assign these pages. See the  video  at the beginning of this section for an example of how to properly mark your PDF.
• Now, click  Submit . When your submission is successful, you will be sent to a new page to view your submission, you’ll see a success message on your screen, and you’ll receive an email. If your submitted file looks good, you see the success message, and you get the confirmation email, you’re done!
• If you need to, select the  Resubmit  button in the bottom right corner of your screen below your submission. Then, repeat the steps above as many times as needed before the assignment due date passes or the time limit runs out (if your instructor set one). Your instructor or TA will only see your most recent submission when they grade the assignment. All your past submissions are in your  Submission History .

• After you select the assignment you’re turning in, a dialog box will appear. In the dialog box, click  Submit Images . You will be taken to a list of questions for your assignment.
• Click on  Select images  for the first question and choose the images that correspond to the question. Repeat this until you have submitted images for all the questions in the assignment.
• Once you have finished adding images to all questions, click on  Submit Assignment  to complete the assignment submission.

• Not timed: If you see and can start answering your questions, your assignment is not timed and there are no additional security measures. Continue to Step 2 .
• Timed: If you see a dialog box about time limits, your assignment will be timed. Read the dialog box to find the due date, the latest date/time you can begin working, and a Maximum Time Permitted field with how many minutes you will have to complete the assignment. While you work, there will be a timer that you can hide on your screen showing how many minutes are left. When you’re ready to open the assignment and start the timer, click the Start Assignment button.

• N ot timed:  You will need to click the  Submit Answer  button as you finish each question. You’ll see a timestamp next to each answer you submit. Along the top of your screen, you can also track how many questions you’ve answered or started, but haven’t submitted. Any answers you haven’t submitted will have an asterisk next to them in your assignment.
• T imed:  Your answers will be autosaved as you complete them. You will not have a button to submit each one.
• When you’re finished with the assignment, select  View Your Submission  to check your work. During the allotted time (if you instructor set a time limit) and submission period, you can resubmit (by selecting Resubmit ) or update your answers as many times as you need to. You will be graded based on your final answer for each question.

• After you select the Programming Assignment you’re turning in, a dialog box will appear.
• When the dialog box appears, either drag and drop your code file(s) into Gradescope OR submit a GitHub or Bitbucket repository. If you choose to submit from GitHub or Bitbucket, you will first need to link your account if you have not already. You will then be prompted to choose the repository and branch. You can upload as many files as you’d like, including files of different types.
• Once you’ve chosen your file or repository and branch, select the  Upload  button. When your upload is successful, you’ll see a confirmation message on your screen, and you’ll receive an email.
• Next, if your instructor has set up a code autograder for the assignment, wait a few minutes for the instructor’s autograder to grade your code file. When your results appear, scroll down to view any failed tests. Note that some autograder test cases may only appear after the due date for the assignment passes or may be hidden from student view. In these cases, you will not see a total assignment score on Gradescope.
• If there are any errors, you can edit your code and click  Resubmit  at the bottom of your screen to resubmit your code file. Assignments can be resubmitted as many times as you’d like before the deadline, although some instructors may limit the number of times you can resubmit as part of their autograders.
• If you'd like to re-activate an older submission, you can do so by selecting the assignment name and clicking Submission History at the bottom of the page. Then, select the submission you want to activate and click Activate. Your instructor will see the score for the active submission by default, but note that they can view and activate any other submission that you submitted to the assignment from the Submission History.

Except in the case of Online Assignments, when you submit your work, you will receive an automated email from Gradescope that includes the date and time you turned in the assignment, the assignment due date, the late due date (if your instructor set one), and a link to your submission. The email also reminds you that you can resubmit work as many times as you need to until the due date passes or the timer runs out (if your assignment is timed).

Was this article helpful?

Scanning work on a mobile device, submitting after the deadline, related articles, i tried to submit, but it said i ran out of time, clicking the upload/submit button doesn’t do anything.

how to effectively assign tasks to team members to increase productivity?

Picture this: It's Monday morning, and your team is buzzing with excitement, ready to take on the week. But wait! Who's doing what? Does everyone know their roles and responsibilities? Ah, the perennial challenge of assigning tasks . If this rings a bell, worry not. We've all been there. Have you ever felt the sting of mismatched roles? Like trying to fit a square peg into a round hole? Assigned tasks play a pivotal role in the smooth functioning of any team. And guess what? There are methods and tools that make this process easier. Let’s dive in.

As a leader in the workplace, it is essential to ensure that everyone in the team gets the appropriate amount of work. Sometimes, it's tempting to give an employee more tasks than others, especially if he/she finishes the tasks faster. But keep in mind that as managers, you must be fair. You must learn how to effectively assign tasks to your team members . 

Although it may seem like a simple management function, assigning tasks to your team is actually challenging. As said by Liane Davey, cofounder of 3COze Inc. and author of  You First: Inspire Your Team to Grow Up, Get Along, and Get Stuff Done , You are “juggling multiple interests” in the pursuit of optimal team performance.

Task distribution among various departments might vary from person to person. For efficient delegation, it is vital to consider guidelines while distributing duties to team members.

Tasks that are delegated effectively move your people, projects, and the entire business forward. It increases management and staff trust and accountability, helps in refining and teaching new abilities, enables personnel to become acquainted with various groups and areas of employment, and is an excellent foundation for performance reviews, etc.

How do you assign tasks to your employees? 

Assigning tasks is typically perceived as a time-consuming activity that focuses on removing items from task lists in order to keep the project moving forward. Task assignment, nevertheless, ought to be a more employee-focused procedure that calls for extra commitment and work, which produces excellent outcomes. 

Here are some tips to effectively assign tasks to your employees:

1. Delegate Positively

Don't just throw work at someone and expect them to deliver when they might not be qualified for that particular assignment. Maintain a mindset of doubting every assignment you gave and go over your personnel roster to see whether anyone else is capable of completing it as effectively as you can. They will be more likely to believe that they can do the assignment in the manner that the leader desires if they have a positive outlook. Employees won't feel inspired to start their assignment if you adversely assign them or have doubts about their competence. A little encouragement will make their day happier and encourage them to confidently do the tasks given to them.

2. Set Clear Goals and Objectives

To understand how your team performs, you should set clear goals and objectives before entrusting them with any responsibilities. When goals and objectives are not defined, it'll be harder for your team to see the big picture and perform tasks in a particular manner. 

3. Assign the Right Task to the Right Employee

This is the key to productivity. Who has the most expertise and experience should be given priority, but don't give that individual too much work. You should also think about who needs to develop their sense of responsibility. Also, take into account the passage of time and their eagerness to seize the opportunity. To do this, the manager should create a delegation plan that considers the various skill sets of each employee and assign tasks that are properly suited to each individual. On the other hand, when a task requires an extraordinary employee and there is a talent shortage, the leaders themselves should do the assignment in an emergency or without a workforce.

4. Obtain Inputs from Your Team and Set Up Meetings if Possible

Get suggestions from your team on what should be modified, who you could include, and how outcomes should be defined. Engage with the specific managers of the sub-teams if you are in charge of a large team or organization. A meeting with the entire team is necessary before assigning tasks to team members. You may obtain a clear picture of who is responsible for what and how purposefully they can do the assignment. Getting suggestions from your team members ensures that each of them will contribute to the task's accomplishment.

5. Conduct Training and Supervision

A project's completion necessitates the blending of various delegation techniques, a high degree of team member commitment, and effective planning and execution. It is essential to teach the team members and meet with the team every day in order to produce a skilled workforce. The training includes free access to resources for developing skills, such as courses from Upskillist ,  Udemy , or  Coursera . Following the training phase, the work must be supervised by a professional to ensure that the team learned from the training provided. Before and throughout the task assignment and execution among several team members, training and supervision are equally crucial.

6. Communicate Constantly

It doesn't mean that when you're done delegating the tasks, everything's good. No, it doesn't work that way. Constant communication is also the key to unlocking productivity. You need to collaborate with your team . Professionals at work must keep a close watch on their team members to learn about any challenges or issues they may be having.  For the task to be completed and the status of each team member to be tracked, communication is essential. Following up on tasks you assign to your employees helps them manage pressure and boost job productivity since problems like stress and pressure may tangle them and slow them down. Employee burnout is a result of micromanagement, which is not a good concept. It is best to let staff go free by following up casually.

7. Know who to Handover Authorization and Control

Decentralized power relieves employers of job management. Make sure to provide your staff some authority when you delegate tasks to them using management apps such as Trello , Asana , Edworking , Slack , and the like. Employees become empowered and responsible for completing tasks as a result of the control transfer. Giving them too little authority can cause issues because they lose interest in their work while giving them too much control might overwhelm them and cause them to forget basic responsibilities. The key to the team's success is giving each member the authority they rightfully deserve while also soliciting input.

8. After the project, assess the results

Ask yourself how you as the manager could support the success of your team members more effectively. Give constructive criticism and accept it in return.

The most vital phase in job completion is assigning tasks to team members. Due to the frequent mistakes made while delegating duties, it is imperative to use management tools when giving your team responsibilities. Project management solutions provide better work allocations by incorporating features like marketing automation. Employee development and time tracking are made easier by the task assignment guidelines, which also help keep workers interested. 

Allocating Vs. Delegating Tasks 

Now that you've learned about some tips to properly assign tasks, you may also have questions like, "what's the difference between allocating and delegating tasks?" 

As stated by Abhinav in a published article on LinkedIn, "The imbalance of responsibility and accountability is the main difference between Delegation and Allocation." What does it mean? Delegation gives a real opportunity for your team to upskill, grow, and develop. Allocating tasks is merely assigning tasks without the goal of helping your team grow.

Although assigning tasks has its merits, delegating tasks offers significant advantages in terms of employee growth and engagement. Because delegation when done well delivers diversity and other intrinsic motivational incentives that make work so much more meaningful, it will be even more rewarding for the manager and team members.

Task Tips and Best Practices 

In order to accomplish our objectives and SMART goals, we define a particular number of tasks that we must do each day. We frequently take on more than we can handle in the fight to remain at the top of our game and maintain our competitive edge.

Even while everything appears to be of the utmost importance, something is off in your struggle to finish everything while maintaining your composure. Some of us have a lengthy list of things we want to get done before a given age or period. Others devote so much effort to honing a particular skill that by the time it shines, it is no longer relevant.

Time management and balancing workload are not just skills of project managers or superiors. In reality, these abilities should be embraced at every level, particularly when working in a team. Research by Cornerstone found that when workers believe they don't have enough time in the day to do their jobs, work overload reduces productivity by 68%. What tips and best practices should you do so you don't only allocate tasks but delegate them effectively?

1. Prioritize. Make a to-do list according to the order of priority

Even if to-do lists are classic, they are still more efficient and effective than ever. People used to keep handwritten notes for ideas and tasks back in the day.  There are smart to-do lists apps and software that provide notifications and reminders prior to the task's due date. 

2. Maximize productivity and minimize procrastination

To start, delegate the tasks to the right people. Don't do it tomorrow or the next day. Do it today. Having a lot to accomplish may be stressful, which is sometimes worse than the actual task. If you struggle with procrastination, it's possible that you haven't come up with a good task management strategy. You might express your lack of starting knowledge by procrastinating. It could not be laziness, but rather a matter of setting priorities.

3. Be motivated

Procrastination and a lack of motivation are closely correlated. When you lack motivation, you tend to get distracted. If you want to meet milestones and deadlines, be motivated.

4. Delegate and be involved

The reality of being overburdened can have a negative impact on productivity if it is not properly managed. At the end of the day, we're still just humans. When it comes to having patience, resilience, working under pressure, or finishing a task quickly, each one of us possesses a certain set of skills. So, delegate the right tasks to the right person in your team, and don't just stop there. Be involved. Leaving the stadium just because you're done delegating is a big no. Keep in touch with them and follow up on the progress of the tasks assigned.

Task Vs. Subtask 

Tasks and subtasks are quite similar. The only difference is that a subtask should be completed as an element of completing a larger and more complex task.

For example, the task is to increase your company's social media presence. So, what should you do to accomplish those tasks? That's when you have subtasks such as creating optimized posts and content on various social media platforms, scheduling them, interacting with your audience in the comment section, etc. 

The additional stages that make up a task are called subtasks. They are essential while working on large projects with a wide range of tasks. In some task management tools, You may create as many subtasks as you need in the task view, but you must first choose the parent task before you can create a subtask.

Why You Should Assign Tasks Effectively to Team Members

Enhance team productivity.

Efficient task assignment can work wonders for your team's productivity. When each team member knows their role and is well-suited for their tasks, they can focus on delivering high-quality results. Imagine a well-oiled machine, with each cog spinning smoothly and in harmony - that's your team at peak productivity!

Consider these points:

• Match tasks to individual skills : Ensure tasks align with your team members' unique abilities and expertise.
• Set clear expectations : Be transparent about deadlines, deliverables, and objectives.
• Foster collaboration : Encourage communication and collaboration among team members.

Nurture a Sense of Ownership

Assigning tasks effectively helps to in still a sense of ownership and responsibility within your team. When individuals understand their role in a project, they are more likely to take pride in their work and strive for excellence. It's like planting a seed - with proper care and attention, it'll grow into a strong, thriving tree.

Key elements to foster ownership:

• Encourage autonomy : Allow team members to make decisions and take charge of their tasks.
• Provide feedback : Offer constructive feedback and celebrate successes.
• Support development : Invest in your team members' growth through training and development opportunities.

Reduce Work Overload and Burnout

Nobody wants to be buried under an avalanche of tasks. By allocating work effectively, you can prevent team members from feeling overwhelmed and burned out. Just as we can't run on empty, neither can our team members - so, let's ensure they have a manageable workload.

Strategies to avoid overload:

• Balance workloads : Distribute tasks evenly and consider individual capacities.
• Encourage breaks : Promote a healthy work-life balance and remind your team to take breaks.
• Monitor progress : Regularly check in with your team members to assess their workloads and stress levels.

Boost Employee Engagement

An engaged employee is a happy and productive one. When you assign tasks effectively, you're laying the groundwork for increased engagement. Think of it as a dance - with the right choreography, everyone knows their steps and performs in harmony.

Steps to enhance engagement:

• Align tasks with goals : Ensure tasks contribute to the overall goals of your team and organization.
• Offer variety : Mix up tasks to keep things interesting and provide opportunities for growth.
• Recognize achievements : Acknowledge hard work and accomplishments.

Improve Overall Team Morale

Finally, effective task assignment can lead to a happier, more cohesive team. When everyone feels valued and supported, team morale soars. Imagine a choir, each voice blending harmoniously to create a beautiful symphony - that's a team with high morale.

Ways to uplift team morale:

• Empower decision-making : Encourage team members to contribute their ideas and be part of the decision-making process.
• Foster a positive atmosphere : Cultivate an environment of open communication, trust, and support.
• Celebrate successes : Acknowledge both individual and team achievements, and celebrate them together.

Tools to Simplify Task Assignments in Teams

Microsoft outlook: not just for emails.

Yes, you heard that right. Beyond sending emails, Outlook has task features that allow managers to assign work to team members. You can set deadlines, prioritize, and even track progress. Think of it as your digital task manager. How cool is that?

Google Docs: Collaboration Made Easy

A favorite for many, Google Docs allows real-time collaboration. Need to distribute tasks ? Create a shared document, list down the tasks, and voila! Everyone can view, edit, or comment. Ever thought of using a simple shared document as a task distribution board?

Trello: Visual Task Management

For those of us who are visual creatures, Trello is a game-changer. Create boards, list assigned duties , and move them across columns as they progress. Remember playing with building blocks as a kid? It’s pretty much that, but digital and for grown-ups!

Common Mistakes to Avoid

Assigning tasks effectively is a skill that every leader must master to ensure team productivity and employee satisfaction. While the tips provided earlier can help you get there, being aware of common mistakes in task assignment is equally crucial. Avoiding these pitfalls can save you from derailing your projects and hampering your team's morale.

1. Overburdening Skilled Employees

It's tempting to give the bulk of the work to your most skilled team members, but this can lead to burnout and decreased productivity in the long term.

2. Lack of Clarity in Instructions

Vague or unclear instructions can result in misunderstandings, leading to poor quality of work or project delays. Always be specific and clear about what is expected.

3. Micromanaging

While it’s essential to oversee the progress of tasks, hovering over your team members can undermine their confidence and create a stressful work environment.

4. Failing to Prioritize Tasks

Not all tasks are created equal. Failing to prioritize can lead to poor allocation of resources, with less important tasks taking away time and energy from critical objectives.

5. Ignoring Team Input

Ignoring suggestions or feedback from your team can result in missed opportunities for more effective delegation and stronger team cohesion.

6. One-Size-Fits-All Approach

Remember that each team member has unique skills and limitations. Assigning tasks without considering these factors can lead to ineffective results and frustrated employees.

7. Neglecting Follow-Up

Assigning a task is not the end but part of an ongoing process. Failing to follow up can result in delays and could indicate to your team that the task wasn’t that important to begin with.

8. Fear of Delegating

Sometimes managers avoid delegating tasks because they feel that no one else can do the job as well as they can. This not only increases your workload but also deprives team members of growth opportunities.

A significant aspect of a leader's duties is delegating assignments to team members effectively. The secret to a manager's team functioning like an efficient machine is wise delegation.

Because of delegation, you won't have to spend hours on work that someone else can complete more quickly. Trying to handle everything on your own can quickly wear you out, regardless of your knowledge or expertise. Effectively delegating tasks enables you to keep on top of your own work while assisting team members in acquiring new abilities and developing a sense of comfort with taking ownership of tasks. 

Proper delegation of tasks also provides managers and team members with a learning opportunity since it enables everyone to build trust and become accustomed to exchanging comments and showing each other respect and appreciation.

Less is more when attempting to boost your team's output. Your team may become burned out if you try to increase their production too rapidly. In contrast, if you're too aggressive, your team can lose interest in their work and productivity might drop. Keep in mind that everyone will be more productive if they are part of the decision-making and execution process.

If you want to delegate tasks with ease and convenience, go for Edworking . This management tool lets you assign tasks and oversee your team's progress in a specific task. You can also conduct meetings to meet your team.`

Know that productivity greatly matters. With the right knowledge of assigning tasks to your team members, you can maximize productivity. Thus, achieving the goals and objectives of your organization.

What is the best way to assign tasks to team members?

Recognizing and understanding each member's unique strengths and expertise is paramount. Instead of assigning tasks randomly, it's always better to match each job with the individual’s skill set. Consider open dialogue, seek feedback, and ensure the assigned tasks align with both team and individual goals. It's a bit like giving everyone their favorite role in a play; wouldn't they shine brighter?

How do you assign tasks to a team in Teamwork?

In Teamwork, tasks can be assigned effortlessly. Start by creating a task list, then add individual tasks. Within each task, there's an option to 'Assign To.' Simply choose the team member you wish to assign the task to. Think of it as passing the baton in a relay race – each person knows when to run and when to pass it on!

Why is it important to assign tasks to your team members?

Assigning specific tasks helps in streamlining the workflow, ensuring accountability, and reducing overlaps or gaps in responsibilities. It also empowers team members by giving them ownership of their work. Have you ever seen a football team where everyone runs after the ball? Without clear roles, it's chaos!

How do you politely assign a task?

Start by acknowledging the individual's capabilities and expressing confidence in their ability to handle the task. Then, clearly explain the job's scope, expectations, and its importance in the overall project. Think of it as offering a piece of cake, not dumping a plate on their lap!

How do short term goals differ from long term goals?

Short-term goals act as stepping stones towards achieving long-term goals. While short-term goals focus on immediate challenges and tasks (think weeks or months), long-term goals look at the bigger picture and can span years. It's like comparing a sprint to a marathon. One's quick and intense, the other's about endurance and the long haul.

Understanding an assignment and assumption agreement

Need to assign your rights and duties under a contract? Learn more about the basics of an assignment and assumption agreement.

Get your assignment of agreement

by   Belle Wong, J.D.

Belle Wong, is a freelance writer specializing in small business, personal finance, banking, and tech/SAAS. She ...

Read more...

Updated on: November 24, 2023 · 3 min read

The assignment and assumption agreement

The basics of assignment and assumption, filling in the assignment and assumption agreement.

While every business should try its best to meet its contractual obligations, changes in circumstance can happen that could necessitate transferring your rights and duties under a contract to another party who would be better able to meet those obligations.

If you find yourself in such a situation, and your contract provides for the possibility of assignment, an assignment and assumption agreement can be a good option for preserving your relationship with the party you initially contracted with, while at the same time enabling you to pass on your contractual rights and duties to a third party.

An assignment and assumption agreement is used after a contract is signed, in order to transfer one of the contracting party's rights and obligations to a third party who was not originally a party to the contract. The party making the assignment is called the assignor, while the third party accepting the assignment is known as the assignee.

In order for an assignment and assumption agreement to be valid, the following criteria need to be met:

• The initial contract must provide for the possibility of assignment by one of the initial contracting parties.
• The assignor must agree to assign their rights and duties under the contract to the assignee.
• The assignee must agree to accept, or "assume," those contractual rights and duties.
• The other party to the initial contract must consent to the transfer of rights and obligations to the assignee.

A standard assignment and assumption contract is often a good starting point if you need to enter into an assignment and assumption agreement. However, for more complex situations, such as an assignment and amendment agreement in which several of the initial contract terms will be modified, or where only some, but not all, rights and duties will be assigned, it's a good idea to retain the services of an attorney who can help you draft an agreement that will meet all your needs.

When you're ready to enter into an assignment and assumption agreement, it's a good idea to have a firm grasp of the basics of assignment:

• First, carefully read and understand the assignment and assumption provision in the initial contract. Contracts vary widely in their language on this topic, and each contract will have specific criteria that must be met in order for a valid assignment of rights to take place.
• All parties to the agreement should carefully review the document to make sure they each know what they're agreeing to, and to help ensure that all important terms and conditions have been addressed in the agreement.
• Until the agreement is signed by all the parties involved, the assignor will still be obligated for all responsibilities stated in the initial contract. If you are the assignor, you need to ensure that you continue with business as usual until the assignment and assumption agreement has been properly executed.

Unless you're dealing with a complex assignment situation, working with a template often is a good way to begin drafting an assignment and assumption agreement that will meet your needs. Generally speaking, your agreement should include the following information:

• Identification of the existing agreement, including details such as the date it was signed and the parties involved, and the parties' rights to assign under this initial agreement
• The effective date of the assignment and assumption agreement
• Identification of the party making the assignment (the assignor), and a statement of their desire to assign their rights under the initial contract
• Identification of the third party accepting the assignment (the assignee), and a statement of their acceptance of the assignment
• Identification of the other initial party to the contract, and a statement of their consent to the assignment and assumption agreement
• A section stating that the initial contract is continued; meaning, that, other than the change to the parties involved, all terms and conditions in the original contract stay the same

In addition to these sections that are specific to an assignment and assumption agreement, your contract should also include standard contract language, such as clauses about indemnification, future amendments, and governing law.

Sometimes circumstances change, and as a business owner you may find yourself needing to assign your rights and duties under a contract to another party. A properly drafted assignment and assumption agreement can help you make the transfer smoothly while, at the same time, preserving the cordiality of your initial business relationship under the original contract.

You may also like

What does 'inc.' mean in a company name?

'Inc.' in a company name means the business is incorporated, but what does that entail, exactly? Here's everything you need to know about incorporating your business.

October 9, 2023 · 10min read

How to write a will: A comprehensive guide to will writing

Writing a will is one of the most important things you can do for yourself and for your loved ones, and it can be done in just minutes. Are you ready to get started?

May 20, 2024 · 11min read

How to Start an LLC in 7 Easy Steps (2024 Guide)

2024 is one of the best years ever to start an LLC, and you can create yours in only a few steps.

May 16, 2024 · 22min read

How To Assign Villager Jobs In Medieval Dynasty

Quick links, assigning villager jobs, all job assignments available, do workers need tools, automating your village production.

As you start recruiting villagers to join you in Medieval Dynasty , you will need to assign various jobs to them. There is a wide range of jobs available; villagers can cook, hunt, craft, or even supply water to others. Overall, you will need to make sure that the villagers have all the resources that they need.

Medieval Dynasty: How The Building Limit Works

With several different job types available, it may be hard to decide where you place your villagers. Not every setup will be efficient though, but we are here to help. In this guide, you'll learn how to manage villager jobs. First, let's take a look at how to assign villagers to a job.

Updated February 3, 2024, by Sean Murray: It's not easy being the chief of your own village, but it's incredibly rewarding once you've managed to make your little hamlet self-sufficient. That's why we've updated this guide with improved formatting and more breakout tips to make assigning the right tasks to villagers that much easier. We've also given this guide more links to other helpful Medieval Dynasty topics.

To assign a villager to a job, open the Management tab on the main menu . From here, you will be able to see all your villagers on the left-hand side of the screen. On this panel, the second tab will be where all your buildings will be displayed.

This tab is sorted by building type, such as housing, extraction, and production. Double-clicking on one of these buildings will show you a more detailed information panel on the right side of the screen.

In the image above, you may notice red icons . Here's a brief explanation of what these icons mean .

From here, you will be able to assign a villager to a job. Simply select the villager from the list, and they will now have that job. Once you have selected a villager, you will need to assign them a task to d o.

This can be done from the right-hand panel . At the top of the screen, you will see a hammer icon next to a circle. Clicking on this will now display the available tasks that the villager will be able to do.

Here, you will be able to select the intensity at which they will work. Higher intensity means that they will work more efficiently, and create or produce more of an item. For example, in the image above, the villager assigned to be a cook is working at 45 percent intensity. This means that every day, they will produce around 13.5 pieces of meat.

Medieval Dynasty: Where To Find Clay

Let's take a quick look at every job site , as well as the associated jobs.

The most important early game jobs are cook, hunter, and lumberjack. These three jobs will provide almost all the basic resources that your villagers will need.

Villagers require the same tools that you would need if you were to do the job. Certain jobs require equipment, but not every worker needs a tool.

For example, the cook job does not require any resources, but if you assign a villager to be a lumberjack from the Woodshed and gather logs, they will need to have an axe. Tools like this can either be placed directly into the chest within the building or in the resource storage building.

To help keep track of tools , place them all in a resource storage building , so you can quickly take inventory.

Medieval Dynasty: Affection And Flirting Guide

Throughout the game, you will be doing a lot of traveling . There are tons of villages to visit, so you can't always be taking care of things at home.

If you have a large village with a majority of the building types, you should be able to automate production in your village. This means that villagers produce everything they need, including resources and items that other jobs will use.

Focus On The Essentials

If you don't have enough villagers for every building, prioritize the essential ones . Apiaries and sewing huts aren't necessary for survival.

Additionally, if you are struggling to keep up with demand, construct multiple buildings of the same type! If one kitchen isn't big enough for your village, build a second one.

Be sure to build food and resource storage buildings . These act as supply rooms for all villagers.

Create An Endless Production Loop

If you have a job that requires a resource or item , be sure that there is another job producing it. For example, if you have a farmer taking care of crops, be sure to have a villager assigned to the pigsty to collect manure, and a barn worker to turn the manure into fertilizer for the farmer.

Always have a villager assigned to the Well . Water is essential!

Assign a villager to the Smithy to make tools for the other jobs that require tools. Without proper tools, a villager will be unable to do their job. Remember, the blacksmith will need materials as well, which can be gathered by miners or lumberjacks.

Dealing With Pregnancy

It's important to take into consideration pregnant women in the village. Once a woman gives birth, she will be unable to work for two years. Be sure that you can fill her job.

If you can survive without filling her role, then you can just wait until she comes back to work. If not, you may need to do some reshuffling of jobs .

Villager Preferences

Assign villagers to jobs that they like . You can get a feel for what a villager likes by talking to them, as well as looking at their skills from the management menu. This will make a villager happy and more productive. If you have a worker who doesn't like the job, you may not reach your village's full potential.

Villagers can increase their skills for a certain job by doing it for a long period . If you don't have a person strong in a job type, you can essentially make a person who is.

Overall, you will always work quickly and more efficiently than a villager. You can quickly hunt and chop trees, but with villagers assigned to these jobs, you can focus your attention on other tasks.

Medieval Dynasty: How To Make And Use Farmland

• Receivables and Payables User Guide
• Receivables and Payables Management
• Assignment Receivables and Payables

5.2 Assignment Receivables and Payables

This topic describes the systematic instruction to assign the invoices/debit notes.

• On Receivables and Payables Management screen, select the action as Assignment .
• Click Proceed to view the search parameters.
• Specify the value for at least one mandatory field to search the instrument(s).

Figure 5-6 Assignment Receivables and Payables

• Optional: In the Reference Number column, click the link to view the details of the instrument.
• Select the invoice(s)/debit note(s) to be assigned.
• Optional: In the Remarks field, enter the remarks for the assignment of the invoice(s)/debit note(s).
• Switch ON the Use Earmarked Limits toggle to authorize the invoice/debit note to utilize the earmarked limits.
• Click Apply to make changes in the grid.
• If required, click Undo to revert the applied changes.
• Click Submit to submit the assignment and send it for authorization (if applicable).

Parent topic: Receivables and Payables Management

• My Quiz Activity
• Newsletters
• Sports Betting
• MY FAVORITES
• Add Sports/Teams
• Arizona Cardinals
• Atlanta Falcons
• Baltimore Ravens
• Buffalo Bills
• Carolina Panthers
• Chicago Bears
• Cincinnati Bengals
• Cleveland Browns
• Dallas Cowboys
• Denver Broncos
• Detroit Lions
• Green Bay Packers
• Houston Texans
• Indianapolis Colts
• Jacksonville Jaguars
• Kansas City Chiefs
• Las Vegas Raiders
• Los Angeles Chargers
• Los Angeles Rams
• Miami Dolphins
• Minnesota Vikings
• New England Patriots
• New Orleans Saints
• New York Jets
• New York Giants
• Philadelphia Eagles
• Pittsburgh Steelers
• San Francisco 49ers
• Seattle Seahawks
• Tampa Bay Buccaneers
• Tennessee Titans
• Washington Commanders
• Arizona Diamondbacks
• Atlanta Braves
• Baltimore Orioles
• Boston Red Sox
• Chicago White Sox
• Chicago Cubs
• Cincinnati Reds
• Cleveland Guardians
• Colorado Rockies
• Detroit Tigers
• Houston Astros
• Kansas City Royals
• Los Angeles Angels
• Los Angeles Dodgers
• Miami Marlins
• Milwaukee Brewers
• Minnesota Twins
• New York Yankees
• New York Mets
• Oakland Athletics
• Philadelphia Phillies
• Pittsburgh Pirates
• San Diego Padres
• San Francisco Giants
• Seattle Mariners
• St. Louis Cardinals
• Tampa Bay Rays
• Texas Rangers
• Toronto Blue Jays
• Washington Nationals
• Atlanta Hawks
• Boston Celtics
• Brooklyn Nets
• Charlotte Hornets
• Chicago Bulls
• Cleveland Cavaliers
• Dallas Mavericks
• Denver Nuggets
• Detroit Pistons
• Golden State Warriors
• Houston Rockets
• Indiana Pacers
• Los Angeles Clippers
• Los Angeles Lakers
• Memphis Grizzlies
• Milwaukee Bucks
• Minnesota Timberwolves
• New Orleans Pelicans
• New York Knicks
• Oklahoma City Thunder
• Orlando Magic
• Philadelphia 76ers
• Phoenix Suns
• Portland Trail Blazers
• Sacramento Kings
• San Antonio Spurs
• Toronto Raptors
• Washington Wizards
• Anaheim Ducks
• Arizona Coyotes
• Boston Bruins
• Buffalo Sabres
• Calgary Flames
• Carolina Hurricanes
• Chicago Blackhawks
• Colorado Avalanche
• Columbus Blue Jackets
• Dallas Stars
• Detroit Red Wings
• Edmonton Oilers
• Florida Panthers
• Los Angeles Kings
• Minnesota Wild
• Montreal Canadiens
• Nashville Predators
• New Jersey Devils
• New York Islanders
• New York Rangers
• Ottawa Senators
• Philadelphia Flyers
• Pittsburgh Penguins
• San Jose Sharks
• Seattle Kraken
• St. Louis Blues
• Tampa Bay Lightning
• Toronto Maple Leafs
• Vancouver Canucks
• Vegas Golden Knights
• Washington Capitals
• Winnipeg Jets
• Entertainment Home
• Lifestyle Home
• More Sports
• YB on Facebook
• YB on Twitter
• YB on Flipboard
• Privacy Policy
• Terms of Service
• College Basketball
• College Football
• Entertainment
• Formula One
• Horse Racing
• Motor Sports
• Premier League
• Sports Business
• Track and Field
• More Sports ▸

Atlanta Braves News

Braves designate infielder for assignment days after signing

The Braves announced a series of roster moves Monday, reinstating catcher Sean Murphy from the injured list and recalling outfielder J.P. Martínez . In corresponding moves, outfielder Ronald Acuña Jr. was placed on the 10-day injured list and infielder Joey Wendle was designated for assignment.

Wendle, 34, was just signed three days ago to serve as a depth infielder for the club. However, Atlanta was delivered a devastating blow yesterday when Acuña tore the anterior cruciate ligament in his left knee. He will undergo surgery and miss the remainder of the 2024 season.

With Acuña out of the picture, Atlanta was left with just Michael Harris II , Jarred Kelenic and Adam Duvall for the outfield. They have recalled Martínez today to give them a fourth outfielder, which quickly nudged Wendle off the roster shortly after being added.

Atlanta will now have a week to trade Wendle or pass him through waivers. The Mets are on the hook for the majority of his $2M salary since they released him last week. That means any club that brings him aboard would only have to pay the prorated league minimum for any time spent on the roster, with that amount subtracted from what the Mets pay.

Wendle has had some good years as a solid bat who can competently play multiple positions, but he’s been in a rough skid at the plate for a while now. He hit just .259/.297/.360 in 2022 for a wRC+ of 84 and has been even worse since then. Dating back to the start of 2023, he’s hit .213/.247/.300 for a wRC+ of just 47.

But he’s still capable of bouncing around the diamond, with experience at the three infield positions to the left of first base and the outfield corners. Even without much offensive output, he’s capable of being a glove-first bench piece. He also hit .275/.330/.416 from 2017 to 2021, 106 wRC+, which could lend some hope to a bounceback at the plate.

For the moment, Atlanta’s roster depth is tenuous, and it wouldn’t be a surprise if further moves were coming. 

Murphy’s activation gives the club three catchers, alongside Travis d’Arnaud and Chadwick Tromp . The club could have optioned Tromp to the minors but perhaps felt that would have left them thin behind the plate. 

Murphy is just returned from missing around two months due to an oblique strain while d’Arnaud missed some time this week after taking a foul ball to the mask and experiencing some dizziness. Perhaps the Braves opted to keep Tromp around while they make sure both Murphy and d’Arnaud are healthy enough to play regularly.

In the meantime, that leaves them with no real backup infielder. Austin Riley hasn’t played in about two weeks due to some side soreness, but the club hasn’t placed him on the injured list. That has forced Zack Short to step in as the regular third baseman. 

As of now, Atlanta’s bench consists of Riley, two catchers and one outfielder, at least until Riley is able to return. Perhaps Tromp will be optioned out for another infielder shortly, or Riley will return to the lineup and nudge Short back to the bench.

How the club decides to play the outfield will also be interesting to monitor. Kelenic and Duvall have been in a platoon this year, since Kelenic is a lefty who hits better against righties and Duvall is the opposite. Kelenic has hit .220/.298/.401 against righties in his career but just .189/.254/.309 against lefties, leading to respective wRC+ numbers of 96 and 60. Duvall has hit .235/.307/.474 against southpaws and .230/.285/.468 otherwise, producing respective wRC+ tallies of 104 and 95. With Acuña’s injury, they will likely give regular playing time to those two, with Martínez in the fourth outfielder role.

The 28-year-old Martínez was acquired from the Rangers in January. He has a line of .265/.337/.394 in Triple-A this year, 90 wRC+, stealing 14 bases in 20 tries. Double-digit steal totals have been a regular feature for him for a long time, including 41 in the minors last year. He also hit .298/.418/.543 in Triple-A last year, for a 133 wRC+, but hasn’t maintained that here in 2024. 

Like Kelenic, Martínez hits from the left side and has been better against righties this year. He has a .260/.348/.415 line against righties and .277/.306/.340 against southpaws this season.

This article first appeared on MLB Trade Rumors and was syndicated with permission.

More must-reads:

• Braves reinstate C Sean Murphy from injured list
• Three hitters Braves should target after losing Ronald Acuna Jr.
• The 'Atlanta Braves retired numbers' quiz

Breaking News

Customize your newsletter.

Get the latest news and rumors, customized to your favorite sports and teams. Emailed daily. Always free!