Check list to consider as you design course assignments: – See more at: http://teaching.berkeley.edu/what-are-learning-goals#sthash.PTz1pEQB.dpuf

*Each assignment should include a clearly written description that appears in the course syllabus and outlines your expectations. The description tells students what is expected, how they will get there, and grading criteria.
*Include the goal or goals associated with the assignment.
*Write a short description of the assignment that tells students why they are doing this and what they will learn. What skills and knowledge do you want students to *demonstrate?
It’s fine to keep the description fairly short in the syllabus. As the assignment due date approaches you can answer questions and add clarity during class sessions. Highly detailed descriptions that are presented at the beginning of the semester can lead to confusion and anxiety for students.
*Following the assignment description tells students how to complete the assignment. Consider including the following components:
*What percent of the overall course grade is associated with this assessment?
*What are the grading criteria? A potential way to address “criteria” is to use a rubric. (See examples of a “learning rubric” and a “scoring rubric” on the following pages).
*If you choose not to use a rubric, you might rely on the components of the goals you identified in the previous step of this process.

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