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On the Teachy platform, you can create a test however you want, and we will grade it automatically!
Easily navigate through a bank of over 200k questions to create your test. Then, just print it or send it to students to complete directly on the platform. Once applied, we will grade it for you, even if it was done on paper. Curious? Come and be amazed!
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- How to Create a PDF of Handwritten Assignments (Student Guide)
Updated on Oct 03, 2022
For online assignments that require you to hand write/draw your response, you will need to create an electronic version of your completed work. If you do not have an photo copier/scanner in your home, you can use your smart phone to take pictures create PDF files for submission. This article contains instructions for recommended apps, but students should feel free to use the app of their choice.
Table of Contents
This article will address the following information:
Scanning Tips
Download an ios scanning app, scan your handwritten assignment, download an android scanning app, submitting scanned pdfs to canvas assignments, submitting scanned pdfs to canvas quizzes.
Follow these tips to get the best scans of your handwritten work:
- Use dark ink on light colored paper.
- When scanning, place your paper on a flat high contrast surface (if your paper is white, rest it on a flat, dark surface).
- Hold your phone directly above your paper as high as you can while maintaining a steady hand.
Scanning Handwritten Assignments on iOS Devices
There are many apps that you can download that will create PDF files for you. One of our recommendations is the Scannable App.
The instructions below are specifically tailored to this tool, but you can feel free to use any app that works for you.
- On your iOS device, go to the App Store .
- Search for and download the Scannable (by Evernote) app.
- On your iOS device, open the Scannable app.
- Before you scan, tap the three dots button from the capture screen and select Settings > File Type > PDF .
- Return to the main capture screen by tapping the back arrow > Done .
- Hold your phone above each page. The app will automatically scan it as soon as it detects the page.
- When you've scanned all pages, tap the check mark icon.
- If needed, retake your photos.
- You can also refer to the tips at top of this article to optimize for successful scanning.
- Once your PDF is created, enter a name for your file by tapping on the file name next to the PDF icon.
- Email - send the PDF as an attachment to yourself to download and access from other devices, like your laptop or desktop computer.
- Share - upload your PDF to a cloud service like Dropbox, Box, OneDrive, or Google Drive.
For more information and detailed instructions on how use Scannable, visit the Scannable App user guides .
Scanning Handwritten Assignments on Android Devices
There are many apps that you can download that will create PDF files for you. One of our recommendations is the Genius Scan App.
- On your Android device, go to the Google Play Store .
- Search for and download the Genius Scan app.
- On your Android device, open Genius Scan .
- Select the camera icon (if you have multiple pages to scan, you can switch to batch mode in the top right corner).
- Hold your phone above each page and tap the spinning circle icon.
- You can also refer to the tips at top of this article to ensure successful scanning.
- Device Memory - save the PDF locally on your Android device.
- A cloud service like Dropbox or Google Drive .
For more information and detailed instructions, visit the Genius Scan Website and check out the Genius Scan Video Tutorial .
To complete the following steps, you will need to make sure that the device / computer you are using has access to the PDF scans that you created following the steps above. If you do not have access on your current device, share the file to your device before you proceed.
- Your instructor may not use the "Assignments" section, in which case use whatever link / access to the assignments your instructor provides.
- Locate the assignment activity where you need to submit your PDF scans and click on the title of the assignment you wish to submit. Click the " Submit Assignment " button.
- If necessary, click the " + Add Another File" link to add additional scans to your submission.
- When you have attached all required files, click the " Submit Assignment " button.
- Log into Canvas, navigating to your Canvas Course, and click into the Quiz activity where you need to upload / share your scanned PDF file.
- On the next screen, click the " Take the Quiz " button.
- When you come to a question that requires a file to be uploaded, you will see an Upload component in the question.
- Click the " Choose a File " button.
- Navigate to and select your scanned PDF. Then click the " Open " button.
- When you are back on the Quiz, the file will upload and you should see a message saying " Your file has been successfully uploaded ."
- Continue with your quiz, completing all other questions. Click the " Submit " button only when you are totally done with the quiz.
For additional assistance, please email [email protected] .
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Designing Assignments for Learning
The rapid shift to remote teaching and learning meant that many instructors reimagined their assessment practices. Whether adapting existing assignments or creatively designing new opportunities for their students to learn, instructors focused on helping students make meaning and demonstrate their learning outside of the traditional, face-to-face classroom setting. This resource distills the elements of assignment design that are important to carry forward as we continue to seek better ways of assessing learning and build on our innovative assignment designs.
On this page:
Rethinking traditional tests, quizzes, and exams.
- Examples from the Columbia University Classroom
- Tips for Designing Assignments for Learning
Reflect On Your Assignment Design
Connect with the ctl.
- Resources and References
Cite this resource: Columbia Center for Teaching and Learning (2021). Designing Assignments for Learning. Columbia University. Retrieved [today’s date] from https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/teaching-online/designing-assignments/
Traditional assessments tend to reveal whether students can recognize, recall, or replicate what was learned out of context, and tend to focus on students providing correct responses (Wiggins, 1990). In contrast, authentic assignments, which are course assessments, engage students in higher order thinking, as they grapple with real or simulated challenges that help them prepare for their professional lives, and draw on the course knowledge learned and the skills acquired to create justifiable answers, performances or products (Wiggins, 1990). An authentic assessment provides opportunities for students to practice, consult resources, learn from feedback, and refine their performances and products accordingly (Wiggins 1990, 1998, 2014).
Authentic assignments ask students to “do” the subject with an audience in mind and apply their learning in a new situation. Examples of authentic assignments include asking students to:
- Write for a real audience (e.g., a memo, a policy brief, letter to the editor, a grant proposal, reports, building a website) and/or publication;
- Solve problem sets that have real world application;
- Design projects that address a real world problem;
- Engage in a community-partnered research project;
- Create an exhibit, performance, or conference presentation ;
- Compile and reflect on their work through a portfolio/e-portfolio.
Noteworthy elements of authentic designs are that instructors scaffold the assignment, and play an active role in preparing students for the tasks assigned, while students are intentionally asked to reflect on the process and product of their work thus building their metacognitive skills (Herrington and Oliver, 2000; Ashford-Rowe, Herrington and Brown, 2013; Frey, Schmitt, and Allen, 2012).
It’s worth noting here that authentic assessments can initially be time consuming to design, implement, and grade. They are critiqued for being challenging to use across course contexts and for grading reliability issues (Maclellan, 2004). Despite these challenges, authentic assessments are recognized as beneficial to student learning (Svinicki, 2004) as they are learner-centered (Weimer, 2013), promote academic integrity (McLaughlin, L. and Ricevuto, 2021; Sotiriadou et al., 2019; Schroeder, 2021) and motivate students to learn (Ambrose et al., 2010). The Columbia Center for Teaching and Learning is always available to consult with faculty who are considering authentic assessment designs and to discuss challenges and affordances.
Examples from the Columbia University Classroom
Columbia instructors have experimented with alternative ways of assessing student learning from oral exams to technology-enhanced assignments. Below are a few examples of authentic assignments in various teaching contexts across Columbia University.
- E-portfolios: Statia Cook shares her experiences with an ePorfolio assignment in her co-taught Frontiers of Science course (a submission to the Voices of Hybrid and Online Teaching and Learning initiative); CUIMC use of ePortfolios ;
- Case studies: Columbia instructors have engaged their students in authentic ways through case studies drawing on the Case Consortium at Columbia University. Read and watch a faculty spotlight to learn how Professor Mary Ann Price uses the case method to place pre-med students in real-life scenarios;
- Simulations: students at CUIMC engage in simulations to develop their professional skills in The Mary & Michael Jaharis Simulation Center in the Vagelos College of Physicians and Surgeons and the Helene Fuld Health Trust Simulation Center in the Columbia School of Nursing;
- Experiential learning: instructors have drawn on New York City as a learning laboratory such as Barnard’s NYC as Lab webpage which highlights courses that engage students in NYC;
- Design projects that address real world problems: Yevgeniy Yesilevskiy on the Engineering design projects completed using lab kits during remote learning. Watch Dr. Yesilevskiy talk about his teaching and read the Columbia News article .
- Writing assignments: Lia Marshall and her teaching associate Aparna Balasundaram reflect on their “non-disposable or renewable assignments” to prepare social work students for their professional lives as they write for a real audience; and Hannah Weaver spoke about a sandbox assignment used in her Core Literature Humanities course at the 2021 Celebration of Teaching and Learning Symposium . Watch Dr. Weaver share her experiences.
Tips for Designing Assignments for Learning
While designing an effective authentic assignment may seem like a daunting task, the following tips can be used as a starting point. See the Resources section for frameworks and tools that may be useful in this effort.
Align the assignment with your course learning objectives
Identify the kind of thinking that is important in your course, the knowledge students will apply, and the skills they will practice using through the assignment. What kind of thinking will students be asked to do for the assignment? What will students learn by completing this assignment? How will the assignment help students achieve the desired course learning outcomes? For more information on course learning objectives, see the CTL’s Course Design Essentials self-paced course and watch the video on Articulating Learning Objectives .
Identify an authentic meaning-making task
For meaning-making to occur, students need to understand the relevance of the assignment to the course and beyond (Ambrose et al., 2010). To Bean (2011) a “meaning-making” or “meaning-constructing” task has two dimensions: 1) it presents students with an authentic disciplinary problem or asks students to formulate their own problems, both of which engage them in active critical thinking, and 2) the problem is placed in “a context that gives students a role or purpose, a targeted audience, and a genre.” (Bean, 2011: 97-98).
An authentic task gives students a realistic challenge to grapple with, a role to take on that allows them to “rehearse for the complex ambiguities” of life, provides resources and supports to draw on, and requires students to justify their work and the process they used to inform their solution (Wiggins, 1990). Note that if students find an assignment interesting or relevant, they will see value in completing it.
Consider the kind of activities in the real world that use the knowledge and skills that are the focus of your course. How is this knowledge and these skills applied to answer real-world questions to solve real-world problems? (Herrington et al., 2010: 22). What do professionals or academics in your discipline do on a regular basis? What does it mean to think like a biologist, statistician, historian, social scientist? How might your assignment ask students to draw on current events, issues, or problems that relate to the course and are of interest to them? How might your assignment tap into student motivation and engage them in the kinds of thinking they can apply to better understand the world around them? (Ambrose et al., 2010).
Determine the evaluation criteria and create a rubric
To ensure equitable and consistent grading of assignments across students, make transparent the criteria you will use to evaluate student work. The criteria should focus on the knowledge and skills that are central to the assignment. Build on the criteria identified, create a rubric that makes explicit the expectations of deliverables and share this rubric with your students so they can use it as they work on the assignment. For more information on rubrics, see the CTL’s resource Incorporating Rubrics into Your Grading and Feedback Practices , and explore the Association of American Colleges & Universities VALUE Rubrics (Valid Assessment of Learning in Undergraduate Education).
Build in metacognition
Ask students to reflect on what and how they learned from the assignment. Help students uncover personal relevance of the assignment, find intrinsic value in their work, and deepen their motivation by asking them to reflect on their process and their assignment deliverable. Sample prompts might include: what did you learn from this assignment? How might you draw on the knowledge and skills you used on this assignment in the future? See Ambrose et al., 2010 for more strategies that support motivation and the CTL’s resource on Metacognition ).
Provide students with opportunities to practice
Design your assignment to be a learning experience and prepare students for success on the assignment. If students can reasonably expect to be successful on an assignment when they put in the required effort ,with the support and guidance of the instructor, they are more likely to engage in the behaviors necessary for learning (Ambrose et al., 2010). Ensure student success by actively teaching the knowledge and skills of the course (e.g., how to problem solve, how to write for a particular audience), modeling the desired thinking, and creating learning activities that build up to a graded assignment. Provide opportunities for students to practice using the knowledge and skills they will need for the assignment, whether through low-stakes in-class activities or homework activities that include opportunities to receive and incorporate formative feedback. For more information on providing feedback, see the CTL resource Feedback for Learning .
Communicate about the assignment
Share the purpose, task, audience, expectations, and criteria for the assignment. Students may have expectations about assessments and how they will be graded that is informed by their prior experiences completing high-stakes assessments, so be transparent. Tell your students why you are asking them to do this assignment, what skills they will be using, how it aligns with the course learning outcomes, and why it is relevant to their learning and their professional lives (i.e., how practitioners / professionals use the knowledge and skills in your course in real world contexts and for what purposes). Finally, verify that students understand what they need to do to complete the assignment. This can be done by asking students to respond to poll questions about different parts of the assignment, a “scavenger hunt” of the assignment instructions–giving students questions to answer about the assignment and having them work in small groups to answer the questions, or by having students share back what they think is expected of them.
Plan to iterate and to keep the focus on learning
Draw on multiple sources of data to help make decisions about what changes are needed to the assignment, the assignment instructions, and/or rubric to ensure that it contributes to student learning. Explore assignment performance data. As Deandra Little reminds us: “a really good assignment, which is a really good assessment, also teaches you something or tells the instructor something. As much as it tells you what students are learning, it’s also telling you what they aren’t learning.” ( Teaching in Higher Ed podcast episode 337 ). Assignment bottlenecks–where students get stuck or struggle–can be good indicators that students need further support or opportunities to practice prior to completing an assignment. This awareness can inform teaching decisions.
Triangulate the performance data by collecting student feedback, and noting your own reflections about what worked well and what did not. Revise the assignment instructions, rubric, and teaching practices accordingly. Consider how you might better align your assignment with your course objectives and/or provide more opportunities for students to practice using the knowledge and skills that they will rely on for the assignment. Additionally, keep in mind societal, disciplinary, and technological changes as you tweak your assignments for future use.
Now is a great time to reflect on your practices and experiences with assignment design and think critically about your approach. Take a closer look at an existing assignment. Questions to consider include: What is this assignment meant to do? What purpose does it serve? Why do you ask students to do this assignment? How are they prepared to complete the assignment? Does the assignment assess the kind of learning that you really want? What would help students learn from this assignment?
Using the tips in the previous section: How can the assignment be tweaked to be more authentic and meaningful to students?
As you plan forward for post-pandemic teaching and reflect on your practices and reimagine your course design, you may find the following CTL resources helpful: Reflecting On Your Experiences with Remote Teaching , Transition to In-Person Teaching , and Course Design Support .
The Columbia Center for Teaching and Learning (CTL) is here to help!
For assistance with assignment design, rubric design, or any other teaching and learning need, please request a consultation by emailing [email protected] .
Transparency in Learning and Teaching (TILT) framework for assignments. The TILT Examples and Resources page ( https://tilthighered.com/tiltexamplesandresources ) includes example assignments from across disciplines, as well as a transparent assignment template and a checklist for designing transparent assignments . Each emphasizes the importance of articulating to students the purpose of the assignment or activity, the what and how of the task, and specifying the criteria that will be used to assess students.
Association of American Colleges & Universities (AAC&U) offers VALUE ADD (Assignment Design and Diagnostic) tools ( https://www.aacu.org/value-add-tools ) to help with the creation of clear and effective assignments that align with the desired learning outcomes and associated VALUE rubrics (Valid Assessment of Learning in Undergraduate Education). VALUE ADD encourages instructors to explicitly state assignment information such as the purpose of the assignment, what skills students will be using, how it aligns with course learning outcomes, the assignment type, the audience and context for the assignment, clear evaluation criteria, desired formatting, and expectations for completion whether individual or in a group.
Villarroel et al. (2017) propose a blueprint for building authentic assessments which includes four steps: 1) consider the workplace context, 2) design the authentic assessment; 3) learn and apply standards for judgement; and 4) give feedback.
References
Ambrose, S. A., Bridges, M. W., & DiPietro, M. (2010). Chapter 3: What Factors Motivate Students to Learn? In How Learning Works: Seven Research-Based Principles for Smart Teaching . Jossey-Bass.
Ashford-Rowe, K., Herrington, J., and Brown, C. (2013). Establishing the critical elements that determine authentic assessment. Assessment & Evaluation in Higher Education. 39(2), 205-222, http://dx.doi.org/10.1080/02602938.2013.819566 .
Bean, J.C. (2011). Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom . Second Edition. Jossey-Bass.
Frey, B. B, Schmitt, V. L., and Allen, J. P. (2012). Defining Authentic Classroom Assessment. Practical Assessment, Research, and Evaluation. 17(2). DOI: https://doi.org/10.7275/sxbs-0829
Herrington, J., Reeves, T. C., and Oliver, R. (2010). A Guide to Authentic e-Learning . Routledge.
Herrington, J. and Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48.
Litchfield, B. C. and Dempsey, J. V. (2015). Authentic Assessment of Knowledge, Skills, and Attitudes. New Directions for Teaching and Learning. 142 (Summer 2015), 65-80.
Maclellan, E. (2004). How convincing is alternative assessment for use in higher education. Assessment & Evaluation in Higher Education. 29(3), June 2004. DOI: 10.1080/0260293042000188267
McLaughlin, L. and Ricevuto, J. (2021). Assessments in a Virtual Environment: You Won’t Need that Lockdown Browser! Faculty Focus. June 2, 2021.
Mueller, J. (2005). The Authentic Assessment Toolbox: Enhancing Student Learning through Online Faculty Development . MERLOT Journal of Online Learning and Teaching. 1(1). July 2005. Mueller’s Authentic Assessment Toolbox is available online.
Schroeder, R. (2021). Vaccinate Against Cheating With Authentic Assessment . Inside Higher Ed. (February 26, 2021).
Sotiriadou, P., Logan, D., Daly, A., and Guest, R. (2019). The role of authentic assessment to preserve academic integrity and promote skills development and employability. Studies in Higher Education. 45(111), 2132-2148. https://doi.org/10.1080/03075079.2019.1582015
Stachowiak, B. (Host). (November 25, 2020). Authentic Assignments with Deandra Little. (Episode 337). In Teaching in Higher Ed . https://teachinginhighered.com/podcast/authentic-assignments/
Svinicki, M. D. (2004). Authentic Assessment: Testing in Reality. New Directions for Teaching and Learning. 100 (Winter 2004): 23-29.
Villarroel, V., Bloxham, S, Bruna, D., Bruna, C., and Herrera-Seda, C. (2017). Authentic assessment: creating a blueprint for course design. Assessment & Evaluation in Higher Education. 43(5), 840-854. https://doi.org/10.1080/02602938.2017.1412396
Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice . Second Edition. San Francisco: Jossey-Bass.
Wiggins, G. (2014). Authenticity in assessment, (re-)defined and explained. Retrieved from https://grantwiggins.wordpress.com/2014/01/26/authenticity-in-assessment-re-defined-and-explained/
Wiggins, G. (1998). Teaching to the (Authentic) Test. Educational Leadership . April 1989. 41-47.
Wiggins, Grant (1990). The Case for Authentic Assessment . Practical Assessment, Research & Evaluation , 2(2).
Wondering how AI tools might play a role in your course assignments?
See the CTL’s resource “Considerations for AI Tools in the Classroom.”
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Creating and Adapting Assignments for Online Courses
Online teaching requires a deliberate shift in how we communicate, deliver information, and offer feedback to our students. How do you effectively design and modify your assignments to accommodate this shift? The ways you introduce students to new assignments, keep them on track, identify and remedy confusion, and provide feedback after an assignment is due must be altered to fit the online setting. Intentional planning can help you ensure assignments are optimally designed for an online course and expectations are clearly communicated to students.
When teaching online, it can be tempting to focus on the differences from in-person instruction in terms of adjustments, or what you need to make up for. However, there are many affordances of online assignments that can deepen learning and student engagement. Students gain new channels of interaction, flexibility in when and where they access assignments, more immediate feedback, and a student-centered experience (Gayten and McEwen, 2007; Ragupathi, 2020; Robles and Braathen, 2002). Meanwhile, ample research has uncovered that online assignments benefit instructors through automatic grading, better measurement of learning, greater student involvement, and the storing and reuse of assignments.
In Practice
While the purpose and planning of online assignments remain the same as their in-person counterparts, certain adjustments can make them more effective. The strategies outlined below will help you design online assignments that support student success while leveraging the benefits of the online environment.
Align assignments to learning outcomes.
All assignments work best when they align with your learning outcomes. Each online assignment should advance students' achievement of one or more of your specific outcomes. You may be familiar with Bloom's Taxonomy, a well-known framework that organizes and classifies learning objectives based on the actions students take to demonstrate their learning. Online assignments have the added advantage of flexing students' digital skills, and Bloom's has been revamped for the digital age to incorporate technology-based tasks into its categories. For example, students might search for definitions online as they learn and remember course materials, tweet their understanding of a concept, mind map an analysis, or create a podcast.
See a complete description of Bloom's Digital Taxonomy for further ideas.
Provide authentic assessments.
Authentic assessments call for relevant, purposeful actions that mimic the real-life tasks students may encounter in their lives and careers beyond the university. They represent a shift away from infrequent high-stakes assessments that tend to evaluate the acquisition of knowledge over application and understanding. Authentic assessments allow students to see the connection between what they're learning and how that learning is used and contextualized outside the virtual walls of the learning management system, thereby increasing their motivation and engagement.
There are many ways to incorporate authenticity into an assignment, but three main strategies are to use authentic audiences, content, and formats . A student might, for example, compose a business plan for an audience of potential investors, create a patient care plan that translates medical jargon into lay language, or propose a safe storage process for a museum collection.
Authentic assessments in online courses can easily incorporate the internet or digital tools as part of an authentic format. Blogs, podcasts, social media posts, and multimedia artifacts such as infographics and videos represent authentic formats that leverage the online context.
Learn more about authentic assessments in Designing Assessments of Student Learning .
Design for inclusivity and accessibility.
Adopting universal design principles at the outset of course creation will ensure your material is accessible to all students. As you plan your assignments, it's important to keep in mind barriers to access in terms of tools, technology, and cost. Consider which tools achieve your learning outcomes with the fewest barriers.
Offering a variety of assignment formats is one way to ensure students can demonstrate learning in a manner that works best for them. You can provide options within an individual assignment, such as allowing students to submit either written text or an audio recording or to choose from several technologies or platforms when completing a project.
Be mindful of how you frame and describe an assignment to ensure it doesn't disregard populations through exclusionary language or use culturally specific references that some students may not understand. Inclusive language for all genders and racial or ethnic backgrounds can foster a sense of belonging that fully invests students in the learning community.
Learn more about Universal Design of Learning and Shaping a Positive Learning Environment .
Design to promote academic integrity online.
Much like incorporating universal design principles at the outset of course creation, you can take a proactive approach to academic integrity online. Design assignments that limit the possibilities for students to use the work of others or receive prohibited outside assistance.
Provide authentic assessments that are more difficult to plagiarize because they incorporate recent events or unique contexts and formats.
Scaffold assignments so that students can work their way up to a final product by submitting smaller portions and receiving feedback along the way.
Lower the stakes by providing more frequent formative assessments in place of high-stakes, high-stress assessments.
In addition to proactively creating assignments that deter cheating, there are several university-supported tools at your disposal to help identify and prevent cheating.
Learn more about these tools in Strategies and Tools for Academic Integrity in Online Environments .
Communicate detailed instructions and clarify expectations.
When teaching in-person, you likely dedicate class time to introducing and explaining an assignment; students can ask questions or linger after class for further clarification. In an online class, especially in asynchronous online classes, you must anticipate where students' questions might arise and account for them in the assignment instructions.
The Carmen course template addresses some of students' common questions when completing an assignment. The template offers places to explain the assignment's purpose, list out steps students should take when completing it, provide helpful resources, and detail academic integrity considerations.
Providing a rubric will clarify for students how you will evaluate their work, as well as make your grading more efficient. Sharing examples of previous student work (both good and bad) can further help students see how everything should come together in their completed products.
Technology Tip
Enter all assignments and due dates in your Carmen course to increase transparency. When assignments are entered in Carmen, they also populate to Calendar, Syllabus, and Grades areas so students can easily track their upcoming work. Carmen also allows you to develop rubrics for every assignment in your course.
Promote interaction and collaboration.
Frequent student-student interaction in any course, but particularly in online courses, is integral to developing a healthy learning community that engages students with course material and contributes to academic achievement. Online education has the inherent benefit of offering multiple channels of interaction through which this can be accomplished.
Carmen Discussions are a versatile platform for students to converse about and analyze course materials, connect socially, review each other's work, and communicate asynchronously during group projects.
Peer review can be enabled in Carmen Assignments and Discussions . Rubrics can be attached to an assignment or a discussion that has peer review enabled, and students can use these rubrics as explicit criteria for their evaluation. Alternatively, peer review can occur within the comments of a discussion board if all students will benefit from seeing each other's responses.
Group projects can be carried out asynchronously through Carmen Discussions or Groups , or synchronously through Carmen's Chat function or CarmenZoom . Students (and instructors) may have apprehensions about group projects, but well-designed group work can help students learn from each other and draw on their peers’ strengths. Be explicit about your expectations for student interaction and offer ample support resources to ensure success on group assignments.
Learn more about Student Interaction Online .
Choose technology wisely.
The internet is a vast and wondrous place, full of technology and tools that do amazing things. These tools can give students greater flexibility in approaching an assignment or deepen their learning through interactive elements. That said, it's important to be selective when integrating external tools into your online course.
Look first to your learning outcomes and, if you are considering an external tool, determine whether the technology will help students achieve these learning outcomes. Unless one of your outcomes is for students to master new technology, the cognitive effort of using an unfamiliar tool may distract from your learning outcomes.
Carmen should ultimately be the foundation of your course where you centralize all materials and assignments. Thoughtfully selected external tools can be useful in certain circumstances.
Explore supported tools
There are many university-supported tools and resources already available to Ohio State users. Before looking to external tools, you should explore the available options to see if you can accomplish your instructional goals with supported systems, including the eLearning toolset , approved CarmenCanvas integrations , and the Microsoft365 suite .
If a tool is not university-supported, keep in mind the security and accessibility implications, the learning curve required to use the tool, and the need for additional support resources. If you choose to use a new tool, provide links to relevant help guides on the assignment page or post a video tutorial. Include explicit instructions on how students can get technical support should they encounter technical difficulties with the tool.
Adjustments to your assignment design can guide students toward academic success while leveraging the benefits of the online environment.
Effective assignments in online courses are:
Aligned to course learning outcomes
Authentic and reflect real-life tasks
Accessible and inclusive for all learners
Designed to encourage academic integrity
Transparent with clearly communicated expectations
Designed to promote student interaction and collaboration
Supported with intentional technology tools
- Cheating Lessons: Learning from Academic Dishonesty (e-book)
- Making Your Course Accessible for All Learners (workshop reccording)
- Writing Multiple Choice Questions that Demand Critical Thinking (article)
Learning Opportunities
Conrad, D., & Openo, J. (2018). Assessment strategies for online learning: Engagement and authenticity . AU Press. Retrieved from https://library.ohio-state.edu/record=b8475002~S7
Gaytan, J., & McEwen, B. C. (2007). Effective online instructional and assessment strategies. American Journal of Distance Education , 21 (3), 117–132. https://doi.org/10.1080/08923640701341653
Mayer, R. E. (2001). Multimedia learning . New York: Cambridge University Press.
Ragupathi, K. (2020). Designing Effective Online Assessments Resource Guide . National University of Singapore. Retrieved from https://www.nus.edu.sg/cdtl/docs/default-source/professional-development-docs/resources/designing-online-assessments.pdf
Robles, M., & Braathen, S. (2002). Online assessment techniques. Delta Pi Epsilon Journal , 44 (1), 39–49. https://proxy.lib.ohio-state.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=507795215&site=eds-live&scope=site
Swan, K., Shen, J., & Hiltz, S. R. (2006). Assessment and collaboration in online learning. Journal of Asynchronous Learning Networks , 10 (1), 45.
TILT Higher Ed. (n.d.). TILT Examples and Resources . Retrieved from https://tilthighered.com/tiltexamplesandresources
Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., & Liu, X. (2006). Teaching Courses Online: A Review of the Research. Review of Educational Research , 76 (1), 93–135. https://www-jstor-org.proxy.lib.ohio-state.edu/stable/3700584
Walvoord, B. & Anderson, V.J. (2010). Effective Grading : A Tool for Learning and Assessment in College: Vol. 2nd ed . Jossey-Bass. https://library.ohio-state.edu/record=b8585181~S7
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Designing assessments of student learning, strategies and tools for academic integrity in online environments, student interaction online, universal design for learning: planning with all students in mind, related toolsets, carmencanvas, search for resources.
Grade assignments with this free annotation tool
Provide feedback on student work anywhere from any device.
There are many tools to aid teachers with their professional development and help their students achieve academic success. One handy tool that educators can use to facilitate student understanding in the physical, hybrid, and virtual classroom is the PDF annotation tool .
How can annotation tools help in online learning?
An annotation tool allows educators to quickly give feedback on student submissions saved in PDF format and return their work in a few clicks. It eliminates the need to print out assignments and return the marked copies in person, making it a ‘must-have’ for remote or hybrid learning.
Free PDF Editor Software like iLovePDF provides instructors with easy annotation tools to markup and add short comments to PDF files inside an intuitive grading interface. Being available online and downloadable on iOS and Android , you can use the tool to markup file submissions with precise feedback on any device.
Option 1: Markup file submissions online
If you need to mark an essay, group project, or a short homework assignment, just upload the file to iLovePDF’s online Edit PDF tool . Its PDF viewer displays the PDF file to be graded. Then, directly from the annotations toolbar, you can access a range of PDF marking tools including options to:
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For a user-friendly experience, iLovePDF’s Edit PDF tool includes built-in features to facilitate marking. To help you view and navigate through student submissions, you will find the following options in the toolbar:
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Option 2: Highlight and add notes to school work on iOS/Android
Looking for more advanced annotation options? iLovePDF also has an extensive mobile application equipped with professional markup tools for educators. You can use the app wherever you go to:
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Be it for online learning or a helping hand in the physical classroom, a reliable annotation tool can help teachers save heaps of time and be more efficient. For any assignment your student submitted in the Portable Document Format, iLovePDF makes it possible for you to annotate PDF files at your convenience.
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If you are looking for more ways to optimize teaching and communicate more effectively in the virtual classroom, you could start by reading our post, How to improve parent-teacher communication with e-signing . Or, click on the button below to begin marking schoolwork using iLovePDF’s free PDF Editor.
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The Efficiency of Online Assignments as an Asynchronous e-Learning Tool
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Marking essays and assignments online with A.nnotateIf you are going paperless, "less paper", or paper-light, then A.nnotate can help with the marking! A.nnotate provides an easy and efficient way to mark essays and assignments online. Documents can be uploaded or emailed in as PDF file, MS Word documents, or in OpenOffice formats. It can also be integrated with Moodle and other learning management systems to provide feedback for online assignments. You can select text and add a tag or write a note to give feedback. It is just like using a highlighter pen or writing notes in the margin, except you do it online, from any browser with no software to install. Several tutors can mark the same document if necessary, even at the same time. And when it is ready, the student can be given access to the annotated on-line version. A.nnotate is a low-cost standalone system that is easy to use and can be used today for online assessment. It can also be incorporated in existing document management systems - just get in touch for details. Sign Up Now - all new accounts come with 150 free credits per month (enough for 30 online pages). Find out more... about other ways to use a.nnotate. The A.nnotate Document annotator runs in the browser. There are no plugins or extra software to install, and it works seamlessly on Windows, Mac OSX and Linux. You do not need to wait for Adobe Reader , Acrobat or even Flash to start up as the A.nnotate PDF Annotator simply requires standard web browser technology. Everyone can annotate the same shared read-only copy of the PDF document online, so you can eliminate the usual problems associated with PDF comments - no need to merge and keep track of different edited versions send as attachments. Other benefits and applicationsA.nnotate is not just for online marking - you can use it give or provide feedback on drafts of documents and in everyday web research. Your Personal Index of AnnotationsAnnotate text with notes, tags and replies, the a.nnotate pdf annotator displays pdfs in high quality.  🤖 AI Homework Assignment GeneratorUnlock the academic excellence you dream of with the power of AI! Streamline your studies with the Homework Assignment generator. Do you remember those sleepless nights filled with stacks of books, research papers, deadline pressure, and nerve-wracking concern over how to get scoops beyond your peers? We all do. Say goodbye to academic pressure and utilize the power of technological advancement to make your homework assignments a breeze. Let’s dive into the future with the remarkable Homework Assignment generator! An AI-powered tool that takes the hassle out of homework, giving you more time to focus on understanding concepts and less on the reiterative task of writing. It’s not about creating a shortcut, but it’s about optimizing your learning experience and outcomes. Let’s explore more! What Is a Homework Assignment?A homework assignment is a task assigned by educators as an extension of classroom work typically intended for students to complete outside of class. Written exercises, reading and comprehension activities, research projects, and problem-solving exercises are a few examples of homework varieties. However, the primary goal remains the same: to develop the learner’s understanding of a specific topic or subject, enhance their skills, complement their learning, and prepare them for subsequent class sessions. Why Use a Homework Assignment Generator?A homework assignment generator plays a crucial role in not only simplifying students’ academic life but also enhancing their learning journey. Here are a few reasons:
In conclusion, the Homework Assignment generator aims to transform your academic life. Its primary objective is not to eliminate homework but to streamline it, making it less stressful and more rewarding. It is designed to support, not replace, the traditional teaching-learning method, highlighting what is essential for success: understanding, skill enhancement, and knowledge application. Embrace this new era of learning where technology complements traditional education, and step into the future of academic excellence. How To Use This AI Generator:
Creating Your Assignment SheetsMain navigation. In order to help our students best engage with the writing tasks we assign them, we need as a program to scaffold the assignments with not only effectively designed activities, but equally effectively designed assignment sheets that clearly explain the learning objectives, purpose, and logistics for the assignment. Checklist for Assignment Sheet DesignAs a program, instructors should compose assignment sheets that contain the following elements. A clear description of the assignment and its purpose . How does this assignment contribute to their development as writers in this class, and perhaps beyond? What is the genre of the assignment? (e.g., some students will be familiar with rhetorical analysis, some will not). Learning objectives for the assignment . The learning objectives for each assignment are available on the TeachingWriting website. While you might include others objectives, or tweak the language of these a bit to fit with how you teach rhetoric, these objectives should appear in some form on the assignment sheet and should be echoed in your rubric. Due dates or timeline, including dates for drafts . This should include specific times and procedures for turning in drafts. You should also indicate dates for process assignments and peer review if they are different from the main assignment due dates. Details about format (including word count, documentation form) . This might also be a good place to remind them of any technical specifications (even if you noted them on the syllabus). Discussion of steps of the process. These might be “suggested” to avoid the implication that there is one best way to achieve a rhetorical analysis. Evaluation criteria / grading rubric that is in alignment with learning objectives . While the general PWR evaluation criteria is a good starting place, it is best to customize your rubric to the specific purposes of your assignment, ideally incorporating some of the language from the learning goals. In keeping with PWR’s elevation of rhetoric over rules, it’s generally best to avoid rubrics that assign specific numbers of points to specific features of the text since that suggests a fairly narrow range of good choices for students’ rhetorical goals. (This is not to say that points shouldn’t be used: it’s just more in the spirit of PWR’s rhetorical commitments to use them holistically.) Canvas Versions of Assignment SheetsCanvas offers an "assignment" function you can use to share assignment sheet information with students. It provides you with the opportunity to upload a rubric in conjunction with assignment details; to create an upload space for student work (so they can upload assignments directly to Canvas); to link the assignment submissions to Speedgrader, Canvas's internal grading platform; and to sync your assigned grades with the gradebook. While these are very helpful features, don't hesitate to reach out to the Canvas Help team or our ATS for support when you set them up for the first time. In addition, you should always provide students with access to a separate PDF assignment sheet. Don't just embed the information in the Canvas assignment field; if students have trouble accessing Canvas for any reason (Canvas outage; tech issues), they won't be able to access that information. In addition, you might creating video mini-overviews or "talk-throughs" of your assignments. These should serve as supplements to the assignment sheets, not as a replacement for them. Sample Assignment SheetsCheck out some examples of Stanford instructors' assignment sheets via the links below. Note that these links will route you to our Canvas PWR Program Materials site, so you must have access to the Canvas page in order to view these files: See examples of rhetorical analysis assignment sheets See examples of texts in conversation assignment sheets See examples of research-based argument assignment sheets Further reading on assignment sheets This free and easy to use online tool allows combining multiple PDF or images files into a single PDF document without having to install any software. Select up to 20 PDF files and images from your computer or drag them to the drop area. Drag-and-drop file blocks to change the order. When you are ready to proceed, click COMBINE button.
Drop Your Files Here Combine PDF DocumentsUnlike traditional DOC files — such as those you create with Microsoft Word or Google Docs — a PDF looks the same on any system. This is because DOC files pull information from the system on which it’s opened, such as installed fonts and other operating system-specific details. PDFs, however, are more akin to images, so they always look the same. This versatility makes PDFs perfect for sharing documents on the internet! However, they also are more difficult to edit and can be tricky to work with, so there are trade-offs. Why would you need to combine PDFs?If you have a DOC file and you want to add parts of another DOC file to it, the process is simple: just cut-and-paste everything from one to the other. With a PDF, it’s not so simple. Unless you have PDF editing software, you can’t add a new page. It’s also tricky to copy text from one PDF to another, especially if one PDF is a scan of physical paper. Thankfully, we can combine a PDF for you for free without any additional software! How to combine PDF files for free?Our tool above can combine two or even up to 20 PDFs for you. This is an easy way to bring multiple PDFs together into one. To start, hit the “UPLOAD FILES” button and upload up to 20 PDFs. Conversely, you can drag and drop your PDFs to the area that says “Drop Your Files Here”. Once you’ve uploaded all your files, make sure they are in the correct order. Our tool will take put the first PDF at the top of the new PDF, the second one underneath that one, and on in that order. You can drag and drop your files in the queue to make sure they are right. When everything looks good, hit the “COMBINE” button. Our system will combine all the PDFs into one PDF and start the download for you. Do you want to combine more than 20 PDFs? You can do that too! Combine your first 20 PDFs using the steps we just discussed. Then, upload that combined PDF you just made along with the rest of the PDFs you want to add. Hit “COMBINE” again to get a new, even longer PDF. You can do this as many times as you need! One thing to remember, though, is that you must download your combined PDFs within one hour. If you do not, you’ll need to re-upload your files and try again. Is it safe to combine PDF files?If you are worried about losing your PDF files, you don’t need to worry. When you upload a file to our system, we make a copy of your original. That copy is what we combine. Your original file stays safe on your computer! Are you worried about us saving your sensitive information? You don’t need to be concerned about this, either, because our system erases everything — uploads and conversions — after one hour. Nothing you upload will last longer than 60 minutes before being permanently deleted. This ensures your data is safe and secure.  You're signed outSign in to ask questions, follow content, and engage with the Community
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  Assignment Front Page Format, Design, and PDF FileToday we are sharing the assignment first page format for schools and college students. This format very useful for students for their assignment submission in school, college and university. You can also download this assignment front page design in word file format. Note: There is a no specific and pre-defined format for assignment cover page. The front page of assignment define by school, college, university, etc. But there is general format for assignment submission which is use globally. You can change or modified this format according to you.  1. Assignment Front Page Format2. Assignment Cover Page Design 3. Download Assignment Design PDF & Word FileHere you can download the assignment front page format in word download. You can easily download assignment design file and edit it as per your need. You can also find this files in your Microsoft Office. Choose you best assignment front page design and impress your teachers or professors.  Source File & Credit: Microsoft Office Use Microsoft Word to edit this file. You can easily edit this file in Microsoft Office. Replace the file with your college name, logo, etc. Assignment is a very crucial part in academic. Your project report front page or assignment first page design play an important role like first impression is last impression. If you impress your processor or teacher then you will score good mark. See More: General Topics for Presentation Pardon Our InterruptionAs you were browsing something about your browser made us think you were a bot. There are a few reasons this might happen:
To regain access, please make sure that cookies and JavaScript are enabled before reloading the page. Advertisement 19 Facts About Tim Walz, Harris’s Pick for Vice PresidentMr. Walz, the governor of Minnesota, worked as a high school social studies teacher and football coach, served in the Army National Guard and chooses Diet Mountain Dew over alcohol.
 By Simon J. Levien and Maggie Astor
Until recently, Gov. Tim Walz of Minnesota was a virtual unknown outside of the Midwest, even among Democrats. But his stock rose fast in the days after President Biden withdrew from the race, clearing a path for Ms. Harris to replace him and pick Mr. Walz as her No. 2. Here’s a closer look at the Democrats’ new choice for vice president. 1. He is a (very recent) social media darling . Mr. Walz has enjoyed a groundswell of support online from users commenting on his Midwestern “dad vibes” and appealing ordinariness. 2. He started the whole “weird” thing. It was Mr. Walz who labeled former President Donald J. Trump and his running mate, Senator JD Vance of Ohio, “weird” on cable television just a couple of weeks ago. The description soon became a Democratic talking point. 3. He named a highway after Prince and signed the bill in purple ink. “I think we can lay to rest that this is the coolest bill signing we’ll ever do,” he said as he put his name on legislation declaring a stretch of Highway 5 the “Prince Rogers Nelson Memorial Highway” after the musician who had lived in Minnesota. 4. He reminds you of your high school history teacher for a reason. Mr. Walz taught high school social studies and geography — first in Alliance, Neb., and then in Mankato, Minn. — before entering politics. 5. He taught in China in 1989 and speaks some Mandarin. He went to China for a year after graduating from college and taught English there through a program affiliated with Harvard University. We are having trouble retrieving the article content. Please enable JavaScript in your browser settings. Thank you for your patience while we verify access. If you are in Reader mode please exit and log into your Times account, or subscribe for all of The Times. Thank you for your patience while we verify access. Already a subscriber? Log in . Want all of The Times? Subscribe . | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Exercise and Test Generator. Automatically create exercise lists and tests based on a question bank with over 200,000 exercises. Find ready-made questions in Mathematics, Portuguese, History, Geography, Science, and much more! Create your personalized assignment or test!
Locate the assignment activity where you need to submit your PDF scans and click on the title of the assignment you wish to submit. Click the " Submit Assignment " button. Under the " File Upload " tab, click the " Upload File " button and navigate to your scanned PDF saved on your device.
Select Online Entry Options. Select the online entry options you want to allow for the assignment. You can select up to four options: Text Entry [1]: Students can submit their assignment directly in the Rich Content Editor. DocViewer annotations are not available for text entry submissions. Additionally, text entry submissions cannot be re ...
An authentic assessment provides opportunities for students to practice, consult resources, learn from feedback, and refine their performances and products accordingly (Wiggins 1990, 1998, 2014). Authentic assignments ask students to "do" the subject with an audience in mind and apply their learning in a new situation.
Summary. Adjustments to your assignment design can guide students toward academic success while leveraging the benefits of the online environment. Effective assignments in online courses are: Aligned to course learning outcomes. Authentic and reflect real-life tasks. Accessible and inclusive for all learners.
Option 1: Markup file submissions online. If you need to mark an essay, group project, or a short homework assignment, just upload the file to iLovePDF's online Edit PDF tool. Its PDF viewer displays the PDF file to be graded. Then, directly from the annotations toolbar, you can access a range of PDF marking tools including options to:
The 3 benefits of online homework. Whether a class is remote or in person, students and teachers both can gain from taking homework assignments online. 1. Faster feedback. When teachers collect homework online, they can give instant feedback to students. With the comment tools in Acrobat Pro, teachers can add notes to student PDFs that students ...
Transform your daily workflows and Create a PDF Assignment Template. 01. Upload a document from your computer or cloud storage. 02. Add text, images, drawings, shapes, and more. 03. Sign your document online in a few clicks. 04. Send, export, fax, download, or print out your document.
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 ...
Indeed, one of the advantages of asynchronous e-assignments is learning anytime, anywhere. For this, the. in -hand paper seeks to focus on online assignments and their efficiency to university EFL ...
Homework Planner Template. Our free homework planner printable will keep you organized and on top of your homework assignments. If you prefer a digital version, you can open the PDF homework trackers on an iPad and write on them with a note-taking app and stylus (see digital planner ). Select any homework planner template from the selection below.
You get 150 free credits per month, enough for at least 30 pages! If you are going paperless, "less paper", or paper-light, then A.nnotate can help with the marking! A.nnotate provides an easy and efficient way to mark essays and assignments online. Documents can be uploaded or emailed in as PDF file, MS Word documents, or in OpenOffice formats.
A homework assignment is a task assigned by educators as an extension of classroom work typically intended for students to complete outside of class. Written exercises, reading and comprehension activities, research projects, and problem-solving exercises are a few examples of homework varieties. However, the primary goal remains the same: to ...
Canvas offers an "assignment" function you can use to share assignment sheet information with students. It provides you with the opportunity to upload a rubric in conjunction with assignment details; to create an upload space for student work (so they can upload assignments directly to Canvas); to link the assignment submissions to Speedgrader ...
This free and easy to use online tool allows combining multiple PDF or images files into a single PDF document without having to install any software. Select up to 20 PDF files and images from your computer or drag them to the drop area. Drag-and-drop file blocks to change the order. When you are ready to proceed, click COMBINE button.
Depending on the assignment submission type set by your instructor, not all file types may be available for your assignment submission. Not all of your assignments may be submitted online. If you cannot see the Start Assignment button, your instructor may want you to submit your assignment in a different way or the availability date has passed.
Online documents ensure that students can't lose their homework. That work lives in the cloud throughout the school year. If students have questions about a reading or assignment, they can ask by adding a comment to the PDF. They can also collaborate on group work, even if they're learning online, by using the same link to add comments to a ...
Students use a scanner app on their phone or tablet to create a PDF of their assignment work done on paper. Student instructions for scan-to-PDF steps. Convert your Microsoft Word document to PDF. Convert your Google doc to PDF. After you create your PDF, make sure it's accessible to all students before you upload it to the Freehand Grader.
Choose Files. or drop files here. Combine PDF files to create a single document online for free. It's easy to merge PDFs with our PDF combiner. No watermarks and no file size limits. Merge multiple PDFs into one in seconds. Drag & drop your PDFs to start—easy! Works on Mac, Windows, Android, and iOS.
There is a section for each month with a daily planner, weekly planner, monthly planner, study tracker, assignment tracker, homework tracker, project planner, essay planner and a to-do list.If you don't want daily and weekly planning pages then you can delete pages on the digital planner or not print them on the printable academic year planner.. The calendars are available in daily, weekly ...
Online assignment management: An evolutionary tale. David Jones. 2003. Abstract Due to the potential benefits there has been widespread interest in the use of online assignment submission and management (OASM). However, much of the reported work is limited to small-scale use usually in courses taught by innovative staff.
Progress, drop-offs, time spent and sentiments about your course. We got you covered. Access data in-app or via API to drive action. Create course. With Coassemble's course builder create engaging, customized, and impactful online training that drive knowledge retention and learner engagement. Get started for free now!
Assignment Front Page Format, Design, and PDF File Today we are sharing the assignment first page format for schools and college students. This format very useful for students for their assignment submission in school, college and university.
Business document from Nexford University, 15 pages, Module 5 Assignment: Maximizing Operational Efficiency Hakeem Adewale Lawal Masters in Business Administration (MBA) July 29th 2024 Introduction Amazon, headquartered in the United States, is a major online retailer with a strong international presence.
4. He reminds you of your high school history teacher for a reason. Mr. Walz taught high school social studies and geography — first in Alliance, Neb., and then in Mankato, Minn. — before ...