Assignments

Paper Summary:

This paper reviews and discusses the importance of assignments in the learning and assessment process. The paper reports that research has shown that assignments are correlated with academic success, success in time management and with a greater sense of accomplishment.

Outline:
Chapter 1:
Background
Historical Overview
Purpose
Assumptions
Delimitations
Summary
Chapter 2:
Review of the Literature
Measurement Methods

From the Paper:

"The individual assignments that make up the academic work of the school year reflect these broader aims of preparing students for the real world. Deadlines tell students that work cannot always been done at one's own pace; that the needs of others must frequently be taken into consideration. Assigning due dates to homework and papers gives young women and men an opportunity to learn to budget their time. Correct allocation of limited time and resources involves separating the important from the unimportant, and the essential from the inessential. The student is as much researching the skill of research, as she or he is digging out new facts. Getting things done on time can also include learning the skill of working well with others, and understanding those individuals' needs and constraints. It requires a sharing of resources and an evaluation of talents. Students must also be able to identify negative behaviors; to comprehend situations and ways of thinking that stand as barriers to the achievement of desired goals. They must be able to recognize ideas and prejudices that are unhelpful, and aid others in doing the same. These are the "hidden purposes" of any assignment. Joined together with the academic aims of the work, they provide a complete life lesson. Penalties for late assignments must respect these goals."

Sample of Sources Used:

• Alderman, M. K. (2004). Motivation for Achievement: Possibilities for Teaching and Learning (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
• Bailey, T. R., Hughes, K. L., & Moore, D. T. (2004). Working Knowledge: Work-Based Learning and Education Reform. New York: RoutledgeFalmer.
• Banks, J. (2005). African American College Students' Perceptions of Their High School Literacy Preparation. Journal of College Reading and Learning, 35(2), 22+.
• Byra, M. (2004). Applying a Task Progression to the Reciprocal Style of Teaching; Using the Familiar to Introduce the Unfamiliar Eases the Implementation of Change. JOPERD--The Journal of Physical Education, Recreation & Dance, 75(2), 42+.
• Corbin, B., & Holt, S. (2002). Chapter 9 'Homing In' on Mathematics. In Becoming an Evidence-Based Practitioner: A Framework for Teacher-Researchers, Mcnamara, O. (Ed.) (pp. 119-130). London: Routledge/Falmer.

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