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11 Transforming Student Learning with Effective Study Techniques

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Effective study techniques can significantly enhance student learning and academic performance. In today’s fast-paced educational environment, students face numerous challenges, from managing multiple assignments and homework to balancing extracurricular activities. Developing strong study habits is essential for success in both school and college.

Understanding how to study efficiently can make a significant difference in a student’s academic journey. By implementing the right techniques, students can improve their comprehension, retention, and overall performance. This article explores various study methods and provides valuable tips for students looking to transform their learning experiences with paperwriter .

The Importance of Effective Study Techniques

Effective study techniques are crucial for students aiming to achieve their academic goals. These techniques help in better time management, reducing stress, and improving understanding of complex subjects. With the right approach, students can make their study sessions more productive and less overwhelming.

One of the biggest challenges students face is the sheer volume of information they need to learn and retain. Effective study techniques can help break down this information into manageable chunks, making it easier to digest and remember. Moreover, students who develop good study habits early on are more likely to succeed in their future academic and professional endeavors.

Creating a Conducive Study Environment

A conducive study environment is essential for effective learning. Students should choose a quiet, comfortable place with minimal distractions to focus on their studies. A well-organized study space can significantly enhance concentration and productivity.

Tips for Creating a Conducive Study Environment:

Choose a quiet location: Find a place free from noise and interruptions.
Ensure good lighting: Proper lighting reduces eye strain and improves focus.
Organize your materials: Keep all necessary supplies within reach to avoid unnecessary distractions.
Comfortable seating: Choose a chair and desk that provide good support to maintain good posture.

Time Management and Scheduling

Time management is a critical skill for students. Balancing school, college, assignments, and homework can be challenging. Effective scheduling ensures that students allocate sufficient time for each subject and activity.

Strategies for Better Time Management:

Create a study schedule: Plan your study sessions and stick to the schedule.
Set priorities: Focus on the most important tasks first.
Break tasks into smaller steps: Divide large assignments into manageable parts.
Use a planner: Keep track of deadlines, assignments, and exams.

Active Learning Techniques

Active learning involves engaging with the material actively rather than passively reading or listening. This approach enhances understanding and retention.

Effective Active Learning Techniques:

Summarization: Summarize key points in your own words.
Questioning: Ask questions about the material and seek answers.
Discussion: Discuss topics with classmates to gain different perspectives.
Application: Apply what you have learned to real-world scenarios.

The Role of Technology in Studying

Technology can be a powerful tool for enhancing learning. Various apps and online resources can help students manage their study time, organize notes, and access educational materials.

Useful Technological Tools for Students:

Note-taking apps: Apps like Evernote and OneNote help organize and store notes efficiently.
Study apps: Apps like Quizlet and Anki offer flashcards and quizzes for effective revision.
Time management apps: Tools like Trello and Todoist help students plan and track their tasks.( or visit https://do-my-math.com/ )
Online resources: Websites like Khan Academy and Coursera provide additional learning materials.

Enhancing Memory and Retention

Improving memory and retention is vital for academic success. Students can employ various techniques to boost their ability to remember and recall information.

Techniques to Enhance Memory and Retention:

Mnemonics: Use mnemonic devices to remember complex information.
Visualization: Create mental images to associate with the material.
Repetition: Review material regularly to reinforce learning.
Teaching others: Explaining concepts to others helps solidify understanding.

Staying Motivated and Managing Stress

Maintaining motivation and managing stress are essential components of effective studying. Students need to find ways to stay motivated and cope with academic pressures.

Tips for Staying Motivated and Managing Stress:

Set realistic goals: Set achievable short-term and long-term goals.
Take breaks: Regular breaks prevent burnout and improve focus.
Stay positive: Maintain a positive attitude towards learning.
Seek support: Reach out to teachers, peers, or counselors for help when needed.

Incorporating effective study techniques can transform the learning experience for students. By creating a conducive study environment, managing time efficiently, engaging in active learning, utilizing technology, enhancing memory, and staying motivated, students can achieve academic success. Remember, the key to effective studying lies in consistency and dedication. With the right approach, every student can improve their learning outcomes and reach their full potential.

Effective study habits not only help students excel in their current studies but also prepare them for future challenges. By implementing these strategies, students can turn studying into a more enjoyable and rewarding experience, ultimately leading to better academic performance and personal growth. Investing time in developing good study habits today will pay off in the long run, making the journey through school and college a successful one.

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Studying 101: Study Smarter Not Harder

Do you ever feel like your study habits simply aren’t cutting it? Do you wonder what you could be doing to perform better in class and on exams? Many students realize that their high school study habits aren’t very effective in college. This is understandable, as college is quite different from high school. The professors are less personally involved, classes are bigger, exams are worth more, reading is more intense, and classes are much more rigorous. That doesn’t mean there’s anything wrong with you; it just means you need to learn some more effective study skills. Fortunately, there are many active, effective study strategies that are shown to be effective in college classes.

This handout offers several tips on effective studying. Implementing these tips into your regular study routine will help you to efficiently and effectively learn course material. Experiment with them and find some that work for you.

Reading is not studying

Simply reading and re-reading texts or notes is not actively engaging in the material. It is simply re-reading your notes. Only ‘doing’ the readings for class is not studying. It is simply doing the reading for class. Re-reading leads to quick forgetting.

Think of reading as an important part of pre-studying, but learning information requires actively engaging in the material (Edwards, 2014). Active engagement is the process of constructing meaning from text that involves making connections to lectures, forming examples, and regulating your own learning (Davis, 2007). Active studying does not mean highlighting or underlining text, re-reading, or rote memorization. Though these activities may help to keep you engaged in the task, they are not considered active studying techniques and are weakly related to improved learning (Mackenzie, 1994).

Ideas for active studying include:

Create a study guide by topic. Formulate questions and problems and write complete answers. Create your own quiz.
Become a teacher. Say the information aloud in your own words as if you are the instructor and teaching the concepts to a class.
Derive examples that relate to your own experiences.
Create concept maps or diagrams that explain the material.
Develop symbols that represent concepts.
For non-technical classes (e.g., English, History, Psychology), figure out the big ideas so you can explain, contrast, and re-evaluate them.
For technical classes, work the problems and explain the steps and why they work.
Study in terms of question, evidence, and conclusion: What is the question posed by the instructor/author? What is the evidence that they present? What is the conclusion?

Organization and planning will help you to actively study for your courses. When studying for a test, organize your materials first and then begin your active reviewing by topic (Newport, 2007). Often professors provide subtopics on the syllabi. Use them as a guide to help organize your materials. For example, gather all of the materials for one topic (e.g., PowerPoint notes, text book notes, articles, homework, etc.) and put them together in a pile. Label each pile with the topic and study by topics.

For more information on the principle behind active studying, check out our tipsheet on metacognition .

Understand the Study Cycle

The Study Cycle , developed by Frank Christ, breaks down the different parts of studying: previewing, attending class, reviewing, studying, and checking your understanding. Although each step may seem obvious at a glance, all too often students try to take shortcuts and miss opportunities for good learning. For example, you may skip a reading before class because the professor covers the same material in class; doing so misses a key opportunity to learn in different modes (reading and listening) and to benefit from the repetition and distributed practice (see #3 below) that you’ll get from both reading ahead and attending class. Understanding the importance of all stages of this cycle will help make sure you don’t miss opportunities to learn effectively.

Spacing out is good

One of the most impactful learning strategies is “distributed practice”—spacing out your studying over several short periods of time over several days and weeks (Newport, 2007). The most effective practice is to work a short time on each class every day. The total amount of time spent studying will be the same (or less) than one or two marathon library sessions, but you will learn the information more deeply and retain much more for the long term—which will help get you an A on the final. The important thing is how you use your study time, not how long you study. Long study sessions lead to a lack of concentration and thus a lack of learning and retention.

In order to spread out studying over short periods of time across several days and weeks, you need control over your schedule . Keeping a list of tasks to complete on a daily basis will help you to include regular active studying sessions for each class. Try to do something for each class each day. Be specific and realistic regarding how long you plan to spend on each task—you should not have more tasks on your list than you can reasonably complete during the day.

For example, you may do a few problems per day in math rather than all of them the hour before class. In history, you can spend 15-20 minutes each day actively studying your class notes. Thus, your studying time may still be the same length, but rather than only preparing for one class, you will be preparing for all of your classes in short stretches. This will help focus, stay on top of your work, and retain information.

In addition to learning the material more deeply, spacing out your work helps stave off procrastination. Rather than having to face the dreaded project for four hours on Monday, you can face the dreaded project for 30 minutes each day. The shorter, more consistent time to work on a dreaded project is likely to be more acceptable and less likely to be delayed to the last minute. Finally, if you have to memorize material for class (names, dates, formulas), it is best to make flashcards for this material and review periodically throughout the day rather than one long, memorization session (Wissman and Rawson, 2012). See our handout on memorization strategies to learn more.

It’s good to be intense

Not all studying is equal. You will accomplish more if you study intensively. Intensive study sessions are short and will allow you to get work done with minimal wasted effort. Shorter, intensive study times are more effective than drawn out studying.

In fact, one of the most impactful study strategies is distributing studying over multiple sessions (Newport, 2007). Intensive study sessions can last 30 or 45-minute sessions and include active studying strategies. For example, self-testing is an active study strategy that improves the intensity of studying and efficiency of learning. However, planning to spend hours on end self-testing is likely to cause you to become distracted and lose your attention.

On the other hand, if you plan to quiz yourself on the course material for 45 minutes and then take a break, you are much more likely to maintain your attention and retain the information. Furthermore, the shorter, more intense sessions will likely put the pressure on that is needed to prevent procrastination.

Silence isn’t golden

Know where you study best. The silence of a library may not be the best place for you. It’s important to consider what noise environment works best for you. You might find that you concentrate better with some background noise. Some people find that listening to classical music while studying helps them concentrate, while others find this highly distracting. The point is that the silence of the library may be just as distracting (or more) than the noise of a gymnasium. Thus, if silence is distracting, but you prefer to study in the library, try the first or second floors where there is more background ‘buzz.’

Keep in mind that active studying is rarely silent as it often requires saying the material aloud.

Problems are your friend

Working and re-working problems is important for technical courses (e.g., math, economics). Be able to explain the steps of the problems and why they work.

In technical courses, it is usually more important to work problems than read the text (Newport, 2007). In class, write down in detail the practice problems demonstrated by the professor. Annotate each step and ask questions if you are confused. At the very least, record the question and the answer (even if you miss the steps).

When preparing for tests, put together a large list of problems from the course materials and lectures. Work the problems and explain the steps and why they work (Carrier, 2003).

Reconsider multitasking

A significant amount of research indicates that multi-tasking does not improve efficiency and actually negatively affects results (Junco, 2012).

In order to study smarter, not harder, you will need to eliminate distractions during your study sessions. Social media, web browsing, game playing, texting, etc. will severely affect the intensity of your study sessions if you allow them! Research is clear that multi-tasking (e.g., responding to texts, while studying), increases the amount of time needed to learn material and decreases the quality of the learning (Junco, 2012).

Eliminating the distractions will allow you to fully engage during your study sessions. If you don’t need your computer for homework, then don’t use it. Use apps to help you set limits on the amount of time you can spend at certain sites during the day. Turn your phone off. Reward intensive studying with a social-media break (but make sure you time your break!) See our handout on managing technology for more tips and strategies.

Switch up your setting

Find several places to study in and around campus and change up your space if you find that it is no longer a working space for you.

Know when and where you study best. It may be that your focus at 10:00 PM. is not as sharp as at 10:00 AM. Perhaps you are more productive at a coffee shop with background noise, or in the study lounge in your residence hall. Perhaps when you study on your bed, you fall asleep.

Have a variety of places in and around campus that are good study environments for you. That way wherever you are, you can find your perfect study spot. After a while, you might find that your spot is too comfortable and no longer is a good place to study, so it’s time to hop to a new spot!

Become a teacher

Try to explain the material in your own words, as if you are the teacher. You can do this in a study group, with a study partner, or on your own. Saying the material aloud will point out where you are confused and need more information and will help you retain the information. As you are explaining the material, use examples and make connections between concepts (just as a teacher does). It is okay (even encouraged) to do this with your notes in your hands. At first you may need to rely on your notes to explain the material, but eventually you’ll be able to teach it without your notes.

Creating a quiz for yourself will help you to think like your professor. What does your professor want you to know? Quizzing yourself is a highly effective study technique. Make a study guide and carry it with you so you can review the questions and answers periodically throughout the day and across several days. Identify the questions that you don’t know and quiz yourself on only those questions. Say your answers aloud. This will help you to retain the information and make corrections where they are needed. For technical courses, do the sample problems and explain how you got from the question to the answer. Re-do the problems that give you trouble. Learning the material in this way actively engages your brain and will significantly improve your memory (Craik, 1975).

Take control of your calendar

Controlling your schedule and your distractions will help you to accomplish your goals.

If you are in control of your calendar, you will be able to complete your assignments and stay on top of your coursework. The following are steps to getting control of your calendar:

On the same day each week, (perhaps Sunday nights or Saturday mornings) plan out your schedule for the week.
Go through each class and write down what you’d like to get completed for each class that week.
Look at your calendar and determine how many hours you have to complete your work.
Determine whether your list can be completed in the amount of time that you have available. (You may want to put the amount of time expected to complete each assignment.) Make adjustments as needed. For example, if you find that it will take more hours to complete your work than you have available, you will likely need to triage your readings. Completing all of the readings is a luxury. You will need to make decisions about your readings based on what is covered in class. You should read and take notes on all of the assignments from the favored class source (the one that is used a lot in the class). This may be the textbook or a reading that directly addresses the topic for the day. You can likely skim supplemental readings.
Pencil into your calendar when you plan to get assignments completed.
Before going to bed each night, make your plan for the next day. Waking up with a plan will make you more productive.

See our handout on calendars and college for more tips on using calendars as time management.

Use downtime to your advantage

Beware of ‘easy’ weeks. This is the calm before the storm. Lighter work weeks are a great time to get ahead on work or to start long projects. Use the extra hours to get ahead on assignments or start big projects or papers. You should plan to work on every class every week even if you don’t have anything due. In fact, it is preferable to do some work for each of your classes every day. Spending 30 minutes per class each day will add up to three hours per week, but spreading this time out over six days is more effective than cramming it all in during one long three-hour session. If you have completed all of the work for a particular class, then use the 30 minutes to get ahead or start a longer project.

Use all your resources

Remember that you can make an appointment with an academic coach to work on implementing any of the strategies suggested in this handout.

Works consulted

Carrier, L. M. (2003). College students’ choices of study strategies. Perceptual and Motor Skills, 96 (1), 54-56.

Craik, F. I., & Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology: General, 104 (3), 268.

Davis, S. G., & Gray, E. S. (2007). Going beyond test-taking strategies: Building self-regulated students and teachers. Journal of Curriculum and Instruction, 1 (1), 31-47.

Edwards, A. J., Weinstein, C. E., Goetz, E. T., & Alexander, P. A. (2014). Learning and study strategies: Issues in assessment, instruction, and evaluation. Elsevier.

Junco, R., & Cotten, S. R. (2012). No A 4 U: The relationship between multitasking and academic performance. Computers & Education, 59 (2), 505-514.

Mackenzie, A. M. (1994). Examination preparation, anxiety and examination performance in a group of adult students. International Journal of Lifelong Education, 13 (5), 373-388.

McGuire, S.Y. & McGuire, S. (2016). Teach Students How to Learn: Strategies You Can Incorporate in Any Course to Improve Student Metacognition, Study Skills, and Motivation. Stylus Publishing, LLC.

Newport, C. (2006). How to become a straight-a student: the unconventional strategies real college students use to score high while studying less. Three Rivers Press.

Paul, K. (1996). Study smarter, not harder. Self Counsel Press.

Robinson, A. (1993). What smart students know: maximum grades, optimum learning, minimum time. Crown trade paperbacks.

Wissman, K. T., Rawson, K. A., & Pyc, M. A. (2012). How and when do students use flashcards? Memory, 20, 568-579.

If you enjoy using our handouts, we appreciate contributions of acknowledgement.

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Study shows students in ‘active learning’ classrooms learn more than they think

For decades, there has been evidence that classroom techniques designed to get students to participate in the learning process produces better educational outcomes at virtually all levels.

And a new Harvard study suggests it may be important to let students know it.

The study , published Sept. 4 in the Proceedings of the National Academy of Sciences, shows that, though students felt as if they learned more through traditional lectures, they actually learned more when taking part in classrooms that employed so-called active-learning strategies.

Lead author Louis Deslauriers , the director of science teaching and learning and senior physics preceptor, knew that students would learn more from active learning. He published a key study in Science in 2011 that showed just that. But many students and faculty remained hesitant to switch to it.

“Often, students seemed genuinely to prefer smooth-as-silk traditional lectures,” Deslauriers said. “We wanted to take them at their word. Perhaps they actually felt like they learned more from lectures than they did from active learning.”

In addition to Deslauriers, the study is authored by director of sciences education and physics lecturer Logan McCarty , senior preceptor in applied physics Kelly Miller, preceptor in physics Greg Kestin , and Kristina Callaghan, now a physics lecturer at the University of California, Merced.

The question of whether students’ perceptions of their learning matches with how well they’re actually learning is particularly important, Deslauriers said, because while students eventually see the value of active learning, initially it can feel frustrating.

“Deep learning is hard work. The effort involved in active learning can be misinterpreted as a sign of poor learning,” he said. “On the other hand, a superstar lecturer can explain things in such a way as to make students feel like they are learning more than they actually are.”

To understand that dichotomy, Deslauriers and his co-authors designed an experiment that would expose students in an introductory physics class to both traditional lectures and active learning.

For the first 11 weeks of the 15-week class, students were taught using standard methods by an experienced instructor. In the 12th week, half the class was randomly assigned to a classroom that used active learning, while the other half attended highly polished lectures. In a subsequent class, the two groups were reversed. Notably, both groups used identical class content and only active engagement with the material was toggled on and off.

Following each class, students were surveyed on how much they agreed or disagreed with statements such as “I feel like I learned a lot from this lecture” and “I wish all my physics courses were taught this way.” Students were also tested on how much they learned in the class with 12 multiple-choice questions.

When the results were tallied, the authors found that students felt as if they learned more from the lectures, but in fact scored higher on tests following the active learning sessions. “Actual learning and feeling of learning were strongly anticorrelated,” Deslauriers said, “as shown through the robust statistical analysis by co-author Kelly Miller, who is an expert in educational statistics and active learning.”

Those results, the study authors are quick to point out, shouldn’t be interpreted as suggesting students dislike active learning. In fact, many studies have shown students quickly warm to the idea, once they begin to see the results. “In all the courses at Harvard that we’ve transformed to active learning,” Deslauriers said, “the overall course evaluations went up.”

Co-author Kestin, who in addition to being a physicist is a video producer with PBS’ NOVA, said, “It can be tempting to engage the class simply by folding lectures into a compelling ‘story,’ especially when that’s what students seem to like. I show my students the data from this study on the first day of class to help them appreciate the importance of their own involvement in active learning.”

McCarty, who oversees curricular efforts across the sciences, hopes this study will encourage more of his colleagues to embrace active learning.

“We want to make sure that other instructors are thinking hard about the way they’re teaching,” he said. “In our classes, we start each topic by asking students to gather in small groups to solve some problems. While they work, we walk around the room to observe them and answer questions. Then we come together and give a short lecture targeted specifically at the misconceptions and struggles we saw during the problem-solving activity. So far we’ve transformed over a dozen classes to use this kind of active-learning approach. It’s extremely efficient — we can cover just as much material as we would using lectures.”

A pioneer in work on active learning, Balkanski Professor of Physics and Applied Physics Eric Mazur hailed the study as debunking long-held beliefs about how students learn.

“This work unambiguously debunks the illusion of learning from lectures,” he said. “It also explains why instructors and students cling to the belief that listening to lectures constitutes learning. I recommend every lecturer reads this article.”

Dean of Science Christopher Stubbs , Samuel C. Moncher Professor of Physics and of Astronomy, was an early convert. “When I first switched to teaching using active learning, some students resisted that change. This research confirms that faculty should persist and encourage active learning. Active engagement in every classroom, led by our incredible science faculty, should be the hallmark of residential undergraduate education at Harvard.”

Ultimately, Deslauriers said, the study shows that it’s important to ensure that neither instructors nor students are fooled into thinking that lectures are the best learning option. “Students might give fabulous evaluations to an amazing lecturer based on this feeling of learning, even though their actual learning isn’t optimal,” he said. “This could help to explain why study after study shows that student evaluations seem to be completely uncorrelated with actual learning.”

This research was supported with funding from the Harvard FAS Division of Science.

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Types of Assignments

Cristy Bartlett and Kate Derrington

Introduction

As discussed in the previous chapter, assignments are a common method of assessment at university. You may encounter many assignments over your years of study, yet some will look quite different from others. By recognising different types of assignments and understanding the purpose of the task, you can direct your writing skills effectively to meet task requirements. This chapter draws on the skills from the previous chapter, and extends the discussion, showing you where to aim with different types of assignments.

The chapter begins by exploring the popular essay assignment, with its two common categories, analytical and argumentative essays. It then examines assignments requiring case study responses , as often encountered in fields such as health or business. This is followed by a discussion of assignments seeking a report (such as a scientific report) and reflective writing assignments, common in nursing, education and human services. The chapter concludes with an examination of annotated bibliographies and literature reviews. The chapter also has a selection of templates and examples throughout to enhance your understanding and improve the efficacy of your assignment writing skills.

Different Types of Written Assignments

At university, an essay is a common form of assessment. In the previous chapter Writing Assignments we discussed what was meant by showing academic writing in your assignments. It is important that you consider these aspects of structure, tone and language when writing an essay.

Components of an essay

Essays should use formal but reader friendly language and have a clear and logical structure. They must include research from credible academic sources such as peer reviewed journal articles and textbooks. This research should be referenced throughout your essay to support your ideas (See the chapter Working with Information ).

Diagram that allocates words of assignment

If you have never written an essay before, you may feel unsure about how to start. Breaking your essay into sections and allocating words accordingly will make this process more manageable and will make planning the overall essay structure much easier.

An essay requires an introduction, body paragraphs and a conclusion.
Generally, an introduction and conclusion are approximately 10% each of the total word count.
The remaining words can then be divided into sections and a paragraph allowed for each area of content you need to cover.
Use your task and criteria sheet to decide what content needs to be in your plan

An effective essay introduction needs to inform your reader by doing four basic things:

Table 20.1 An effective essay

An effective essay body paragraph needs to:

An effective essay conclusion needs to:

Common types of essays

You may be required to write different types of essays, depending on your study area and topic. Two of the most commonly used essays are analytical and argumentative . The task analysis process discussed in the previous chapter Writing Assignments will help you determine the type of essay required. For example, if your assignment question uses task words such as analyse, examine, discuss, determine or explore, you would be writing an analytical essay . If your assignment question has task words such as argue, evaluate, justify or assess, you would be writing an argumentative essay . Despite the type of essay, your ability to analyse and think critically is important and common across genres.

Analytical essays

These essays usually provide some background description of the relevant theory, situation, problem, case, image, etcetera that is your topic. Being analytical requires you to look carefully at various components or sections of your topic in a methodical and logical way to create understanding.

The purpose of the analytical essay is to demonstrate your ability to examine the topic thoroughly. This requires you to go deeper than description by considering different sides of the situation, comparing and contrasting a variety of theories and the positives and negatives of the topic. Although in an analytical essay your position on the topic may be clear, it is not necessarily a requirement that you explicitly identify this with a thesis statement, as is the case with an argumentative essay. If you are unsure whether you are required to take a position, and provide a thesis statement, it is best to check with your tutor.

Argumentative essays

These essays require you to take a position on the assignment topic. This is expressed through your thesis statement in your introduction. You must then present and develop your arguments throughout the body of your assignment using logically structured paragraphs. Each of these paragraphs needs a topic sentence that relates to the thesis statement. In an argumentative essay, you must reach a conclusion based on the evidence you have presented.

Case Study Responses

Case studies are a common form of assignment in many study areas and students can underperform in this genre for a number of key reasons.

Students typically lose marks for not:

Relating their answer sufficiently to the case details
Applying critical thinking
Writing with clear structure
Using appropriate or sufficient sources
Using accurate referencing

When structuring your response to a case study, remember to refer to the case. Structure your paragraphs similarly to an essay paragraph structure but include examples and data from the case as additional evidence to support your points (see Figure 20.5 ). The colours in the sample paragraph below show the function of each component.

The Nursing and Midwifery Board of Australia (NMBA) Code of Conduct and Nursing Standards (2018) play a crucial role in determining the scope of practice for nurses and midwives. A key component discussed in the code is the provision of person-centred care and the formation of therapeutic relationships between nurses and patients (NMBA, 2018). This ensures patient safety and promotes health and wellbeing (NMBA, 2018). The standards also discuss the importance of partnership and shared decision-making in the delivery of care (NMBA, 2018, 4). Boyd and Dare (2014) argue that good communication skills are vital for building therapeutic relationships and trust between patients and care givers. This will help ensure the patient is treated with dignity and respect and improve their overall hospital experience. In the case, the therapeutic relationship with the client has been compromised in several ways. Firstly, the nurse did not conform adequately to the guidelines for seeking informed consent before performing the examination as outlined in principle 2.3 (NMBA, 2018). Although she explained the procedure, she failed to give the patient appropriate choices regarding her health care.

Topic sentence | Explanations using paraphrased evidence including in-text references | Critical thinking (asks the so what? question to demonstrate your student voice). | Relating the theory back to the specifics of the case. The case becomes a source of examples as extra evidence to support the points you are making.

Reports are a common form of assessment at university and are also used widely in many professions. It is a common form of writing in business, government, scientific, and technical occupations.

Reports can take many different structures. A report is normally written to present information in a structured manner, which may include explaining laboratory experiments, technical information, or a business case. Reports may be written for different audiences including clients, your manager, technical staff, or senior leadership within an organisation. The structure of reports can vary, and it is important to consider what format is required. The choice of structure will depend upon professional requirements and the ultimate aims of the report. Consider some of the options in the table below (see Table 20.2 ).

Table 20.2 Explanations of different types of reports

Reflective writing.

Reflective writing is a popular method of assessment at university. It is used to help you explore feelings, experiences, opinions, events or new information to gain a clearer and deeper understanding of your learning. A reflective writing task requires more than a description or summary. It requires you to analyse a situation, problem or experience, consider what you may have learnt and evaluate how this may impact your thinking and actions in the future. This requires critical thinking, analysis, and usually the application of good quality research, to demonstrate your understanding or learning from a situation. Essentially, reflective practice is the process of looking back on past experiences and engaging with them in a thoughtful way and drawing conclusions to inform future experiences. The reflection skills you develop at university will be vital in the workplace to assist you to use feedback for growth and continuous improvement. There are numerous models of reflective writing and you should refer to your subject guidelines for your expected format. If there is no specific framework, a simple model to help frame your thinking is What? So what? Now what? (Rolfe et al., 2001).

Diagram of bubbles that state what, now what, so what

Table 20.3 What? So What? Now What? Explained.

Gibb's reflective cycle of decription, feelings, evauation, analysis, action plan, cocnlusion

The Gibbs’ Reflective Cycle

The Gibbs’ Cycle of reflection encourages you to consider your feelings as part of the reflective process. There are six specific steps to work through. Following this model carefully and being clear of the requirements of each stage, will help you focus your thinking and reflect more deeply. This model is popular in Health.

The 4 R’s of reflective thinking

This model (Ryan and Ryan, 2013) was designed specifically for university students engaged in experiential learning. Experiential learning includes any ‘real-world’ activities including practice led activities, placements and internships. Experiential learning, and the use of reflective practice to heighten this learning, is common in Creative Arts, Health and Education.

Annotated Bibliography

What is it.

An annotated bibliography is an alphabetical list of appropriate sources (books, journals or websites) on a topic, accompanied by a brief summary, evaluation and sometimes an explanation or reflection on their usefulness or relevance to your topic. Its purpose is to teach you to research carefully, evaluate sources and systematically organise your notes. An annotated bibliography may be one part of a larger assessment item or a stand-alone assessment piece. Check your task guidelines for the number of sources you are required to annotate and the word limit for each entry.

How do I know what to include?

When choosing sources for your annotated bibliography it is important to determine:

The topic you are investigating and if there is a specific question to answer
The type of sources on which you need to focus
Whether they are reputable and of high quality

What do I say?

Important considerations include:

Is the work current?
Is the work relevant to your topic?
Is the author credible/reliable?
Is there any author bias?
The strength and limitations (this may include an evaluation of research methodology).

Literature Reviews

It is easy to get confused by the terminology used for literature reviews. Some tasks may be described as a systematic literature review when actually the requirement is simpler; to review the literature on the topic but do it in a systematic way. There is a distinct difference (see Table 20.4 ). As a commencing undergraduate student, it is unlikely you would be expected to complete a systematic literature review as this is a complex and more advanced research task. It is important to check with your lecturer or tutor if you are unsure of the requirements.

Table 20.4 Comparison of Literature Reviews

Generally, you are required to establish the main ideas that have been written on your chosen topic. You may also be expected to identify gaps in the research. A literature review does not summarise and evaluate each resource you find (this is what you would do in an annotated bibliography). You are expected to analyse and synthesise or organise common ideas from multiple texts into key themes which are relevant to your topic (see Figure 20.10 ). Use a table or a spreadsheet, if you know how, to organise the information you find. Record the full reference details of the sources as this will save you time later when compiling your reference list (see Table 20.5 ).

Overall, this chapter has provided an introduction to the types of assignments you can expect to complete at university, as well as outlined some tips and strategies with examples and templates for completing them. First, the chapter investigated essay assignments, including analytical and argumentative essays. It then examined case study assignments, followed by a discussion of the report format. Reflective writing , popular in nursing, education and human services, was also considered. Finally, the chapter briefly addressed annotated bibliographies and literature reviews. The chapter also has a selection of templates and examples throughout to enhance your understanding and improve the efficacy of your assignment writing skills.

Not all assignments at university are the same. Understanding the requirements of different types of assignments will assist in meeting the criteria more effectively.
There are many different types of assignments. Most will require an introduction, body paragraphs and a conclusion.
An essay should have a clear and logical structure and use formal but reader friendly language.
Breaking your assignment into manageable chunks makes it easier to approach.
Effective body paragraphs contain a topic sentence.
A case study structure is similar to an essay, but you must remember to provide examples from the case or scenario to demonstrate your points.
The type of report you may be required to write will depend on its purpose and audience. A report requires structured writing and uses headings.
Reflective writing is popular in many disciplines and is used to explore feelings, experiences, opinions or events to discover what learning or understanding has occurred. Reflective writing requires more than description. You need to be analytical, consider what has been learnt and evaluate the impact of this on future actions.
Annotated bibliographies teach you to research and evaluate sources and systematically organise your notes. They may be part of a larger assignment.
Literature reviews require you to look across the literature and analyse and synthesise the information you find into themes.

Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Brookes University, Oxford.

Rolfe, G., Freshwater, D., Jasper, M. (2001). Critical reflection in nursing and the helping professions: a user’s guide . Basingstoke: Palgrave Macmillan.

Ryan, M. & Ryan, M. (2013). Theorising a model for teaching and assessing reflective learning in higher education. Higher Education Research & Development , 32(2), 244-257. doi: 10.1080/07294360.2012.661704

Academic Success Copyright © 2021 by Cristy Bartlett and Kate Derrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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The Writing Center • University of North Carolina at Chapel Hill

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

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It’s time the university does away with ridiculous and inaccessible exams

by Lubaba Mahmud, Peak Associate

The fact that I see so many posts with some variant of “course suggestions with no exams? TIA” on the Facebook group “Must Knows for SFU Courses” says something about the way SFU students want to learn. The comments, which are filled with suggestions and expressions of annoyance about exams, show that a lot of students look for alternative grading criteria. This may be because we learn a great deal through participation and assignments of various forms, but I’m not sure whether we actually learn when we’re cramming for exams . Therefore, assignments that challenge our learning at a higher level and are a much better alternative to evaluating students’ knowledge .

Assignments, like essays, are a lot better for my learning experience. Exams induce a lot of fear and often lead to cramming , a defence mechanism that isn’t great for my, or any other student’s, mental and physical health. I’ve noticed that sometimes I get so burnt-out that I’m not actively reviewing my course materials, just reading them absent-mindedly so that I can cross it off my to-do list. On the other hand, that doesn’t happen when I’m researching for an essay. I’m more focused because I have to look for the author’s main ideas and paraphrase them in my own words, or even actively apply a theory to explain something I’ve come across.

Moreover, we’re encouraged to discuss assignments with TAs and professors; I’ve done so several times and this sparked many interesting conversations beyond the classroom. In my experience, this kind of intellectual discussion does not happen in classes that are weighed more to exams. At most, the instructor simply posts the solutions and asks students to talk to them if they have questions. Students are more focused on finding the answers to the specific set of questions they’ve received for the exam and don’t explore the material further.

Assignments are especially more relevant than traditional exams in our current remote learning environment. For one, essays and creative projects often need more higher-order thinking than exams do, as the latter may be more focused on remembering materials with set solutions, while the former asks for individual interpretations. This reduces the chances of cheating, as students can’t simply copy from each other.

They are also more accessible for international students who are living in different time zones. I’ve been given disastrous exams at 4 a.m. during remote learning, leaving me to be a demotivated mess for the entire term. Instructors have told us to be “ready for unusual hours of commitment,” but they are basically asking us to suck it up even though international students pay exorbitant amounts of tuition fees and should be given time zone accommodations for timed exams. I know instructors will argue that exams are meant to test our knowledge, but when they’re at such inaccessible hours they’re only testing my ability to stay awake, rather than how well I know the subject.

These timed exams also have additional nuisances that add to those problems: technological issues like Canvas glitches and invasive proctoring software. I have experienced both of these and they resulted in professors sending an all-caps email with the subject line “STOP SENDING ME EMAILS ABOUT THE EXAM.” It’s funny when I look back on it, but not so much when I’m trying to write an exam worth 30 % of my grade while checking emails for updates, which wastes precious time. Needless to say that these stressful problems do not occur when we’re required to do an assignment and are given sufficient time for it.

Exams are old-fashioned and ridiculous in this day and age, and assignments are much better for testing our true knowledge — it’s time SFU recognizes this.

Types of Assignments and Assessments

Assignments and assessments are much the same thing: an instructor is unlikely to give students an assignment that does not receive some sort of assessment, whether formal or informal, formative or summative; and an assessment must be assigned, whether it is an essay, case study, or final exam. When the two terms are distinquished, "assignment" tends to refer to a learning activity that is primarily intended to foster or consolidate learning, while "assessment" tends to refer to an activity that is primarily intended to measure how well a student has learned.

In the list below, some attempt has been made to put the assignments/assessments in into logical categories. However, many of them could appear in multiple categories, so to prevent the list from becoming needlessly long, each item has been allocated to just one category.

Written Assignments:

Annotated Bibliography : An annotated bibliography is a list of citations or references to sources such as books, articles, websites, etc., along with brief descriptions or annotations that summarize, evaluate, and explain the content, relevance, and quality of each source. These annotations provide readers with insights into the source's content and its potential usefulness for research or reference.
Summary/Abstract : A summary or abstract is a concise and condensed version of a longer document or research article, presenting the main points, key findings, and essential information in a clear and brief manner. It allows readers to quickly grasp the main ideas and determine whether the full document is relevant to their needs or interests. Abstracts are commonly found at the beginning of academic papers, research articles, and reports, providing a snapshot of the entire content.
Case Analysis : Case analysis refers to a systematic examination and evaluation of a particular situation, problem, or scenario. It involves gathering relevant information, identifying key factors, analyzing various aspects, and formulating conclusions or recommendations based on the findings. Case analysis is commonly used in business, law, and other fields to make informed decisions and solve complex problems.
Definition : A definition is a clear and concise explanation that describes the meaning of a specific term, concept, or object. It aims to provide a precise understanding of the item being defined, often by using words, phrases, or context that distinguish it from other similar or related things.
Description of a Process : A description of a process is a step-by-step account or narrative that outlines the sequence of actions, tasks, or events involved in completing a particular activity or achieving a specific goal. Process descriptions are commonly used in various industries to document procedures, guide employees, and ensure consistent and efficient workflows.
Executive Summary : An executive summary is a condensed version of a longer document or report that provides an overview of the main points, key findings, and major recommendations. It is typically aimed at busy executives or decision-makers who need a quick understanding of the content without delving into the full details. Executive summaries are commonly used in business proposals, project reports, and research papers to present essential information concisely.
Proposal/Plan : A piece of writing that explains how a future problem or project will be approached.
Laboratory or Field Notes: Laboratory/field notes are detailed and systematic written records taken by scientists, researchers, or students during experiments, observations, or fieldwork. These notes document the procedures, observations, data, and any unexpected findings encountered during the scientific investigation. They serve as a vital reference for later analysis, replication, and communication of the research process and results.
Research Paper : A research paper is a more extensive and in-depth academic work that involves original research, data collection from multiple sources, and analysis. It aims to contribute new insights to the existing body of knowledge on a specific subject. Compare to "essay" below.
Essay : A composition that calls for exposition of a thesis and is composed of several paragraphs including an introduction, a body, and a conclusion. It is different from a research paper in that the synthesis of bibliographic sources is not required. Compare to "Research Paper" above.
Memo : A memo, short for memorandum, is a brief written message or communication used within an organization or business. It is often used to convey information, provide updates, make announcements, or request actions from colleagues or team members.
Micro-theme : A micro-theme refers to a concise and focused piece of writing that addresses a specific topic or question. It is usually shorter than a traditional essay or research paper and requires the writer to present their ideas clearly and concisely.
Notes on Reading : Notes on reading are annotations, comments, or summaries taken while reading a book, article, or any other written material. They serve as aids for understanding, retention, and later reference, helping the reader recall essential points and ideas from the text.
Outline : An outline is a structured and organized plan that lays out the main points and structure of a written work, such as an essay, research paper, or presentation. It provides a roadmap for the writer, ensuring logical flow and coherence in the final piece.
Plan for Conducting a Project : A plan for conducting a project outlines the steps, resources, timelines, and objectives for successfully completing a specific project. It includes details on how tasks will be executed and managed to achieve the desired outcomes.
Poem : A poem is a literary work written in verse, using poetic devices like rhythm, rhyme, and imagery to convey emotions, ideas, and experiences.
Play : A play is a form of literature written for performance, typically involving dialogue and actions by characters to tell a story or convey a message on stage.
Choreography : Choreography refers to the art of designing dance sequences or movements, often for performances in various dance styles.
Article/Book Review : An article or book review is a critical evaluation and analysis of a piece of writing, such as an article or a book. It typically includes a summary of the content and the reviewer's assessment of its strengths, weaknesses, and overall value.
Review of Literature : A review of literature is a comprehensive summary and analysis of existing research and scholarly writings on a particular topic. It aims to provide an overview of the current state of knowledge in a specific field and may be a part of academic research or a standalone piece.
Essay-based Exam : An essay-based exam is an assessment format where students are required to respond to questions or prompts with written, structured responses. It involves expressing ideas, arguments, and explanations in a coherent and organized manner, often requiring critical thinking and analysis.
"Start" : In the context of academic writing, "start" refers to the initial phase of organizing and planning a piece of writing. It involves formulating a clear and focused thesis statement, which presents the main argument or central idea of the work, and creating an outline or list of ideas that will support and develop the thesis throughout the writing process.
Statement of Assumptions : A statement of assumptions is a declaration or acknowledgment made at the beginning of a document or research paper, highlighting the underlying beliefs, conditions, or premises on which the work is based. It helps readers understand the foundation of the writer's perspective and the context in which the content is presented.
Summary or Precis : A summary or precis is a concise and condensed version of a longer piece of writing, such as an article, book, or research paper. It captures the main points, key arguments, and essential information in a succinct manner, enabling readers to grasp the content without reading the full text.
Unstructured Writing : Unstructured writing refers to the process of writing without following a specific plan, outline, or organizational structure. It allows the writer to freely explore ideas, thoughts, and creativity without the constraints of a predefined format or order. Unstructured writing is often used for brainstorming, creative expression, or personal reflection.
Rough Draft or Freewrite : A rough draft or freewrite is an initial version of a piece of writing that is not polished or edited. It serves as an early attempt by the writer to get ideas on paper without worrying about perfection, allowing for exploration and creativity before revising and refining the final version.
Technical or Scientific Report : A technical or scientific report is a document that presents detailed information about a specific technical or scientific project, research study, experiment, or investigation. It follows a structured format and includes sections like abstract, introduction, methods, results, discussion, and conclusion to communicate findings and insights in a clear and systematic manner.
Journal article : A formal article reporting original research that could be submitted to an academic journal. Rather than a format dictated by the professor, the writer must use the conventional form of academic journals in the relevant discipline.
Thesis statement : A clear and concise sentence or two that presents the main argument or central claim of an essay, research paper, or any written piece. It serves as a roadmap for the reader, outlining the writer's stance on the topic and the key points that will be discussed and supported in the rest of the work. The thesis statement provides focus and direction to the paper, guiding the writer's approach to the subject matter and helping to maintain coherence throughout the writing.

Visual Representation

Brochure : A brochure is a printed or digital document used for advertising, providing information, or promoting a product, service, or event. It typically contains a combination of text and visuals, such as images or graphics, arranged in a visually appealing layout to convey a message effectively.
Poster : A poster is a large printed visual display intended to catch the attention of an audience. It often contains a combination of text, images, and graphics to communicate information or promote a particular message, event, or cause.
Chart : A chart is a visual representation of data or information using various formats such as pie charts, bar charts, line charts, or tables. It helps to illustrate relationships, trends, and comparisons in a concise and easy-to-understand manner.
Graph : A graph is a visual representation of numerical data, usually presented using lines, bars, points, or other symbols on a coordinate plane. Graphs are commonly used to show trends, patterns, and relationships between variables.
Concept Map : A concept map is a graphical tool used to organize and represent the connections and relationships between different concepts or ideas. It typically uses nodes or boxes to represent concepts and lines or arrows to show the connections or links between them, helping to visualize the relationships and hierarchy of ideas.
Diagram : A diagram is a visual representation of a process, system, or structure using labeled symbols, shapes, or lines. Diagrams are used to explain complex concepts or procedures in a simplified and easy-to-understand manner.
Table : A table is a systematic arrangement of data or information in rows and columns, allowing for easy comparison and reference. It is commonly used to present numerical data or detailed information in an organized format.
Flowchart : A flowchart is a graphical representation of a process, workflow, or algorithm, using various shapes and arrows to show the sequence of steps or decisions involved. It helps visualize the logical flow and decision points, making it easier to understand and analyze complex processes.
Multimedia or Slide Presentation : A multimedia or slide presentation is a visual communication tool that combines text, images, audio, video, and other media elements to deliver information or a message to an audience. It is often used for educational, business, or informational purposes and can be presented in person or virtually using software like Microsoft PowerPoint or Google Slides.
ePortfolio : An ePortfolio, short for electronic portfolio, is a digital collection of an individual's work, accomplishments, skills, and reflections. It typically includes a variety of multimedia artifacts such as documents, presentations, videos, images, and links to showcase a person's academic, professional, or personal achievements. Eportfolios are used for self-reflection, professional development, and showcasing one's abilities to potential employers, educators, or peers. They provide a comprehensive and organized way to present evidence of learning, growth, and accomplishments over time.

Multiple-Choice Questions : These questions present a statement or question with several possible answer options, of which one or more may be correct. Test-takers must select the most appropriate choice(s). See CTE's Teaching Tip "Designing Multiple-Choice Questions."

True or False Questions : These questions require test-takers to determine whether a given statement is true or false based on their knowledge of the subject.

Short-Answer Questions : Test-takers are asked to provide brief written responses to questions or prompts. These responses are usually a few sentences or a paragraph in length.

Essay Questions : Essay questions require test-takers to provide longer, more detailed written responses to a specific topic or question. They may involve analysis, critical thinking, and the development of coherent arguments.

Matching Questions : In matching questions, test-takers are asked to pair related items from two lists. They must correctly match the items based on their associations.

Fill-in-the-Blank Questions : Test-takers must complete sentences or passages by filling in the missing words or phrases. This type of question tests recall and understanding of specific information.

Multiple-Response Questions : Similar to multiple-choice questions, but with multiple correct options. Test-takers must select all the correct choices to receive full credit.

Diagram or Image-Based Questions : These questions require test-takers to analyze or interpret diagrams, charts, graphs, or images to answer specific queries.

Problem-Solving Questions : These questions present real-world or theoretical problems that require test-takers to apply their knowledge and skills to arrive at a solution.

Vignettes or Case-Based Questions : In these questions, test-takers are presented with a scenario or case study and must analyze the information to answer related questions.

Sequencing or Order Questions : Test-takers are asked to arrange items or events in a particular order or sequence based on their understanding of the subject matter.

Projects intended for a specific audience :

Advertisement : An advertisement is a promotional message or communication aimed at promoting a product, service, event, or idea to a target audience. It often uses persuasive techniques, visuals, and compelling language to attract attention and encourage consumers to take specific actions, such as making a purchase or seeking more information.
Client Report for an Agency : A client report for an agency is a formal document prepared by a service provider or agency to communicate the results, progress, or recommendations of their work to their client. It typically includes an analysis of data, achievements, challenges, and future plans related to the project or services provided.
News or Feature Story : A news story is a journalistic piece that reports on current events or recent developments, providing objective information in a factual and unbiased manner. A feature story, on the other hand, is a more in-depth and creative piece that explores human interest topics, profiles individuals, or delves into issues from a unique perspective.
Instructional Manual : An instructional manual is a detailed document that provides step-by-step guidance, explanations, and procedures on how to use, assemble, operate, or perform specific tasks with a product or system. It aims to help users understand and utilize the item effectively and safely.
Letter to the Editor : A letter to the editor is a written communication submitted by a reader to a newspaper, magazine, or online publication, expressing their opinion, feedback, or comments on a particular article, topic, or issue. It is intended for publication and allows individuals to share their perspectives with a broader audience.

Problem-Solving and Analysis :

Taxonomy : Taxonomy is the science of classification, categorization, and naming of organisms, objects, or concepts based on their characteristics, similarities, and differences. It involves creating hierarchical systems that group related items together, facilitating organization and understanding within a particular domain.
Budget with Rationale : A budget with rationale is a financial plan that outlines projected income and expenses for a specific period, such as a month or a year. The rationale provides explanations or justifications for each budget item, explaining the purpose and reasoning behind the allocated funds.
Case Analysis : Case analysis refers to a methodical examination of a particular situation, scenario, or problem. It involves gathering relevant data, identifying key issues, analyzing different factors, and formulating conclusions or recommendations based on the findings. Case analysis is commonly used in various fields, such as business, law, and education, to make informed decisions and solve complex problems.
Case Study : A case study is an in-depth analysis of a specific individual, group, organization, or situation. It involves thorough research, data collection, and detailed examination to understand the context, challenges, and outcomes associated with the subject of study. Case studies are widely used in academic research and professional contexts to gain insights into real-world scenarios.
Word Problem : A word problem is a type of mathematical or logical question presented in a contextual format using words rather than purely numerical or symbolic representations. It challenges students to apply their knowledge and problem-solving skills to real-life situations.

Collaborative Activities

Debate : A debate is a structured discussion between two or more individuals or teams with differing viewpoints on a specific topic or issue. Participants present arguments and counterarguments to support their positions, aiming to persuade the audience and ultimately reach a resolution or conclusion. Debates are commonly used in academic settings, public forums, and formal competitions to foster critical thinking, communication skills, and understanding of diverse perspectives.
Group Discussion : A group discussion is an interactive conversation involving several individuals who come together to exchange ideas, opinions, and information on a particular subject. The discussion is typically moderated to ensure that everyone has an opportunity to participate, and it encourages active listening, collaboration, and problem-solving. Group discussions are commonly used in educational settings, team meetings, and decision-making processes to promote dialogue and collective decision-making.
An oral report is a form of communication in which a person or group of persons present information, findings, or ideas verbally to an audience. It involves speaking in front of others, often in a formal setting, and delivering a structured presentation that may include visual aids, such as slides or props, to support the content. Oral reports are commonly used in academic settings, business environments, and various professional settings to share knowledge, research findings, project updates, or persuasive arguments. Effective oral reports require clear organization, articulation, and engaging delivery to effectively convey the intended message to the listeners.

Planning and Organization

Inventory : An inventory involves systematically listing and categorizing items or resources to assess their availability, quantity, and condition. In an educational context, students might conduct an inventory of books in a library, equipment in a lab, or supplies in a classroom, enhancing their organizational and data collection skills.
Materials and Methods Plan : A materials and methods plan involves developing a structured outline or description of the materials, tools, and procedures to be used in a specific experiment, research project, or practical task. It helps learners understand the importance of proper planning and documentation in scientific and research endeavors.
Plan for Conducting a Project : This learning activity requires students to create a detailed roadmap for executing a project. It includes defining the project's objectives, identifying tasks and timelines, allocating resources, and setting milestones to monitor progress. It enhances students' project management and organizational abilities.
Research Proposal Addressed to a Granting Agency : A formal document requesting financial support for a research project from a granting agency or organization. The proposal outlines the research questions, objectives, methodology, budget, and potential outcomes. It familiarizes learners with the process of seeking funding and strengthens their research and persuasive writing skills.
Mathematical Problem : A mathematical problem is a task or question that requires the application of mathematical principles, formulas, or operations to find a solution. It could involve arithmetic, algebra, geometry, calculus, or other branches of mathematics, challenging individuals to solve the problem logically and accurately.
Question : A question is a sentence or phrase used to elicit information, seek clarification, or provoke thought from someone else. Questions can be open-ended, closed-ended, or leading, depending on their purpose, and they play a crucial role in communication, problem-solving, and learning.

More Resources

CTE Teaching Tips

Personal Response Systems
Designing Multiple-Choice Questions
Aligning Outcomes, Assessments, and Instruction

Other Resources

Types of Assignments . University of Queensland.

If you would like support applying these tips to your own teaching, CTE staff members are here to help. View the CTE Support page to find the most relevant staff member to contact.

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Teaching, Learning, & Professional Development Center

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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

Organizing Your Social Sciences Research Assignments

Annotated Bibliography
Analyzing a Scholarly Journal Article
Group Presentations
Dealing with Nervousness
Using Visual Aids
Grading Someone Else's Paper
Types of Structured Group Activities
Group Project Survival Skills
Leading a Class Discussion
Multiple Book Review Essay
Reviewing Collected Works
Writing a Case Analysis Paper
Writing a Case Study
About Informed Consent
Writing Field Notes
Writing a Policy Memo
Writing a Reflective Paper
Writing a Research Proposal
Generative AI and Writing
Acknowledgments

A case study research paper examines a person, place, event, condition, phenomenon, or other type of subject of analysis in order to extrapolate key themes and results that help predict future trends, illuminate previously hidden issues that can be applied to practice, and/or provide a means for understanding an important research problem with greater clarity. A case study research paper usually examines a single subject of analysis, but case study papers can also be designed as a comparative investigation that shows relationships between two or more subjects. The methods used to study a case can rest within a quantitative, qualitative, or mixed-method investigative paradigm.

Case Studies. Writing@CSU. Colorado State University; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010 ; “What is a Case Study?” In Swanborn, Peter G. Case Study Research: What, Why and How? London: SAGE, 2010.

How to Approach Writing a Case Study Research Paper

General information about how to choose a topic to investigate can be found under the " Choosing a Research Problem " tab in the Organizing Your Social Sciences Research Paper writing guide. Review this page because it may help you identify a subject of analysis that can be investigated using a case study design.

However, identifying a case to investigate involves more than choosing the research problem . A case study encompasses a problem contextualized around the application of in-depth analysis, interpretation, and discussion, often resulting in specific recommendations for action or for improving existing conditions. As Seawright and Gerring note, practical considerations such as time and access to information can influence case selection, but these issues should not be the sole factors used in describing the methodological justification for identifying a particular case to study. Given this, selecting a case includes considering the following:

The case represents an unusual or atypical example of a research problem that requires more in-depth analysis? Cases often represent a topic that rests on the fringes of prior investigations because the case may provide new ways of understanding the research problem. For example, if the research problem is to identify strategies to improve policies that support girl's access to secondary education in predominantly Muslim nations, you could consider using Azerbaijan as a case study rather than selecting a more obvious nation in the Middle East. Doing so may reveal important new insights into recommending how governments in other predominantly Muslim nations can formulate policies that support improved access to education for girls.
The case provides important insight or illuminate a previously hidden problem? In-depth analysis of a case can be based on the hypothesis that the case study will reveal trends or issues that have not been exposed in prior research or will reveal new and important implications for practice. For example, anecdotal evidence may suggest drug use among homeless veterans is related to their patterns of travel throughout the day. Assuming prior studies have not looked at individual travel choices as a way to study access to illicit drug use, a case study that observes a homeless veteran could reveal how issues of personal mobility choices facilitate regular access to illicit drugs. Note that it is important to conduct a thorough literature review to ensure that your assumption about the need to reveal new insights or previously hidden problems is valid and evidence-based.
The case challenges and offers a counter-point to prevailing assumptions? Over time, research on any given topic can fall into a trap of developing assumptions based on outdated studies that are still applied to new or changing conditions or the idea that something should simply be accepted as "common sense," even though the issue has not been thoroughly tested in current practice. A case study analysis may offer an opportunity to gather evidence that challenges prevailing assumptions about a research problem and provide a new set of recommendations applied to practice that have not been tested previously. For example, perhaps there has been a long practice among scholars to apply a particular theory in explaining the relationship between two subjects of analysis. Your case could challenge this assumption by applying an innovative theoretical framework [perhaps borrowed from another discipline] to explore whether this approach offers new ways of understanding the research problem. Taking a contrarian stance is one of the most important ways that new knowledge and understanding develops from existing literature.
The case provides an opportunity to pursue action leading to the resolution of a problem? Another way to think about choosing a case to study is to consider how the results from investigating a particular case may result in findings that reveal ways in which to resolve an existing or emerging problem. For example, studying the case of an unforeseen incident, such as a fatal accident at a railroad crossing, can reveal hidden issues that could be applied to preventative measures that contribute to reducing the chance of accidents in the future. In this example, a case study investigating the accident could lead to a better understanding of where to strategically locate additional signals at other railroad crossings so as to better warn drivers of an approaching train, particularly when visibility is hindered by heavy rain, fog, or at night.
The case offers a new direction in future research? A case study can be used as a tool for an exploratory investigation that highlights the need for further research about the problem. A case can be used when there are few studies that help predict an outcome or that establish a clear understanding about how best to proceed in addressing a problem. For example, after conducting a thorough literature review [very important!], you discover that little research exists showing the ways in which women contribute to promoting water conservation in rural communities of east central Africa. A case study of how women contribute to saving water in a rural village of Uganda can lay the foundation for understanding the need for more thorough research that documents how women in their roles as cooks and family caregivers think about water as a valuable resource within their community. This example of a case study could also point to the need for scholars to build new theoretical frameworks around the topic [e.g., applying feminist theories of work and family to the issue of water conservation].

Eisenhardt, Kathleen M. “Building Theories from Case Study Research.” Academy of Management Review 14 (October 1989): 532-550; Emmel, Nick. Sampling and Choosing Cases in Qualitative Research: A Realist Approach . Thousand Oaks, CA: SAGE Publications, 2013; Gerring, John. “What Is a Case Study and What Is It Good for?” American Political Science Review 98 (May 2004): 341-354; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Seawright, Jason and John Gerring. "Case Selection Techniques in Case Study Research." Political Research Quarterly 61 (June 2008): 294-308.

Structure and Writing Style

The purpose of a paper in the social sciences designed around a case study is to thoroughly investigate a subject of analysis in order to reveal a new understanding about the research problem and, in so doing, contributing new knowledge to what is already known from previous studies. In applied social sciences disciplines [e.g., education, social work, public administration, etc.], case studies may also be used to reveal best practices, highlight key programs, or investigate interesting aspects of professional work.

In general, the structure of a case study research paper is not all that different from a standard college-level research paper. However, there are subtle differences you should be aware of. Here are the key elements to organizing and writing a case study research paper.

I. Introduction

As with any research paper, your introduction should serve as a roadmap for your readers to ascertain the scope and purpose of your study . The introduction to a case study research paper, however, should not only describe the research problem and its significance, but you should also succinctly describe why the case is being used and how it relates to addressing the problem. The two elements should be linked. With this in mind, a good introduction answers these four questions:

What is being studied? Describe the research problem and describe the subject of analysis [the case] you have chosen to address the problem. Explain how they are linked and what elements of the case will help to expand knowledge and understanding about the problem.
Why is this topic important to investigate? Describe the significance of the research problem and state why a case study design and the subject of analysis that the paper is designed around is appropriate in addressing the problem.
What did we know about this topic before I did this study? Provide background that helps lead the reader into the more in-depth literature review to follow. If applicable, summarize prior case study research applied to the research problem and why it fails to adequately address the problem. Describe why your case will be useful. If no prior case studies have been used to address the research problem, explain why you have selected this subject of analysis.
How will this study advance new knowledge or new ways of understanding? Explain why your case study will be suitable in helping to expand knowledge and understanding about the research problem.

Each of these questions should be addressed in no more than a few paragraphs. Exceptions to this can be when you are addressing a complex research problem or subject of analysis that requires more in-depth background information.

II. Literature Review

The literature review for a case study research paper is generally structured the same as it is for any college-level research paper. The difference, however, is that the literature review is focused on providing background information and enabling historical interpretation of the subject of analysis in relation to the research problem the case is intended to address . This includes synthesizing studies that help to:

Place relevant works in the context of their contribution to understanding the case study being investigated . This would involve summarizing studies that have used a similar subject of analysis to investigate the research problem. If there is literature using the same or a very similar case to study, you need to explain why duplicating past research is important [e.g., conditions have changed; prior studies were conducted long ago, etc.].
Describe the relationship each work has to the others under consideration that informs the reader why this case is applicable . Your literature review should include a description of any works that support using the case to investigate the research problem and the underlying research questions.
Identify new ways to interpret prior research using the case study . If applicable, review any research that has examined the research problem using a different research design. Explain how your use of a case study design may reveal new knowledge or a new perspective or that can redirect research in an important new direction.
Resolve conflicts amongst seemingly contradictory previous studies . This refers to synthesizing any literature that points to unresolved issues of concern about the research problem and describing how the subject of analysis that forms the case study can help resolve these existing contradictions.
Point the way in fulfilling a need for additional research . Your review should examine any literature that lays a foundation for understanding why your case study design and the subject of analysis around which you have designed your study may reveal a new way of approaching the research problem or offer a perspective that points to the need for additional research.
Expose any gaps that exist in the literature that the case study could help to fill . Summarize any literature that not only shows how your subject of analysis contributes to understanding the research problem, but how your case contributes to a new way of understanding the problem that prior research has failed to do.
Locate your own research within the context of existing literature [very important!] . Collectively, your literature review should always place your case study within the larger domain of prior research about the problem. The overarching purpose of reviewing pertinent literature in a case study paper is to demonstrate that you have thoroughly identified and synthesized prior studies in relation to explaining the relevance of the case in addressing the research problem.

III. Method

In this section, you explain why you selected a particular case [i.e., subject of analysis] and the strategy you used to identify and ultimately decide that your case was appropriate in addressing the research problem. The way you describe the methods used varies depending on the type of subject of analysis that constitutes your case study.

If your subject of analysis is an incident or event . In the social and behavioral sciences, the event or incident that represents the case to be studied is usually bounded by time and place, with a clear beginning and end and with an identifiable location or position relative to its surroundings. The subject of analysis can be a rare or critical event or it can focus on a typical or regular event. The purpose of studying a rare event is to illuminate new ways of thinking about the broader research problem or to test a hypothesis. Critical incident case studies must describe the method by which you identified the event and explain the process by which you determined the validity of this case to inform broader perspectives about the research problem or to reveal new findings. However, the event does not have to be a rare or uniquely significant to support new thinking about the research problem or to challenge an existing hypothesis. For example, Walo, Bull, and Breen conducted a case study to identify and evaluate the direct and indirect economic benefits and costs of a local sports event in the City of Lismore, New South Wales, Australia. The purpose of their study was to provide new insights from measuring the impact of a typical local sports event that prior studies could not measure well because they focused on large "mega-events." Whether the event is rare or not, the methods section should include an explanation of the following characteristics of the event: a) when did it take place; b) what were the underlying circumstances leading to the event; and, c) what were the consequences of the event in relation to the research problem.

If your subject of analysis is a person. Explain why you selected this particular individual to be studied and describe what experiences they have had that provide an opportunity to advance new understandings about the research problem. Mention any background about this person which might help the reader understand the significance of their experiences that make them worthy of study. This includes describing the relationships this person has had with other people, institutions, and/or events that support using them as the subject for a case study research paper. It is particularly important to differentiate the person as the subject of analysis from others and to succinctly explain how the person relates to examining the research problem [e.g., why is one politician in a particular local election used to show an increase in voter turnout from any other candidate running in the election]. Note that these issues apply to a specific group of people used as a case study unit of analysis [e.g., a classroom of students].

If your subject of analysis is a place. In general, a case study that investigates a place suggests a subject of analysis that is unique or special in some way and that this uniqueness can be used to build new understanding or knowledge about the research problem. A case study of a place must not only describe its various attributes relevant to the research problem [e.g., physical, social, historical, cultural, economic, political], but you must state the method by which you determined that this place will illuminate new understandings about the research problem. It is also important to articulate why a particular place as the case for study is being used if similar places also exist [i.e., if you are studying patterns of homeless encampments of veterans in open spaces, explain why you are studying Echo Park in Los Angeles rather than Griffith Park?]. If applicable, describe what type of human activity involving this place makes it a good choice to study [e.g., prior research suggests Echo Park has more homeless veterans].

If your subject of analysis is a phenomenon. A phenomenon refers to a fact, occurrence, or circumstance that can be studied or observed but with the cause or explanation to be in question. In this sense, a phenomenon that forms your subject of analysis can encompass anything that can be observed or presumed to exist but is not fully understood. In the social and behavioral sciences, the case usually focuses on human interaction within a complex physical, social, economic, cultural, or political system. For example, the phenomenon could be the observation that many vehicles used by ISIS fighters are small trucks with English language advertisements on them. The research problem could be that ISIS fighters are difficult to combat because they are highly mobile. The research questions could be how and by what means are these vehicles used by ISIS being supplied to the militants and how might supply lines to these vehicles be cut off? How might knowing the suppliers of these trucks reveal larger networks of collaborators and financial support? A case study of a phenomenon most often encompasses an in-depth analysis of a cause and effect that is grounded in an interactive relationship between people and their environment in some way.

NOTE: The choice of the case or set of cases to study cannot appear random. Evidence that supports the method by which you identified and chose your subject of analysis should clearly support investigation of the research problem and linked to key findings from your literature review. Be sure to cite any studies that helped you determine that the case you chose was appropriate for examining the problem.

IV. Discussion

The main elements of your discussion section are generally the same as any research paper, but centered around interpreting and drawing conclusions about the key findings from your analysis of the case study. Note that a general social sciences research paper may contain a separate section to report findings. However, in a paper designed around a case study, it is common to combine a description of the results with the discussion about their implications. The objectives of your discussion section should include the following:

Reiterate the Research Problem/State the Major Findings Briefly reiterate the research problem you are investigating and explain why the subject of analysis around which you designed the case study were used. You should then describe the findings revealed from your study of the case using direct, declarative, and succinct proclamation of the study results. Highlight any findings that were unexpected or especially profound.

Explain the Meaning of the Findings and Why They are Important Systematically explain the meaning of your case study findings and why you believe they are important. Begin this part of the section by repeating what you consider to be your most important or surprising finding first, then systematically review each finding. Be sure to thoroughly extrapolate what your analysis of the case can tell the reader about situations or conditions beyond the actual case that was studied while, at the same time, being careful not to misconstrue or conflate a finding that undermines the external validity of your conclusions.

Relate the Findings to Similar Studies No study in the social sciences is so novel or possesses such a restricted focus that it has absolutely no relation to previously published research. The discussion section should relate your case study results to those found in other studies, particularly if questions raised from prior studies served as the motivation for choosing your subject of analysis. This is important because comparing and contrasting the findings of other studies helps support the overall importance of your results and it highlights how and in what ways your case study design and the subject of analysis differs from prior research about the topic.

Consider Alternative Explanations of the Findings Remember that the purpose of social science research is to discover and not to prove. When writing the discussion section, you should carefully consider all possible explanations revealed by the case study results, rather than just those that fit your hypothesis or prior assumptions and biases. Be alert to what the in-depth analysis of the case may reveal about the research problem, including offering a contrarian perspective to what scholars have stated in prior research if that is how the findings can be interpreted from your case.

Acknowledge the Study's Limitations You can state the study's limitations in the conclusion section of your paper but describing the limitations of your subject of analysis in the discussion section provides an opportunity to identify the limitations and explain why they are not significant. This part of the discussion section should also note any unanswered questions or issues your case study could not address. More detailed information about how to document any limitations to your research can be found here .

Suggest Areas for Further Research Although your case study may offer important insights about the research problem, there are likely additional questions related to the problem that remain unanswered or findings that unexpectedly revealed themselves as a result of your in-depth analysis of the case. Be sure that the recommendations for further research are linked to the research problem and that you explain why your recommendations are valid in other contexts and based on the original assumptions of your study.

V. Conclusion

As with any research paper, you should summarize your conclusion in clear, simple language; emphasize how the findings from your case study differs from or supports prior research and why. Do not simply reiterate the discussion section. Provide a synthesis of key findings presented in the paper to show how these converge to address the research problem. If you haven't already done so in the discussion section, be sure to document the limitations of your case study and any need for further research.

The function of your paper's conclusion is to: 1) reiterate the main argument supported by the findings from your case study; 2) state clearly the context, background, and necessity of pursuing the research problem using a case study design in relation to an issue, controversy, or a gap found from reviewing the literature; and, 3) provide a place to persuasively and succinctly restate the significance of your research problem, given that the reader has now been presented with in-depth information about the topic.

Consider the following points to help ensure your conclusion is appropriate:

If the argument or purpose of your paper is complex, you may need to summarize these points for your reader.
If prior to your conclusion, you have not yet explained the significance of your findings or if you are proceeding inductively, use the conclusion of your paper to describe your main points and explain their significance.
Move from a detailed to a general level of consideration of the case study's findings that returns the topic to the context provided by the introduction or within a new context that emerges from your case study findings.

Note that, depending on the discipline you are writing in or the preferences of your professor, the concluding paragraph may contain your final reflections on the evidence presented as it applies to practice or on the essay's central research problem. However, the nature of being introspective about the subject of analysis you have investigated will depend on whether you are explicitly asked to express your observations in this way.

Problems to Avoid

Overgeneralization One of the goals of a case study is to lay a foundation for understanding broader trends and issues applied to similar circumstances. However, be careful when drawing conclusions from your case study. They must be evidence-based and grounded in the results of the study; otherwise, it is merely speculation. Looking at a prior example, it would be incorrect to state that a factor in improving girls access to education in Azerbaijan and the policy implications this may have for improving access in other Muslim nations is due to girls access to social media if there is no documentary evidence from your case study to indicate this. There may be anecdotal evidence that retention rates were better for girls who were engaged with social media, but this observation would only point to the need for further research and would not be a definitive finding if this was not a part of your original research agenda.

Failure to Document Limitations No case is going to reveal all that needs to be understood about a research problem. Therefore, just as you have to clearly state the limitations of a general research study , you must describe the specific limitations inherent in the subject of analysis. For example, the case of studying how women conceptualize the need for water conservation in a village in Uganda could have limited application in other cultural contexts or in areas where fresh water from rivers or lakes is plentiful and, therefore, conservation is understood more in terms of managing access rather than preserving access to a scarce resource.

Failure to Extrapolate All Possible Implications Just as you don't want to over-generalize from your case study findings, you also have to be thorough in the consideration of all possible outcomes or recommendations derived from your findings. If you do not, your reader may question the validity of your analysis, particularly if you failed to document an obvious outcome from your case study research. For example, in the case of studying the accident at the railroad crossing to evaluate where and what types of warning signals should be located, you failed to take into consideration speed limit signage as well as warning signals. When designing your case study, be sure you have thoroughly addressed all aspects of the problem and do not leave gaps in your analysis that leave the reader questioning the results.

Case Studies. Writing@CSU. Colorado State University; Gerring, John. Case Study Research: Principles and Practices . New York: Cambridge University Press, 2007; Merriam, Sharan B. Qualitative Research and Case Study Applications in Education . Rev. ed. San Francisco, CA: Jossey-Bass, 1998; Miller, Lisa L. “The Use of Case Studies in Law and Social Science Research.” Annual Review of Law and Social Science 14 (2018): TBD; Mills, Albert J., Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Putney, LeAnn Grogan. "Case Study." In Encyclopedia of Research Design , Neil J. Salkind, editor. (Thousand Oaks, CA: SAGE Publications, 2010), pp. 116-120; Simons, Helen. Case Study Research in Practice . London: SAGE Publications, 2009; Kratochwill, Thomas R. and Joel R. Levin, editors. Single-Case Research Design and Analysis: New Development for Psychology and Education . Hilldsale, NJ: Lawrence Erlbaum Associates, 1992; Swanborn, Peter G. Case Study Research: What, Why and How? London : SAGE, 2010; Yin, Robert K. Case Study Research: Design and Methods . 6th edition. Los Angeles, CA, SAGE Publications, 2014; Walo, Maree, Adrian Bull, and Helen Breen. “Achieving Economic Benefits at Local Events: A Case Study of a Local Sports Event.” Festival Management and Event Tourism 4 (1996): 95-106.

Writing Tip

At Least Five Misconceptions about Case Study Research

Social science case studies are often perceived as limited in their ability to create new knowledge because they are not randomly selected and findings cannot be generalized to larger populations. Flyvbjerg examines five misunderstandings about case study research and systematically "corrects" each one. To quote, these are:

Misunderstanding 1 : General, theoretical [context-independent] knowledge is more valuable than concrete, practical [context-dependent] knowledge. Misunderstanding 2 : One cannot generalize on the basis of an individual case; therefore, the case study cannot contribute to scientific development. Misunderstanding 3 : The case study is most useful for generating hypotheses; that is, in the first stage of a total research process, whereas other methods are more suitable for hypotheses testing and theory building. Misunderstanding 4 : The case study contains a bias toward verification, that is, a tendency to confirm the researcher’s preconceived notions. Misunderstanding 5 : It is often difficult to summarize and develop general propositions and theories on the basis of specific case studies [p. 221].

While writing your paper, think introspectively about how you addressed these misconceptions because to do so can help you strengthen the validity and reliability of your research by clarifying issues of case selection, the testing and challenging of existing assumptions, the interpretation of key findings, and the summation of case outcomes. Think of a case study research paper as a complete, in-depth narrative about the specific properties and key characteristics of your subject of analysis applied to the research problem.

Flyvbjerg, Bent. “Five Misunderstandings About Case-Study Research.” Qualitative Inquiry 12 (April 2006): 219-245.

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Random Assignment in Psychology: Definition & Examples

Julia Simkus

Editor at Simply Psychology

BA (Hons) Psychology, Princeton University

Julia Simkus is a graduate of Princeton University with a Bachelor of Arts in Psychology. She is currently studying for a Master's Degree in Counseling for Mental Health and Wellness in September 2023. Julia's research has been published in peer reviewed journals.

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Saul Mcleod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul Mcleod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

In psychology, random assignment refers to the practice of allocating participants to different experimental groups in a study in a completely unbiased way, ensuring each participant has an equal chance of being assigned to any group.

In experimental research, random assignment, or random placement, organizes participants from your sample into different groups using randomization.

Random assignment uses chance procedures to ensure that each participant has an equal opportunity of being assigned to either a control or experimental group.

The control group does not receive the treatment in question, whereas the experimental group does receive the treatment.

When using random assignment, neither the researcher nor the participant can choose the group to which the participant is assigned. This ensures that any differences between and within the groups are not systematic at the onset of the study.

In a study to test the success of a weight-loss program, investigators randomly assigned a pool of participants to one of two groups.

Group A participants participated in the weight-loss program for 10 weeks and took a class where they learned about the benefits of healthy eating and exercise.

Group B participants read a 200-page book that explains the benefits of weight loss. The investigator randomly assigned participants to one of the two groups.

The researchers found that those who participated in the program and took the class were more likely to lose weight than those in the other group that received only the book.

Importance

Random assignment ensures that each group in the experiment is identical before applying the independent variable.

In experiments , researchers will manipulate an independent variable to assess its effect on a dependent variable, while controlling for other variables. Random assignment increases the likelihood that the treatment groups are the same at the onset of a study.

Thus, any changes that result from the independent variable can be assumed to be a result of the treatment of interest. This is particularly important for eliminating sources of bias and strengthening the internal validity of an experiment.

Random assignment is the best method for inferring a causal relationship between a treatment and an outcome.

Random Selection vs. Random Assignment

Random selection (also called probability sampling or random sampling) is a way of randomly selecting members of a population to be included in your study.

On the other hand, random assignment is a way of sorting the sample participants into control and treatment groups.

Random selection ensures that everyone in the population has an equal chance of being selected for the study. Once the pool of participants has been chosen, experimenters use random assignment to assign participants into groups.

Random assignment is only used in between-subjects experimental designs, while random selection can be used in a variety of study designs.

Random Assignment vs Random Sampling

Random sampling refers to selecting participants from a population so that each individual has an equal chance of being chosen. This method enhances the representativeness of the sample.

Random assignment, on the other hand, is used in experimental designs once participants are selected. It involves allocating these participants to different experimental groups or conditions randomly.

This helps ensure that any differences in results across groups are due to manipulating the independent variable, not preexisting differences among participants.

When to Use Random Assignment

Random assignment is used in experiments with a between-groups or independent measures design.

In these research designs, researchers will manipulate an independent variable to assess its effect on a dependent variable, while controlling for other variables.

There is usually a control group and one or more experimental groups. Random assignment helps ensure that the groups are comparable at the onset of the study.

How to Use Random Assignment

There are a variety of ways to assign participants into study groups randomly. Here are a handful of popular methods:

Random Number Generator : Give each member of the sample a unique number; use a computer program to randomly generate a number from the list for each group.
Lottery : Give each member of the sample a unique number. Place all numbers in a hat or bucket and draw numbers at random for each group.
Flipping a Coin : Flip a coin for each participant to decide if they will be in the control group or experimental group (this method can only be used when you have just two groups)
Roll a Die : For each number on the list, roll a dice to decide which of the groups they will be in. For example, assume that rolling 1, 2, or 3 places them in a control group and rolling 3, 4, 5 lands them in an experimental group.

When is Random Assignment not used?

When it is not ethically permissible: Randomization is only ethical if the researcher has no evidence that one treatment is superior to the other or that one treatment might have harmful side effects.
When answering non-causal questions : If the researcher is just interested in predicting the probability of an event, the causal relationship between the variables is not important and observational designs would be more suitable than random assignment.
When studying the effect of variables that cannot be manipulated: Some risk factors cannot be manipulated and so it would not make any sense to study them in a randomized trial. For example, we cannot randomly assign participants into categories based on age, gender, or genetic factors.

Drawbacks of Random Assignment

While randomization assures an unbiased assignment of participants to groups, it does not guarantee the equality of these groups. There could still be extraneous variables that differ between groups or group differences that arise from chance. Additionally, there is still an element of luck with random assignments.

Thus, researchers can not produce perfectly equal groups for each specific study. Differences between the treatment group and control group might still exist, and the results of a randomized trial may sometimes be wrong, but this is absolutely okay.

Scientific evidence is a long and continuous process, and the groups will tend to be equal in the long run when data is aggregated in a meta-analysis.

Additionally, external validity (i.e., the extent to which the researcher can use the results of the study to generalize to the larger population) is compromised with random assignment.

Random assignment is challenging to implement outside of controlled laboratory conditions and might not represent what would happen in the real world at the population level.

Random assignment can also be more costly than simple observational studies, where an investigator is just observing events without intervening with the population.

Randomization also can be time-consuming and challenging, especially when participants refuse to receive the assigned treatment or do not adhere to recommendations.

What is the difference between random sampling and random assignment?

Random sampling refers to randomly selecting a sample of participants from a population. Random assignment refers to randomly assigning participants to treatment groups from the selected sample.

Does random assignment increase internal validity?

Yes, random assignment ensures that there are no systematic differences between the participants in each group, enhancing the study’s internal validity .

Does random assignment reduce sampling error?

Yes, with random assignment, participants have an equal chance of being assigned to either a control group or an experimental group, resulting in a sample that is, in theory, representative of the population.

Random assignment does not completely eliminate sampling error because a sample only approximates the population from which it is drawn. However, random sampling is a way to minimize sampling errors.

When is random assignment not possible?

Random assignment is not possible when the experimenters cannot control the treatment or independent variable.

For example, if you want to compare how men and women perform on a test, you cannot randomly assign subjects to these groups.

Participants are not randomly assigned to different groups in this study, but instead assigned based on their characteristics.

Does random assignment eliminate confounding variables?

Yes, random assignment eliminates the influence of any confounding variables on the treatment because it distributes them at random among the study groups. Randomization invalidates any relationship between a confounding variable and the treatment.

Why is random assignment of participants to treatment conditions in an experiment used?

Random assignment is used to ensure that all groups are comparable at the start of a study. This allows researchers to conclude that the outcomes of the study can be attributed to the intervention at hand and to rule out alternative explanations for study results.

Assignment Vs Exams: A Comparative Study by the Experts

Table of Content

Assignments

No help is available, study for exams and not knowledge, they just test the memory, creates the unnecessary stress, exams are always time-limited.

With the continuous growth of new perspectives on various points, things are changing a lot. Especially in the education sector, where different methods are explored for new learning techniques to implement in academics. However, to assess a student's knowledge, the common strategies that colleges use are assignments and exams.

So, let us read more about assignment vs exams in detail below. By doing so, you will get an idea of which one is better among them to test students and why they are so commonly used.

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The Purpose of Writing Assignments and Exams

For many, assignment vs exams is a very normal topic that is in debate at almost all times. Especially after the recent development in the understanding of the people for the old and traditional testing methods. Some students admit that they are good at exams bad at assignments, and vice versa. However, it's essential to comprehend them better to reach an accurate decision. So, let's first understand their purpose for writing before moving further.

When a student comes home with a piece of paper in hand telling that they need to finish that assignment in a few days, what do you think? An assignment means a task or set of tasks that will judge their comprehensive understanding of a topic. It is like a revision of what they learn in class in a better way, which will help them recall it in the long run. Commonly, in assignment vs exams, the first consists of either some writing work, a set of questions, some interactive activity, or projects, etc., which is much better than the rote learning of exams. It's because they are normally finished at home and then submitted in class after a certain period. Students can also seek help from assignment writing services for guidance in doing them on time.

Exams are considered much more important than assignments. It will assess the overall knowledge of a student and contribute to their yearly grade or marks. When comparing assignment vs exams in an education system, testing knowledge using exams is common whereas the assignments mainly focus on practice. They occur uniformly in the academic journey, and you will get information about their schedule beforehand to prepare. Exams usually happen in schools and colleges with a limited time restriction. For this, the teachers and experts prepare questions for students based on their overall coursework or syllabus.

However, in the end, there are still times when people end up asking, â€œHow hard are exams in reality, and why do the students fear them so much but not the assignments?â€ Therefore, we will now read about this all below.

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Why Assignments Are Better Than Exams?

Various surveys show that most students prefer doing dozens of assignments instead of attempting even a single exam. However, have you ever thought why it is so? Why do students despise exams so much? They are ready to spend their time at home doing all the work instead of taking exams during the school year itself. Sometimes, it is to the extent that they start saying, â€œI will do my assignment anytime rather than take an exam.â€

In an exam, there is no guidance available, and you are on your own. However, in an assignment, you have the option to seek the help you want from experts and professors. Here, you can also buy assignment online to get the aid you need to finish it up better. This ends up giving the student a secure feeling about their journey. Therefore, at this point, its easily seen that the former is much better than the other while comparing assignment vs exams.

Most students get used to studying to pass the exams. Carelessness in checking whether their knowledge is increasing by this isn't a good practice for them. However, it does not matter if it's assignment vs exams, both are equally essential for them. But generally, when compared, assignments really help them build up their knowledge and make their learning impactful. Exams do not directly contribute to overall development but make them ready for real-life issues whenever they face them.

In most fields, exams just test what's written in the book. This approach does not ensure the learning of a student. It's because most of them just cramp up everything before the exam and forget it after it's no longer needed. This is why it is best to seek university assignment help in such cases. Students, at times, do not even understand what they read or write. Therefore, it is only a test of how much they can remember. But it should be about their analytical, creative, and practical understanding of a subject. So, honestly, assignment vs exams should not even be a topic to compare, but it still is.

Stress, nervousness, and anxiety are very common things that a student faces during their exams. They work hard the whole year and do various assignments, but still, the final result will always base on a few hours of the final exam paper. It is something that leaves a big impact while also making them disheartened and disappointed. Therefore, whenever you compare assignment vs exams, doing an assignment will always be a priority choice for the student over a stressful examination era.

This is one of the worst things about taking an exam: it is time-bound. Typically, in an assignment, the students get to decide, think, and complete their work. Furthermore, they can also look for a custom assignment help to understand and learn their work in a better way. But in an exam, they barely have enough time to complete the paper, let alone think. Due to this, they start stressing and rush through it without understanding the requirements. Therefore, they end up making mistakes most of the time, even after knowing the correct answer.

Thus, by these points, it is clear why assignments are better than exams in every possible way and are the first choice of the students. So, now let's read about the major differences between the exams and assignments.

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Difference Between Exam and Assignment

There are many times when people end up thinking about how hard are exams are, and students fear them so much, but not the assignments. Well, this is a very divisive topic that has been in the discussion for a long time. But this still has not received a conclusion. However, you can understand them both equally and then reach your own decision. For that, you will have to read about the difference between an exam and an assignment, which will provide you with all the necessary details. So, we will dive right in and compare the assignment vs exams in brief.

It will teach a student to manage their time with various assignments to complete in one go.
Assignments help one practice and revise their learning.
Enough time is there to strengthen subject knowledge.
Acts like an extracurricular activity for their brain while thinking.
It gives them the comfort of being at home and studying.
Will reduce their screen time to work with hands-on experience.
Both teachers and students are accountable for the results.
It can give birth to the implementation of new learning methods.
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Medicina (Kaunas)

Blinding in Clinical Trials: Seeing the Big Picture

Thomas f. monaghan.

1 Department of Urology, University of Texas Southwestern Medical Center, Dallas, TX 75390, USA

Christina W. Agudelo

2 Division of Cardiovascular Medicine, Department of Medicine, SUNY Downstate Health Sciences University, Brooklyn, NY 11203, USA; [email protected] (C.W.A.); [email protected] (J.M.L.)

Syed N. Rahman

3 Department of Urology, Yale University School of Medicine, New Haven, CT 06520, USA; [email protected]

Alan J. Wein

4 Division of Urology, Perelman School of Medicine at the University of Pennsylvania, Philadelphia, PA 19104, USA; [email protected]

Jason M. Lazar

Karel everaert.

5 Department of Human Structure and Repair, Ghent University, 9000 Ghent, Belgium; [email protected]

Roger R. Dmochowski

6 Department of Urological Surgery, Vanderbilt University Medical Center, Nashville, TN 37232, USA; [email protected]

Associated Data

Not applicable.

Blinding mitigates several sources of bias which, if left unchecked, can quantitively affect study outcomes. Blinding remains under-utilized, particularly in non-pharmaceutical clinical trials, but is often highly feasible through simple measures. Although blinding is generally viewed as an effective method by which to eliminate bias, blinding does also pose some inherent limitations, and it behooves clinicians and researchers to be aware of such caveats. This article will review general principles for blinding in clinical trials, including examples of useful blinding techniques for both pharmaceutical and non-pharmaceutical trials, while also highlighting the limitations and potential consequences of blinding. Appropriate reporting on blinding in trial protocols and manuscripts, as well as future directions for blinding research, will also be discussed.

1. Introduction

Randomized clinical trials are a gold standard in evidence-based medicine because findings from these studies reflect the highest possible level of evidence which may be garnered from an original research study [ 1 ]. Randomized clinical trials tend to be highly tailored to a specific research question but, for a vast majority of interventions and outcomes, blinding is widely viewed as a core tenet of sound clinical trial study design [ 2 , 3 , 4 ].

Despite exponential growth in the number of clinical trials conducted yearly over the past two decades [ 5 ], multiple authors contend that the methodological quality of clinical trials has remained stagnant or even declined [ 6 , 7 ], such that true practice-guiding evidence on a broad range of medial topics paradoxically lags behind [ 8 , 9 , 10 ]. Blinding is one aspect of clinical trial design that remains particularly underutilized—although this methodological feature is not universally attainable, blinding is still implemented in only a fraction of clinical trials in which it is, in fact, deemed feasible [ 11 , 12 , 13 ]. Accordingly, it stands to reason that greater emphasis on addressing pervasive misconceptions about blinding in medical research is key to reconciling the growing divide between current research trends and actual practice needs [ 14 ]. Furthermore, because blinding is relevant to data analysis in the broadest sense, a sound understanding of blinding should be considered a prerequisite for evidence-based best practice, and thus of equal importance to providers and patients alike [ 15 , 16 ].

This article will review general principles for blinding in clinical trials, including examples of useful blinding techniques for both pharmaceutical and non-pharmaceutical trials, while also highlighting the limitations and potential consequences of blinding. Appropriate reporting on blinding in trial protocols and manuscripts, as well as future directions for blinding research, will also be discussed. Note that this article will focus on blinding in clinical trials, where it is most often discussed, but the relevance of blinding spans the gamut of study designs, from late-stage randomized interventional trials to retrospective observational studies (e.g., blinded outcome assessors) [ 17 , 18 ].

2. What Is Blinding?

In an unblinded, or “open”, study, information about the assigned interventions is available to all people and groups involved in the research. Blinding, or “masking”, is the process by which information that has the potential to influence study results is withheld from one or more parties involved in a research study.

Importantly, the topic of blinding must be distinguished from allocation concealment. Allocation concealment is the process by which investigators and participants enrolled in a clinical study are kept unaware of upcoming group assignments until the moment of assignment [ 19 ]. Allocation concealment is a core tenet of proper study randomization and plays a key role in preventing selection bias [ 20 ]. Blinding, in contrast, refers to the act of withholding information about the assigned interventions from people involved in the trial from the time of group assignment until the experiment is complete. While proper randomization minimizes the differences between treatment groups at the beginning of a trial, it does not prevent differential treatment of study groups during the trial, nor does it prevent differential interpretation and analysis of study outcomes [ 21 ].

3. Why Do We Blind?

We blind because the potential for bias is everywhere. Bias can take numerous shapes and forms when people involved in a research study are privy to information about the assigned interventions [ 22 ]. Participant knowledge of their group allocation can bias expectations, adherence to the trial protocol, treatment-seeking behavior outside the trial, and assessment of the effectiveness of an intervention [ 23 ]. Differential treatment, attention, or attitudes toward subjects by a non-blinded healthcare team or other members of the research staff also pose a major threat to unbiased outcomes [ 24 , 25 ]. Importantly, once bias is introduced from any one of these potential sources, there exist no analytical techniques by which to reliably correct for this limitation [ 21 ].

Several lines of empirical evidence demonstrate the direct effects of non-blinding on clinical trial outcomes. One systematic review from Hróbjartsson et al. concluded that attrition is significantly more frequent among controls versus subjects assigned to the experimental group when participants are not blinded—a phenomenon not common to well-designed participant-blinded trials [ 26 , 27 ]. Moreover, participant-reported outcomes were found to be exaggerated by 0.56 standard deviations overall in trials of non-blinded versus blinded participants, with an even greater discrepancy in trials investigating invasive procedures [ 26 ]. In three separate meta-analyses from Hróbjartsson et al. on observer bias in randomized clinical trials, non-blinded versus blinded outcome assessors were found to generate exaggerated hazard ratios by an average of 27% in studies with time-to-event outcomes [ 28 ], exaggerated odds ratios by an average of 36% in studies with binary outcomes [ 29 ], and a 68% exaggerated pooled effect size in studies with measurement scale outcomes [ 30 ]. Taken together, the four meta-analyses from Hróbjartsson et al. indicate that participant blinding and assessor blinding similarly lend to exaggerated effect sizes, although the three analyses on observer bias collectively suggest that the type of variable assessed influences how large of an effect blinding may have on study results.

The relevance of blinding in mitigating bias is perhaps most easily appreciated in studies involving subjective outcomes. However, many seemingly objective outcomes rely on interpretation of participant data and thus are also characterized by subjective elements (e.g., electrocardiogram scan interpretation for myocardial infarction) [ 31 ]. Further, even unequivocally objective outcomes, such as time to death, can be indirectly affected by factors such as the use of advance directives, concurrent interventions, and follow-up intensity [ 31 ]. Correspondingly, while some meta-analyses have reported more robust evidence of bias with subjective versus objective outcomes [ 32 ], this finding is inconsistent, and multiple other studies have reported no appreciable difference in estimated treatment effect based on the degree of outcome subjectivity [ 29 , 33 ]. Thus, for both subjective and objective outcomes, current evidence suggests that blinding can play a potentially major role in mitigating threats to internal and construct validity [ 34 ].

4. Who and What Do We Blind?

Current literature has identified as many as 11 distinct groups meriting unique consideration when it comes to blinding: (1) participants, (2) care providers, (3) data collectors and data managers, (4) trial managers, (5) pharmacists, (6) laboratory technicians, (7) outcome assessors (study personnel who collect outcome data), (8) outcome adjudicators (personnel who confirm that outcomes meet prespecified criteria), (9) statisticians, (10) members of safety and data monitoring committees, and (11) manuscript writers [ 35 ].

In a blinded clinical study, treatment assignment is the information most frequently withheld from these groups [ 35 ]. However, in many cases, blinding of some of the aforementioned groups to additional information is also feasible. For example, laboratory technicians, outcome assessors, and outcome adjudicators may also be blinded to basic demographic and clinical characteristics of the study population, as well as the overall purpose of the trial [ 35 ].

Consistent with the significant heterogeneity as to “who” and “what” may be blinded, it is important to appreciate blinding on a graded continuum rather than as an all-or-nothing phenomenon, wherein the blinding of some study groups to pertinent information as feasible (i.e., “partial blinding”) can tangibly improve the strength of trial results—even when maximal blinding of all study groups cannot be achieved [ 35 , 36 ].

5. How Do We Blind?

A multitude of techniques have been described for blinding all people and groups involved in clinical trials. The researcher’s specific approach to blinding will ultimately be highly dependent on the specific parties being blinded as well as the research question and intervention at hand. In fact, there exists considerable flexibility in blinding—even beyond the strategies for blinding subsequently highlighted in this section, investigators may feasibly create their own novel blinding technique, so long as (1) the technique successfully conceals pertinent information about the groups and (2) does not impair the ability to accurately assess or adjudicate outcomes [ 37 ].

Boutron et al. systematically reviewed blinding in randomized control trials assessing pharmacologic treatments, organizing their results to provide an excellent inventory of practical methods to (1) establish blinding of participants and providers, (2) maintain blinding (i.e., prevent unblinding), and (3) blind outcome assessors [ 38 ]. Common methods to establish participant/provider blinding include centralized preparation of similar capsules or tablets, bottles, and syringes; flavoring to mask the specific taste of active oral treatments; and double-dummy procedures. (A double-dummy technique is the use of more than one placebo for the maintenance of blinding, particularly in cases when two treatments under investigation cannot be made identical, wherein subjects are assigned to different sets of treatment and more than one group may receive placebo. For example, in a trial designed to compare an oral tablet medication with a medication administered by intramuscular injection, an indistinguishable placebo can be prepared for both the tablet and injection, and one group may receive the active medication tablet and placebo injection, with another group receiving the placebo tablet and active medication injection.) Strategies for reducing the risk of unblinding include centralized dosage adaptation as warranted, centralized evaluation for side effects, partial information about side effects, and use of an “active placebo” (sugar pill which mimics expected side effects of the active treatment). Methods for blinding outcome assessors typically rely on centralized assessment of complementary investigations, clinical examinations, and adjudication of clinical events.

Blinding in non-pharmaceutical trials is undoubtedly faced with several unique challenges related to the complexity and physical component of such interventions, participant and physician acceptance, and broader ethical and safety considerations [ 39 , 40 ]. Accordingly, relative to pharmaceutical trials, blinding is typically implemented even less frequently in those investigating surgical procedures, medical devices, and participative interventions (e.g., rehabilitation) [ 41 ]. Nevertheless, compared to pharmaceutical trials, blinding in these trials is of no less relevance in the pursuit of true practice-shaping evidence [ 41 , 42 ]. In fact, blinded interventional trials are often practical, and may even feasibly involve a placebo group (i.e., “sham procedure”) [ 13 ]. Figure 1 provides examples of sham procedures for surgical interventions and other non-pharmacological clinical trials, as published in a separate systematic review from Boutron and colleagues [ 43 ].

An external file that holds a picture, illustration, etc.
Object name is medicina-57-00647-g001.jpg

Sham procedure performed according to the category of treatment assessed. Reprinted with permission from ref. [ 43 ]. Copyright 2007 Boutron et al. Full text available from https://journals.plos.org/plosmedicine/article?id=10.1371/journal.pmed.0040061#s5 .

In trials comparing two similar invasive procedures, particularly those performed under general anesthesia or heavy sedation, blinding of participants can be relatively straightforward [ 21 ]. Notably, however, blinding of participants may even be feasible when surgical interventions differ significantly. Namely, there exist several well-described recent examples of investigators devising highly creative solutions to maintain participant blinding in invasive interventional trials, including imitation of the surgical access point, replication of visual, auditory, and physical cues in the operating room, matching the duration of experimental and control procedures, and standardization of additional care (e.g., diagnostic scans, perioperative medical management, etc.) [ 13 ].

Beyond these measures, a handful of studies have even managed to blind surgeons to the intervention being performed. For example, in one randomized control trial of electrothermal therapy for chronic lower back pain, surgeons inserted an intradiscal catheter under fluoroscopic guidance in all cases, at which point an independent technician connected the catheter to a generator and delivered either electrothermal energy (experimental group) or did not (control group) [ 44 ]. A trial on palatal implants for obstructive sleep apnea blinded proceduralists through the use of a manufacturer-preloaded delivery system containing either an implant (active treatment) or no implant (sham) [ 45 ]. While blinding of surgeons is seldom practical, eliminating their role in post-operative care, follow-up, and additional treatment is often feasible for minimizing this potential source of bias [ 46 ].

Even in the absence of surgeon blinding, it is often possible to blind other members of the care team and study staff from information that has the potential to bias study results. Simple measures such as uniform dressings large enough to cover all potential incision sites have been used to successfully blind other members of the post-operative care team [ 21 ]. Blinding of outcome assessors, while uncommonly performed in surgical trials, is frequently practical through simple techniques such as the use of independent assessors, concealed incisions, and blinding of digital images [ 12 ]. Figure 2 depicts methods for blinding key groups in randomized control trials for different non-pharmacological clinical trials from Boutron et al. [ 43 ].

An external file that holds a picture, illustration, etc.
Object name is medicina-57-00647-g002.jpg

Methods of blinding participants, health care providers, or other caregivers that rely on the category of treatment and comparator assessed. Reprinted with permission from ref. [ 43 ]. Copyright 2007 Boutron et al. Full text available from https://journals.plos.org/plosmedicine/article?id=10.1371/journal.pmed.0040061#s5 .

6. Limitations of Blinding

Although blinding is generally viewed as a very effective method by which to eliminate bias, blinding does pose some inherent limitations, and it behooves clinicians and researchers to be aware of such caveats. Blinding often requires considerable effort and expense [ 47 ]. Blinding also has a well-established negative impact on study recruitment [ 48 , 49 , 50 ]. Additionally, blinding inherently deviates from real-world experience, making it a hallmark feature of trials which aim to maximize the likelihood of establishing the efficacy of an intervention by testing it in an ideal setting (i.e., “explanatory trials”), but potentially less relevant for trials which aim to generate situations that are as close to routine practice as possible (i.e., “pragmatic trials”) [ 51 ]. Blinding has also been suggested to potentially adversely impact subsequent care after the conclusion of a clinical trial [ 52 ].

In contrast to open-label studies, blinded clinical trials are inherently susceptible to the phenomenon of unblinding (i.e., “code-breaking”). The term “unblinding” is often used to describe the formal process by which subjects and/or investigators are made aware of a participant’s treatment assignment according to prespecified contingencies (e.g., in the case of a medical emergency which compromises a participant’s safety). However, even in the absence of formal unblinding, subjects in either the intervention or control group may feasibly come to suspect their assignment status using more subtle clues, such as the presence (or absence) of signature medication effects or side effects [ 53 , 54 ]. In fact, potential threats to blinding are pervasive and multifaceted—there have been documented cases of researchers intentionally subverting blinding by comparing pills or viewing restricted notes and, more recently, instances of trial participants connecting through social media and collaborating to deduce their treatment allocation [ 55 , 56 , 57 ].

Unblinding has several deleterious effects that can threaten the validity of trial results [ 58 , 59 ]. Subjects in a placebo arm who discover or suspect that they are not receiving active treatment may become upset or uncooperative (i.e., “resentful demoralization”), access interventions outside of the trial (i.e., “compensatory rivalry”, which inherently increases the risk of “contamination” (i.e., when members of the control group are inadvertently exposed to the intervention)), exaggerate negative responses (i.e., “biased event reporting”), or even withdraw from the trial [ 60 , 61 ]. Similarly, empathetic caregivers who know subjects to be controls may provide them with non-study, but effective, interventions (i.e., “cointerventions”) [ 62 ]. Conversely, participants who suspect or know that they are on the “better” treatment may downplay mild side-effects, while clinicians with this information may downplay participants’ symptoms and underreport “soft” clinical findings (also “biased event reporting”, but typically in the opposite direction compared to controls) [ 62 ].

Multiple recent analyses of blinded trials published in high-impact medical journals have concluded that the implementation of blinding is inconsistent and successful in perhaps fewer than 50 percent of cases [ 62 ]. Various efforts have been made to quantitively assess blinding, which most commonly utilize a blinding questionnaire or survey, and ask subjects in both the experimental and control groups to guess their treatment allocation [ 63 ]. Several methods have been employed in analyzing these data, including chi-square and McNemar’s tests, a standard Kappa statistic, and multiple blinding indices [ 63 , 64 , 65 ]. However, it should be noted that an assessment of blinding success is only seldom performed [ 66 , 67 , 68 ], and has even been criticized for the inherent limitations of this process [ 69 ]—many of which centering on the fact that end-of-trial tests for “blindness” cannot be reliably distinguished from hunches about efficacy [ 62 ]. In other words, participant responses to end-of-trial blinding surveys are likely influenced by prior assumptions and expectations regarding treatment efficacy, such that beliefs about allocation may still cause bias even when blinding succeeds in making these beliefs independent of actual allocation [ 70 ]. Citing these reasons, the most recent “Current Consolidated Standards of Reporting Trials” (CONSORT) statement no longer advocates for testing of blinding success, reflecting a major divergence from prior renditions of CONSORT guidelines [ 71 ]. The topic of evaluating and reporting blinding success remains debated and is highly complex, but there does exist a relative consensus regarding the need for a greater understanding of the bias-generating consequences that result from its loss, irrespective of whether they arise from the loss of blindness, per se, or rather from beliefs about allocation or another cause [ 62 ].

The limitations of blinding with respect to recruitment, applicability to routine practice, and analysis have led some authors to challenge the role of participant and clinician blinding as a universal gold standard in evidence acquisition. Anand et al. emphasize that blinding of participants and clinicians requires careful consideration of the negative effects of blinding against its potential benefits, as guided by the following key questions: (1) whether blinding is needed for a scientifically sound result; (2) whether changes in participant or clinician awareness of assignment status will cause a change in behavior that influences results; (3) whether there is a risk of excessive harm with blinding and, if so, whether said risk is justified by the importance of the study findings; and (4) whether the financial cost of blinding compromises spending on other aspects of trial integrity [ 53 ]. Note that recent criticisms of blinding from Anand et al. and others primarily center on the topic of participant and/or clinician blinding—there remains a relative consensus regarding the critical importance of objective outcomes, blinded outcomes assessment, and blinded adjudication of outcomes in mitigating major sources of bias in clinical trials [ 53 ].

7. Blinding: Reporting Responsibly

The terms single-blind, double-blind, and triple-blind are often used to describe studies in which one, two, or three parties, respectively, are blinded to information about the treatment groups. Recall, however, that up to 11 discrete groups merit unique consideration with respect to blinding in clinical trials [ 35 ]. Correspondingly, there has long existed great variability in textbook definitions and clinician interpretations of these terms [ 72 ], which is particularly problematic given that study authors often fail to specify who, exactly, has been blinded [ 73 ]. For example, a sample of randomized clinical trials published in 2001 found that more than half of “double-blind” studies failed to describe the blinding status of any person involved in the trial [ 74 ]. Moreover, on a follow-up survey sent to trial authors, 15 different operational meanings of the term “double-blind” were reported by the investigators, who typically believed that their preferred definition was the most widely used [ 74 ].

In view of the high potential for misinterpretation, authors of the most recent CONSORT (2010) statement instruct researchers to “abandon [the] use” of “double-blind” and related terms [ 71 ]. Instead, the 2010 CONSORT guidelines direct authors to “explicitly report blinding status”, including who is and is not blinded, what information is concealed, and how blinding is performed [ 75 ]. Further, if relevant, authors must provide a description of the similarity of the interventions and procedures used for blinding [ 75 ]. (Specification of how blinding was performed, as well as a description of an intervention’s similarity, were both “noteworthy specific changes” from early renditions of the CONSORT statement [ 75 ], motivated by the need for greater “evidence of the method of blinding” [ 71 ].) The “Standard Protocol Items: Recommendations for Interventional Trials” (SPIRIT) 2013 statement similarly directs authors to specify who will be blinded and how blinding will be accomplished in clinical trial protocols [ 76 ].

Despite these increasingly explicit consensus recommendations, there still exist major discrepancies in how blinding is reported in registered protocols and publications, as evidenced by continued widespread suboptimal adherence to current CONSORT and SPIRIT guidelines [ 77 , 78 , 79 ]. Several strategies have been proposed for improving the quality of reporting on blinding in clinical trials. One practical option recently proposed by Lang et al. is to detail blinding status using a standardized “Who Knew” table [ 35 ]. Although such a practice has not yet gained widespread traction, the author’s table aptly illustrates the extent to which blinding should be described to ensure transparency in research methodology ( Table 1 ).

A standard table for reporting the use of blinding in randomized trials of pharmaceutical interventions.

( a ) Other groups or individuals in a trial that were capable of being blinded should be listed in the table, and whether or not they were blinded in the study should be indicated. Individuals with dual responsibilities, such as caregiving and data collecting, should be identified by combining the entries in the same row heading. ( b ) Although group assignment is the information most commonly withheld in a blinded trial, data assessors, such as pathologists and radiologists, are often blinded to the purpose of the trial, group assignment, and the demographic and clinical characteristics of participants whose biopsy samples or images they are interpreting. ( c ) In many cases, authors should determine before the trial begins whether the method of blinding had a reasonable chance of being effective, including establishing the similarity between active and placebo preparations and the bioequivalent availability for two or more active drugs [ 80 ]. Testing the effectiveness of blinding after the trial has ended is uninformative because the results cannot be separated from pre-trial expectations of the success of the intervention [ 47 ]. ( d ) If blinding has been compromised, authors should report the fact and indicate the potential implications the loss of blinding might have for interpreting the results [ 80 ]. Reprinted with permission from ref. [ 35 ]. Copyright 2020 Lang et al. Full text available from https://trialsjournal.biomedcentral.com/articles/10.1186/s13063-020-04607-5 .

8. Future Directions

Numerous studies have used and not used blinding. Comparatively, however, far fewer papers have attempted to comprehensively review blinding in clinical trials, and several questions remain unanswered. The magnitude of the estimated treatment effect associated with participant blinding status has been shown to vary considerably across different studies [ 29 ]. As detailed previously, the three separate meta-analyses from Hróbjartsson et al. on observer bias collectively suggest that the type of variable also influences the magnitude of the effect which blinding may exert on study results [ 28 , 29 , 30 ]. Further, a subset of studies have found non-blinded assessors to significantly favor control, rather than experimental, interventions, corresponding to a comparable degree of observer bias in the opposite direction, but the reason for this remains unclear [ 30 ]. Moreover, compared to participants and outcome assessors, the impact of blinding of other trial personnel and healthcare professionals on estimated treatment effect is even less well-established [ 32 , 33 ]. Therefore, multiple factors appear to impact the magnitude of bias imposed by a lack of blinding, and recent meta-epidemiological evidence suggests that many relevant study factors remain incompletely characterized in this regard [ 33 ]. The effects of unblinding all above-mentioned study groups on study outcomes likewise remain poorly characterized.

There exist several additional facets of clinical trial study design which also merit greater investigation in relation to blinding status. Historically, placebos constituted the primary comparator arm in most pharmacologic randomized control trials, but trials involving active best-of-care comparator arms and other non-placebo background therapies have grown in popularity in recent years [ 81 , 82 ]. Surgical trials are seemingly even more heterogeneous in this regard, as new surgical interventions may be tested against placebo (i.e., “sham procedure”), but also against a similar surgical/invasive intervention, dissimilar surgical/invasive intervention, pharmacotherapy, participative intervention (e.g., physical therapy), or active surveillance/watchful waiting [ 41 ]. Accordingly, whether specific characteristics of a study’s comparator arm(s) modify the effects of blinding or consequences of unblinding merits further study [ 83 ]. Additionally, although blinding is infrequently incorporated into early-stage clinical trials [ 84 ], we are unaware of studies assessing the effects of blinding as a function of study phase, and it may be revealing to assess the relative effect of blinding in phase 2 versus phase 3 trials—particularly in cases where phase 2 and phase 3 trials show divergent results [ 85 ]. We also advocate for a more simplified and standardized approach to incorporating blinding in power analyses and sample size re-estimation for adaptive trials [ 86 , 87 , 88 ].

Author Contributions

Conceptualization, T.F.M. and R.R.D.; writing—original draft preparation, T.F.M. and R.R.D.; writing—review and editing, T.F.M., C.W.A., S.N.R., A.J.W., J.M.L., K.E., and R.R.D. All authors have read and agreed to the published version of the manuscript.

This research received no external funding.

Institutional Review Board Statement

Informed consent statement, data availability statement, conflicts of interest.

Thomas F. Monaghan has no direct or indirect commercial incentive associated with publishing this article and certifies that all conflicts of interest relevant to the subject matter discussed in the manuscript are the following: Alan J. Wein has served as a consultant for Medtronic, Urovant, Antares, and Viveve, outside the submitted work. Karel Everaert is a consultant and lecturer for Medtronic and Ferring and reports institutional grants from Allergan, Ferring, Astellas, and Medtronic, outside the submitted work. The additional authors have nothing to disclose.

Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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For applications assigned to an institute review branch for peer review, a general assignment is made to that institute; the staff in the review unit subsequently decides whether the application is to be reviewed by a standing committee or by a special emphasis panel.

For applications to be reviewed within CSR, a two-stage process is employed with initial assignment to the review branch level and subsequent assignment to a specific study section. By assigning all applications to the review branch rather than directly to an individual study section, the Chief and the SROs have the opportunity to gain a broad perspective of the areas of science covered by the review branch and to appreciate changes in emphasis and the emergence of new areas. A number of methods are used to determine assignments to study section, though all involve discussions among the scientific review officers and the Chief. Finally, the review branches also have the option of suggesting that the application is more appropriate for a different review branch; they may discuss this with other SROs or review branch Chiefs or return the application to the DRR for reassignment.

Note: The terms study section and scientific review group (SRG) are normally used for continuing review groups in CSR and the institutes/centers, respectively. These are groups with members who have been appointed for multi-year terms of service; at any given meeting there are also usually temporary members present to provide any additional expertise needed. Special emphasis panels (SEPs) are review groups formed on an ad hoc basis to review applications requiring special expertise or when a conflict of interest situation occurs.

Information about the assignment (review and institute/center) is accessed through the eRA Commons :

The type Type 1 = new application Type 2 = renewal application Type 3 = revision application
The activity code (R01, F32, etc.)
The IC with primary assignment (in this example CA stands for the National Cancer Institute)
A unique identifier - "987654"
The year and any suffix (01 is year 1, A1 indicates the first resubmission, S is used for revision)
Any dual assignments are indicated by the additional two-letter code.
The review assignment , including the name of the study section/special emphasis panel and the name, address, and telephone number of the scientific review officer (SRO). The SRO is now the primary point of contact for the investigator throughout the peer review process.

If the above information is not available in eRA Commons within three weeks of submission, you should promptly contact the Division of Receipt and Referral [email protected] .

If there are questions about the appropriateness of the assignment, the investigator should contact the SRO for review assignment questions or the DRR for institute/center assignment questions. If a change in institute assignment is requested, it is most efficient to e-mail the request to [email protected] . The DRR will notify the investigator if the change is not possible. When the review location, primary institute, or timetable for consideration (council round) is changed for an application, the information will be updated in eRA Commons.

Last updated: 04/27/2023 10:57

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Assignment based evaluation Vs Exam based evaluation for management programs – Merits for Executive MBA students

Assignment and examination-based evaluation are two of the most common assessment methods for evaluating the progress of students in their learning. Moreover, the essential purpose of evaluating student learning is to determine whether the students are achieving the learning outcomes laid out for them.

Assignment based evaluation Vs Exam based evaluation

Now the big question is, which one is more effective? An assignment-based evaluation or an exam-based evaluation.

Research and records indicate that, over the last 40 years in the United Kingdom and other nations, the assignment-based evaluation or completion of the module assessment of higher education coursework (postgraduate, Master’s & Ph.D.) has significantly enhanced. This has been exemplified in numerous academic research articles. It is likewise recognized that a higher proportion of learners themselves chose to be assessed along with the basis of coursework or assignment. The study also shows that the assignment-based assessment continues to yield a better score than the examination alone. A well-known researcher on this subject in 2015, John T.E. Richardson, found that student examination-based performance is more common. In its conclusions, the researcher emphasized the lack of feedback in an examination-based appraisal and its deficiency in the proper evaluation of the scope and depth of learning per se. The researcher also reasoned that, rather than promoting successful learning, an exam-based assessment merely measures knowledge at the particular moment, it means that the student’s examination experience does not make a reasonable contribution to learning compared to the way the assignment-based evaluation does. However, the review-based evaluation cannot be rejected; a blended methodology can be implemented. The evaluation of the coursework has to be given more attention because it provides students with a stronger learning experience.

Advantages of Assignment based evaluation

Needless to mention, assignment-based assessments can encourage higher teaching and learning experiences for students to think critically, develop new perspectives, resolve problems, navigate incidents, and ask the right questions. The project results in better learning skills for students in general. Here are some of the distinct benefits of assignment-based evaluation:

Enhances cognitive and analytical capabilities – The rational reasoning of students is strengthened. They will get the opportunity to exercise and develop their mental and innovative ability. Assignments offer students a chance to experiment while becoming unconventional. It offers students the ability to be more productive and flexible.
Learners become research-oriented – Through their assignments, students are required to carry out an in-depth study of their specific topic. By doing so, they are throwing out different theories and exploring their subject. Research on their assignment experience also enhances the student’s practical and thought-provoking skills at a professional level.
Increases cognizance and understanding about the topic — Assignments allow students to understand the technical and practical information about their subject that they cannot completely grasp in theory. Students become more aware of various insightful principles and perspectives through their coursework, which ultimately leads to the rational development of a framework for their topic.
Improves the technical writing skills – Students are likewise expected to compose their assignments in the form of reports and on a certain study or scenario. The writing skills and talents are strengthened in this way. In the long term, students can articulate their thoughts and ideas more efficiently.

At Westford University College (WUC), we have implemented an assessment-based evaluation approach to assess the learning of our students. We periodically assess our MBA students with assigned coursework (assignment) to read their writing and work skills, discernment of the subject, and overall success in their course. We assume that high quality and equal evaluation are important to the development of effective learning.

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Home > SCRIPPS > SCRIPPS_STUDENT > SCRIPPS_THESES > 2232

Scripps Senior Theses

Improving critical thinking in written assignments: human vs. chatgpt tutor in socratic questioning intervention.

Katia Martha Follow

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Jennifer Groscup

Piya Chatterjee

Tricia Morgan

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2023 Katia A. Martha

The purpose of the proposed study is to trial a short Socratic Questioning (SQ) intervention in the writing process, facilitated by either a human or ChatGPT tutor, and explore the effects that this may have on students’ critical thinking (CT), which will be coded from their written responses. Participants will be undergraduate college first years in the local California area who are fluent in English and have no learning disabilities. This study involves two visits, spaced a week apart, to gather pre- and post- test data for evaluating the effectiveness of the SQ intervention in improving CT. Both visits will follow a similar format of participants taking a written exam followed by a survey, which, in visit 1, will ask about ChatGPT account set-up and participant demographics, and in visit 2, will ask about intrinsic motivation. Researchers expect that post-test CT scores will be higher in conditions with the SQ intervention as opposed to the control, and specifically higher for the SQ intervention with the human tutor versus the ChatGPT tutor. This relationship is expected to be moderated by baseline level of CT, with lower levels of baseline CT predicting greater impacts from the SQ intervention, and mediated by intrinsic motivation, where intrinsic motivation is expected to be higher for participants with the human versus ChatGPT tutor. This study will address many gaps in the literature, including how to develop and assess CT in writing, specific methods of using ChatGPT to improve student learning, comparing humans versus ChatGPT as tutors, and looking at SQ as an intervention in the writing process.

Recommended Citation

Martha, Katia, "Improving Critical Thinking in Written Assignments: Human vs. ChatGPT Tutor in Socratic Questioning Intervention" (2023). Scripps Senior Theses . 2232. https://scholarship.claremont.edu/scripps_theses/2232

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Rep. Stefanik files misconduct complaint against Judge Juan Merchan over ‘random’ assignment to Trump’s NYC trial

R ep. Elise Stefanik (R-NY) filed a misconduct complaint Tuesday against the judge overseeing Donald Trump’s Manhattan hush money trial, alleging that his selection to handle the former president’s case — and others involving his allies — is “not random at all.”

The House Republican Conference chairwoman’s complaint with the inspector general of the New York State Unified Court System called for an investigation into Justice Juan Merchan “to determine whether the required random selection process was in fact followed.”

“The potential misconduct pertains to the repeated assignment of Acting Justice Juan Merchan, a Democrat Party donor, to criminal cases related to President Donald J. Trump and his allies,” Stefanik wrote.

“Acting Justice Merchan currently presides over the criminal case against President Trump brought by Manhattan District Attorney Alvin Bragg,” she said.

“Acting Justice Merchan also presided over the criminal trial against the Trump Organization and will be presiding over the criminal trial of Steve Bannon, a senior advisor in President Trump’s White House and a prominent advocate for President Trump,” Stefanik continued, noting that there were at least two dozen sitting justices eligible to oversee the cases but Merchan – an acting jurist – was selected for all three related to the presumptive 2024 GOP nominee for president and his allies.

“If justices were indeed being randomly assigned in the Criminal Term, the probability of two specific criminal cases being assigned to the same justice is quite low, and the probability of three specific criminal cases being assigned to the same justice is infinitesimally small. And yet, we see Acting Justice Merchan on all three cases,” Stefanik argued.

The congresswoman also highlighted the judge’s political donations, for which he was cleared of misconduct last July by the New York State Commission on Judicial Conduct.

Merchan contributed $15 earmarked for the “Biden for President” campaign on July 26, 2020, and then the following day made $10 contributions to the Progressive Turnout Project and Stop Republicans each, Federal Election Commission records show

The donations were made through ActBlue, the Democratic Party’s preferred online fundraising platform.

The Progressive Turnout Project’s stated mission is to “rally Democrats to vote,” according to the group’s website.

Stop Republicans is a subsidiary of the Progressive Turnout Project and describes itself as “a grassroots-funded effort dedicated to resisting the Republican Party and Donald Trump’s radical right-wing legacy.”

The judge’s daughter, Loren Merchan, is more involved in Democratic politics – through her work as head of the consulting firm Authentic Campaigns — and Stefanik argued in her missive that Loren Merchan’s “firm stands to profit greatly if Donald Trump is convicted.”

“One cannot help but suspect that the ‘random selection’ at work in the assignment of Acting Justice Merchan, a Democrat Party donor, to these cases involving prominent Republicans, is in fact not random at all,” the New York Republican lawmaker wrote.

Stefanik demanded an investigation into the “anomaly” and asked that anyone found to be involved in any sort of “scheme” to get Merchan on the three cases face discipline.

Rep. Stefanik files misconduct complaint against Judge Juan Merchan over ‘random’ assignment to Trump’s NYC trial

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Early vs Late Anticoagulation in Minor, Moderate, and Major Ischemic Stroke With Atrial Fibrillation : Post Hoc Analysis of the ELAN Randomized Clinical Trial

1 Department of Neurology, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland
2 University Institute of Diagnostic and Interventional Neuroradiology, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland
3 Clinical Trials Unit, University of Bern, Bern, Switzerland
4 Department of Neurology, University of Basel and University Hospital Basel, Basel, Switzerland
5 Department of Neurology, Medical University of Graz, Graz, Austria
6 Division of Neuroradiology, Vascular and Interventional Radiology, Department of Radiology, Medical University of Graz, Graz, Austria
7 Support Center for Advanced Neuroimaging, Inselspital, Bern University Hospital and University of Bern, Bern, Switzerland
8 Department of Neurology, Helsinki University Hospital, University of Helsinki, Helsinki, Finland
9 Internal, Vascular, and Emergency Medicine, Stroke Unit, Santa Maria della Misericordia Hospital, University of Perugia, Perugia, Italy
10 Department of Neurology, University Medical Center Hamburg–Eppendorf, Hamburg, Germany
11 Department of Neurology, University Hospital Lausanne, University of Lausanne, Lausanne, Switzerland
12 Department of Neurology, Cantonal Hospital Aarau, Aarau, Switzerland
13 Department of Neurology, Oslo University Hospital, Oslo, Norway
14 Research Department, Reha Rheinfelden, Rheinfelden, Switzerland
15 Stroke Center, Lisbon Central University Hospital, Lisbon, Portugal
16 Faculty of Medicine, Institute of Anatomy, University of Lisbon, Lisbon, Portugal
17 Department of Neurology, Sree Chitra Tirunal Institute for Medical Sciences and Technology, Thiruvananthapuram, India
18 Department of Internal Medicine, Faculty of Medicine, School of Health Sciences, University of Thessaly, Larissa, Greece
19 Department of Cerebrovascular Medicine, National Cerebral and Cardiovascular Center, Osaka, Japan
20 Department of Neurology, Pavol Jozef Šafárik University, Košice, Slovakia
21 Faculty of Medicine, Louis Pasteur University Hospital, Košice, Slovakia
22 Department of Neurosciences, Experimental Neurology, KU Leuven, Leuven, Belgium
23 Department of Neurology, University Hospitals Leuven, Leuven, Belgium
24 Department of Neurology, Shaare-Zedek Medical Center, Jerusalem, Israel
25 Stroke Clinical Trials Network Ireland, School of Medicine, University College Dublin and Department of Neurology, Mater University Hospital, Dublin, Ireland
26 School of Cardiovascular and Metabolic Health, Queen Elizabeth University Hospital, University of Glasgow, Glasgow, United Kingdom

Question Does infarct size modify the safety and efficacy of early vs late initiation of direct oral anticoagulation (DOAC) after ischemic stroke in people with atrial fibrillation?

Findings In this post hoc analysis of 1962 participants from the Early Versus Later Anticoagulation for Stroke With Atrial Fibrillation (ELAN) randomized clinical trial, the odds of the primary outcome (recurrent ischemic stroke, symptomatic intracranial hemorrhage, extracranial bleeding, systemic embolism, or vascular death within 30 days) were similar for early vs late DOAC initiation among participants with minor, moderate, and major stroke.

Meaning Early DOAC treatment was not associated with a higher rate of bleeding complications, especially symptomatic intracranial hemorrhage, or any adverse events regardless of infarct size, including major stroke.

Importance Whether infarct size modifies the treatment effect of early vs late direct oral anticoagulant (DOAC) initiation in people with ischemic stroke and atrial fibrillation is unknown.

Objective To assess whether infarct size modifies the safety and efficacy of early vs late DOAC initiation.

Design, Setting, and Participants Post hoc analysis of participants from the multinational (>100 sites in 15 countries) randomized clinical Early Versus Later Anticoagulation for Stroke With Atrial Fibrillation (ELAN) trial who had (1) acute ischemic stroke, (2) atrial fibrillation, and (3) brain imaging available before randomization. The ELAN trial was conducted between October 2017 and December 2022. Data were analyzed from October to December 2023 for this post hoc analysis.

Intervention Early vs late DOAC initiation after ischemic stroke. Early DOAC initiation was within 48 hours for minor or moderate stroke or on days 6 to 7 for major stroke; late DOAC initiation was on days 3 to 4 for minor stroke, days 6 to 7 for moderate stroke, and days 12 to 14 for major stroke.

Main Outcomes and Measures The primary outcome was a composite of recurrent ischemic stroke, symptomatic intracranial hemorrhage, extracranial bleeding, systemic embolism, or vascular death within 30 days. The outcome was assessed according to infarct size (minor, moderate, or major) using odds ratios and risk differences between treatment arms. Interrater reliability for infarct size between the core laboratory and local raters was assessed, and whether this modified the estimated treatment effects was also examined.

Results A total of 1962 of the original 2013 participants (909 [46.3%] female; median [IQR] age, 77 [70-84] years) were included. The primary outcome occurred in 10 of 371 participants (2.7%) with early DOAC initiation vs 11 of 364 (3.0%) with late DOAC initiation among those with minor stroke (odds ratio [OR], 0.89; 95% CI, 0.38-2.10); in 11 of 388 (2.8%) with early DOAC initiation vs 14 of 392 (3.6%) with late DOAC initiation among those with moderate stroke (OR, 0.80; 95% CI, 0.35-1.74); and in 8 of 219 (3.7%) with early DOAC initiation vs 16 of 228 (7.0%) with late DOAC initiation among those with major stroke (OR, 0.52; 95% CI, 0.21-1.18). The 95% CI for the estimated risk difference of the primary outcome in early anticoagulation was −2.78% to 2.12% for minor stroke, −3.23% to 1.76% for moderate stroke, and −7.49% to 0.81% for major stroke. There was no significant treatment interaction for the primary outcome. For infarct size, interrater reliability was moderate (κ = 0.675; 95% CI, 0.647-0.702) for local vs core laboratory raters and strong (κ = 0.875; 95% CI, 0.855-0.894) between core laboratory raters.

Conclusions and Relevance The treatment effect of early DOAC initiation did not differ in people with minor, moderate, or major stroke assessed by brain imaging. Early treatment was not associated with a higher rate of adverse events, especially symptomatic intracranial hemorrhage, for any infarct size, including major stroke.

Trial Registration ClinicalTrials.gov Identifier: NCT03148457

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Study Finds That 52 Percent of ChatGPT Answers to Programming Questions Are Wrong

Ah yes. and yet..., not so smart.

In recent years, computer programmers have flocked to chatbots like OpenAI's ChatGPT to help them code, dealing a blow to places like Stack Overflow, which had to lay off nearly 30 percent of its staff last year.

The only problem? A team of researchers from Purdue University presented research this month at the Computer-Human Interaction conference that shows that 52 percent of programming answers generated by ChatGPT are incorrect.

That's a staggeringly large proportion for a program that people are relying on to be accurate and precise, underlining what other end users like writers and teachers are experiencing: AI platforms like ChatGPT often hallucinate totally incorrectly answers out of thin air .

For the study, the researchers looked over 517 questions in Stack Overflow and analyzed ChatGPT's attempt to answer them.

"We found that 52 percent of ChatGPT answers contain misinformation, 77 percent of the answers are more verbose than human answers, and 78 percent of the answers suffer from different degrees of inconsistency to human answers," they wrote.

Robot vs Human

The team also performed a linguistic analysis of 2,000 randomly selected ChatGPT answers and found they were "more formal and analytical" while portraying "less negative sentiment" — the sort of bland and cheery tone AI tends to produce.

What's especially troubling is that many human programmers seem to prefer the ChatGPT answers. The Purdue researchers polled 12 programmers — admittedly a small sample size — and found they preferred ChatGPT at a rate of 35 percent and didn't catch AI-generated mistakes at 39 percent.

Why is this happening? It might just be that ChatGPT is more polite than people online.

"The follow-up semi-structured interviews revealed that the polite language, articulated and text-book style answers, and comprehensiveness are some of the main reasons that made ChatGPT answers look more convincing, so the participants lowered their guard and overlooked some misinformation in ChatGPT answers," the researchers wrote.

The study demonstrates that ChatGPT still has major flaws — but that's cold comfort to people laid off from Stack Overflow or programmers who have to fix AI-generated mistakes in code.

More on OpenAI: Machine Learning Researcher Links OpenAI to Drug-Fueled Sex Parties

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Ozempic Cuts Risk of Chronic Kidney Disease Complications, Study Finds

A major clinical trial showed such promising results that the drug’s maker halted it early.

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A topless person injecting a blue medication pen into the abdomen.

By Dani Blum

Dani Blum has reported on Ozempic and similar drugs since 2022.

Semaglutide, the compound in the blockbuster drugs Ozempic and Wegovy , dramatically reduced the risk of kidney complications, heart issues and death in people with Type 2 diabetes and chronic kidney disease in a major clinical trial, the results of which were published on Friday. The findings could transform how doctors treat some of the sickest patients with chronic kidney disease, which affects more than one in seven adults in the United States but has no cure.

“Those of us who really care about kidney patients spent our whole careers wanting something better,” said Dr. Katherine Tuttle, a professor of medicine at the University of Washington School of Medicine and an author of the study. “And this is as good as it gets.” The research was presented at a European Renal Association meeting in Stockholm on Friday and simultaneously published in The New England Journal of Medicine .

The trial, funded by Ozempic maker Novo Nordisk, was so successful that the company stopped it early . Dr. Martin Holst Lange, Novo Nordisk’s executive vice president of development, said that the company would ask the Food and Drug Administration to update Ozempic’s label to say it can also be used to reduce the progression of chronic kidney disease or complications in people with Type 2 diabetes.

Diabetes is a leading cause of chronic kidney disease, which occurs when the kidneys don’t function as well as they should. In advanced stages, the kidneys are so damaged that they cannot properly filter blood. This can cause fluid and waste to build up in the blood, which can exacerbate high blood pressure and raise the risk of heart disease and stroke, said Dr. Subramaniam Pennathur, the chief of the nephrology division at Michigan Medicine.

The study included 3,533 people with kidney disease and Type 2 diabetes, about half of whom took a weekly injection of semaglutide, and half of whom took a weekly placebo shot.

Researchers followed up with participants after a median period of around three and a half years and found that those who took semaglutide had a 24 percent lower likelihood of having a major kidney disease event, like losing at least half of their kidney function, or needing dialysis or a kidney transplant. There were 331 such events among the semaglutide group, compared with 410 in the placebo group.

People who received semaglutide were much less likely to die from cardiovascular issues, or from any cause at all, and had slower rates of kidney decline.

Kidney damage often occurs gradually, and people typically do not show symptoms until the disease is in advanced stages. Doctors try to slow the decline of kidney function with existing medications and lifestyle modifications, said Dr. Melanie Hoenig, a nephrologist at Beth Israel Deaconess Medical Center who was not involved with the study. But even with treatment, the disease can progress to the point that patients need dialysis, a treatment that removes waste and excess fluids from the blood, or kidney transplants.

The participants in the study were extremely sick — the severe complications seen in some study participants are more likely to occur in people the later stages of chronic kidney disease, said Dr. George Bakris, a professor of medicine at the University of Chicago Medicine and an author of the study. Most participants in the trial were already taking medication for chronic kidney disease.

For people with advanced kidney disease, in particular, the findings are promising. “We can help people live longer,” said Dr. Vlado Perkovic, a nephrologist and renal researcher at the University of New South Wales, Sydney, and another author of the study.

While the data shows clear benefits, even the researchers studying drugs like Ozempic aren’t sure how, exactly, they help the kidneys. One leading theory is that semaglutide may reduce inflammation, which exacerbates kidney disease.

And the results come with several caveats: Roughly two-thirds of the participants were men and around two-thirds were white — a limitation of the study, the authors noted, because chronic kidney disease disproportionately affects Black and Indigenous patients. The trial participants taking semaglutide were more likely to stop the drug because of gastrointestinal issues, which are common side effects of Ozempic.

Doctors said they wanted to know whether the drug might benefit patients who have kidney disease but not diabetes, and some also had questions about the potential long-term risks of taking semaglutide.

Still, the results are the latest data to show that semaglutide can do more than treat diabetes or drive weight loss. In March, the F.D.A. authorized Wegovy for reducing the risk of cardiovascular issues in some patients. And scientists are examining semaglutide and tirzepatide, the compound in the rival drugs Mounjaro and Zepbound, for a range of other conditions , including sleep apnea and liver disease.

If the F.D.A. approves the new use, it could drive even more demand for Ozempic, which has faced recurrent shortages .

“I think it’s a game changer,” Dr. Hoenig said, “if I can get it for my patients.”

Dani Blum is a health reporter for The Times. More about Dani Blum

A Close Look at Weight-Loss Drugs

Reduced Disease Complications: Semaglutide, the compound in Ozempic and Wegovy, dramatically reduced the risk of kidney complications , heart issues and death in people with Type 2 diabetes and chronic kidney disease in a major clinical trial.

Supplement Stores: GNC and the Vitamin Shoppe are redesigning displays and taking other steps to appeal to people who are taking or are interested in drugs like Ozempic and Wegovy.

Senate Investigation: A Senate committee is investigating the prices that Novo Nordisk charges for Ozempic and Wegovy, which are highly effective at treating diabetes and obesity but carry steep price tags.

A Company Remakes Itself: Novo Nordisk’s factories work nonstop turning out Ozempic and Wegovy , but the Danish company has far bigger ambitions.

Transforming a Small Danish Town: In Kalundborg, population under 17,000, Novo Nordisk is making huge investments to increase production of Ozempic and Wegovy.

GPT-4 is better than humans at financial forecasting, new study shows

OpenAI's GPT-4 is better than humans at analyzing financial statements and making forecasts, according to a new study.
"Even without any narrative or industry-specific information, the LLM outperforms financial analysts in its ability to predict earnings changes," the study found.
Trading strategies based on GPT-4 also delivered more profitable results than the stock market.

OpenAI's GPT-4 proved to be a better financial analyst than humans, according to a new study.

The findings could upend the financial services industry that, like other business sectors, is racing to adopt generative AI technologies.

According to the study conducted by the Booth School of Business at the University of Chicago, the large language model did a better job of analyzing financial statements and making predictions based on those statements.

"Even without any narrative or industry-specific information, the LLM outperforms financial analysts in its ability to predict earnings changes," the study said. "The LLM exhibits a relative advantage over human analysts in situations when the analysts tend to struggle."

The study utilized "chain-of-thought" prompts that directed GPT-4 to identify trends in financial statements and calculate different financial ratios. From there, the large language model analyzed the information and predicted future earnings results.

"When we use the chain of thought prompt to emulate human reasoning, we find that GPT achieves an accuracy of 60%, which is remarkably higher than that achieved by the analysts," the study said. The human analysts were closer to the low 50% range with regard to prediction accuracy.

The large language models' ability to recognize financial patterns and business concepts with incomplete information suggests that the technology should play a key role in financial decision-making going forward, according to the study's authors.

Finally, the study found that applying GPT-4's financial acumen to trading strategies produced more profitable trading, with higher share ratios and alpha that ultimately beat the stock market.

"We find that the long-short strategy based on GPT forecasts outperforms the market and generates significant alphas and Sharpe ratios," the study said.

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11 Transforming Student Learning with Effective Study Techniques

The Importance of Effective Study Techniques

Creating a Conducive Study Environment

Time Management and Scheduling

Active Learning Techniques

The Role of Technology in Studying

Enhancing Memory and Retention

Staying Motivated and Managing Stress

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Studying 101: Study Smarter Not Harder

Reading is not studying

Understand the Study Cycle

Spacing out is good

It’s good to be intense

Silence isn’t golden

Problems are your friend

Reconsider multitasking

Switch up your setting

Become a teacher

Take control of your calendar

Use downtime to your advantage

Use all your resources

Works consulted

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Six receive honorary degrees

When should Harvard speak out?

Day to remember

Types of Assignments

Introduction

Different Types of Written Assignments

Components of an essay

Table 20.1 An effective essay

Common types of essays

Analytical essays

Argumentative essays

Case Study Responses

Table 20.2 Explanations of different types of reports

Table 20.3 What? So What? Now What? Explained.

The Gibbs’ Reflective Cycle

The 4 R’s of reflective thinking

Annotated Bibliography

How do I know what to include?

What do I say?

Literature Reviews

Table 20.4 Comparison of Literature Reviews

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Understanding Assignments

Basic beginnings

Assignment formats

An Overview of Some Kind

The Task of the Assignment

Additional Material to Think about

Technical Details

Interpreting the assignment

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

What kind of writing style is acceptable?

The Grim Truth

What kind of evidence do you need?

Technical details about the assignment

Tricks that don’t work

Moose Hide Campaign Day combats violence against Indigenous women and children

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Importance