A collection of assignment descriptions from actual USC courses. The assignment descriptions follow best practices in terms of connecting the assignment to the course learning objective(s), providing a narrative overview of the assignment, indicating the steps required to complete the assignment, and referencing how the assignment will be graded.
This is a grading rubric an instructor uses to assess students’ work on this type of assignment. It is a sample rubric that needs to be edited to reflect the specifics of a particular assignment. Students can self-assess using the rubric as a checklist before submitting their assignment.
This guide serves as an explanation of using in-class work to evaluate student participation, and why in-class work is preferred over less-structured forms of participation. Suggestions for facilitating in-class work, and samples, are provided.
This is a grading rubric an instructor uses to assess students’ work on this type of assignment. It is a sample rubric that needs to be edited to reflect the specifics of a particular assignment. Students can self-assess using the rubric as a checklist before submitting their assignment.
A description of a norming session, and a recommended facilitation process for holding a norming session that trains multiple TAs of the same course to grade consistently using a rubric.
An introduction to instructor feedback, including examples.
A compilation of teaching techniques and strategies that can minimize unproductive stress in students and support students who are dealing with trauma.
An introduction to Bloom’s Taxonomy and its use in designing course learning objectives and assessments.
This template ties an assignment to the course learning objective it is meant to measure, briefly describes the assignment essentials, outlines the steps to complete the assignment, and references the grading rubric that will be used to assess the assignment.
This resource offers recommendations and suggests considerations when planning and implementing assessments for remote students.
Center for Excellence in Teaching