assignment completion

Get it done: The Importance of Completing Assignments on Time

Completing assignments on time is more than just meeting a requirement or fulfilling an academic obligation; it carries significant weight in the realm of education. Timely assignment completion plays a crucial role in ensuring academic success and fostering a positive learning environment. 

It requires planning, organization, and prioritization of tasks. By adhering to deadlines, students learn to allocate their time wisely, juggle multiple assignments, and balance their academic workload. These skills are not only valuable during their educational journey but also in future endeavors where time management plays a vital role.

Getting work done on time helps reduce stress and anxiety levels too. Procrastination and last-minute rushes can lead to heightened stress, negatively impacting the quality of work and overall well-being. When assignments are completed on time, students can approach their tasks with a clear mind, devote adequate attention to detail, and produce their best work.

Benefits of Timely Assignment Completion

Finishing assignments contributes to improved time management skills. By adhering to deadlines, students learn to plan and allocate their time effectively. They develop the ability to break down tasks into manageable parts, set priorities, and create realistic schedules.

Reduced stress

Procrastination and the pressure of looming deadlines can lead to heightened stress and feelings of overwhelm. However, when students complete assignments within the given timeframe, they experience a sense of accomplishment, alleviating stress and promoting a more positive mindset. Reduced stress levels allow students to focus better, maintain clarity of thought, and produce higher quality work.

Enhanced Learning

When assignments are submitted on time, students have the opportunity to receive timely feedback from instructors. This feedback allows for a deeper understanding of the subject matter, clarification of concepts, and the chance to address any misconceptions or gaps in knowledge. By engaging in this feedback loop, students can consolidate their learning, reinforce key concepts, and apply their newfound knowledge to future assignments and examinations.

Positive impression on instructors

Consistently meeting deadlines demonstrates professionalism, reliability, and respect for academic requirements. Instructors are more likely to view students who complete assignments on time as motivated and dedicated learners. This positive impression can lead to increased support, guidance, and opportunities for academic growth, such as participation in research projects, recommendation letters, or mentorship opportunities.

Time Management Strategies for Assignment Completion

Breaking down assignments into manageable tasks.

One effective strategy for managing assignments is to break them down into smaller, more manageable tasks. Rather than tackling the entire assignment at once, divide it into smaller components or steps. This approach helps prevent overwhelm and allows you to focus on one task at a time, making the overall assignment feel more achievable.

Creating a Schedule and Setting Milestones

Establishing a schedule and setting milestones is crucial for effective time management. Allocate specific time slots for working on your assignments and create a realistic timeline for completing each task. Setting milestones helps you track your progress and provides a sense of accomplishment as you reach each milestone. Additionally, incorporating regular breaks and allowing for flexibility within your schedule ensures that you maintain focus and avoid burnout.

Prioritizing Tasks Based on Importance and Deadline

Prioritization is a key aspect of time management when it comes to assignment completion. Evaluate the importance and urgency of each task, considering factors such as due dates, weightage, and their contribution to your overall grade. Prioritize tasks accordingly, focusing on those with closer deadlines or higher importance. 

Utilizing Tools and Techniques for Time Management

Various tools and techniques are available to aid in time management for assignment completion. Utilize digital or physical planners, calendars, or task management apps to organize your assignments, deadlines, and milestones. Consider using productivity techniques such as the Pomodoro Technique, which involves working in focused bursts followed by short breaks, to maximize productivity and maintain concentration.

Remember, finding a time management approach that suits your personal style and preferences is key. Experiment with different strategies and refine your approach as you learn what works best for you.

Tips for Meeting Assignment Deadlines

Setting realistic timeframes.

One of the most important tips for meeting assignment deadlines is to set realistic timeframes. Evaluate the scope and requirements of each assignment and allocate sufficient time for research, planning, writing, and revising.

Avoiding Distractions and Proactive Time Management

Distractions can significantly impact your ability to meet assignment deadlines. Create a conducive work environment by minimizing distractions such as social media notifications, email alerts, or noisy surroundings. Practice proactive time management techniques like time blocking, where you allocate specific periods for focused work and eliminate potential distractions during those times.

Seeking Clarification and Asking for Help

When faced with assignment tasks that seem unclear or confusing, seeking clarification is essential. Reach out to your instructors, teaching assistants, or classmates to clarify any doubts or uncertainties regarding the assignment requirements. By seeking clarification early on, you can avoid misunderstandings and ensure that you are on the right track.

Proofreading and Editing for Quality

To ensure that your assignments meet the required standards and are of high quality, allocate time for proofreading and editing. After completing the initial draft, take a break and then review your work with a fresh perspective. Look for errors in grammar, spelling, punctuation, and overall coherence. Make necessary revisions and edits to improve the clarity, organization, and flow of your assignment. Taking the time to proofread and edit ensures that you submit polished work that reflects your best efforts.

By implementing these tips for meeting assignment deadlines, you can enhance your productivity, minimize stress, and increase your chances of submitting high-quality work. Remember, effective time management and proactive planning are key to successfully meeting assignment deadlines and achieving academic success.

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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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Rubric Best Practices, Examples, and Templates

A rubric is a scoring tool that identifies the different criteria relevant to an assignment, assessment, or learning outcome and states the possible levels of achievement in a specific, clear, and objective way. Use rubrics to assess project-based student work including essays, group projects, creative endeavors, and oral presentations.

Rubrics can help instructors communicate expectations to students and assess student work fairly, consistently and efficiently. Rubrics can provide students with informative feedback on their strengths and weaknesses so that they can reflect on their performance and work on areas that need improvement.

How to Get Started

Best practices, moodle how-to guides.

• Workshop Recording (Spring 2024)
• Workshop Registration

Step 1: Analyze the assignment

The first step in the rubric creation process is to analyze the assignment or assessment for which you are creating a rubric. To do this, consider the following questions:

• What is the purpose of the assignment and your feedback? What do you want students to demonstrate through the completion of this assignment (i.e. what are the learning objectives measured by it)? Is it a summative assessment, or will students use the feedback to create an improved product?
• Does the assignment break down into different or smaller tasks? Are these tasks equally important as the main assignment?
• What would an “excellent” assignment look like? An “acceptable” assignment? One that still needs major work?
• How detailed do you want the feedback you give students to be? Do you want/need to give them a grade?

Step 2: Decide what kind of rubric you will use

Types of rubrics: holistic, analytic/descriptive, single-point

Holistic Rubric. A holistic rubric includes all the criteria (such as clarity, organization, mechanics, etc.) to be considered together and included in a single evaluation. With a holistic rubric, the rater or grader assigns a single score based on an overall judgment of the student’s work, using descriptions of each performance level to assign the score.

Advantages of holistic rubrics:

• Can p lace an emphasis on what learners can demonstrate rather than what they cannot
• Save grader time by minimizing the number of evaluations to be made for each student
• Can be used consistently across raters, provided they have all been trained

Disadvantages of holistic rubrics:

• Provide less specific feedback than analytic/descriptive rubrics
• Can be difficult to choose a score when a student’s work is at varying levels across the criteria
• Any weighting of c riteria cannot be indicated in the rubric

Analytic/Descriptive Rubric . An analytic or descriptive rubric often takes the form of a table with the criteria listed in the left column and with levels of performance listed across the top row. Each cell contains a description of what the specified criterion looks like at a given level of performance. Each of the criteria is scored individually.

Advantages of analytic rubrics:

• Provide detailed feedback on areas of strength or weakness
• Each criterion can be weighted to reflect its relative importance

Disadvantages of analytic rubrics:

• More time-consuming to create and use than a holistic rubric
• May not be used consistently across raters unless the cells are well defined
• May result in giving less personalized feedback

Single-Point Rubric . A single-point rubric is breaks down the components of an assignment into different criteria, but instead of describing different levels of performance, only the “proficient” level is described. Feedback space is provided for instructors to give individualized comments to help students improve and/or show where they excelled beyond the proficiency descriptors.

Advantages of single-point rubrics:

• Easier to create than an analytic/descriptive rubric
• Perhaps more likely that students will read the descriptors
• Areas of concern and excellence are open-ended
• May removes a focus on the grade/points
• May increase student creativity in project-based assignments

Disadvantage of analytic rubrics: Requires more work for instructors writing feedback

Step 3 (Optional): Look for templates and examples.

You might Google, “Rubric for persuasive essay at the college level” and see if there are any publicly available examples to start from. Ask your colleagues if they have used a rubric for a similar assignment. Some examples are also available at the end of this article. These rubrics can be a great starting point for you, but consider steps 3, 4, and 5 below to ensure that the rubric matches your assignment description, learning objectives and expectations.

Step 4: Define the assignment criteria

Make a list of the knowledge and skills are you measuring with the assignment/assessment Refer to your stated learning objectives, the assignment instructions, past examples of student work, etc. for help.

  Helpful strategies for defining grading criteria:

• Collaborate with co-instructors, teaching assistants, and other colleagues
• Brainstorm and discuss with students
• Can they be observed and measured?
• Are they important and essential?
• Are they distinct from other criteria?
• Are they phrased in precise, unambiguous language?
• Revise the criteria as needed
• Consider whether some are more important than others, and how you will weight them.

Step 5: Design the rating scale

Most ratings scales include between 3 and 5 levels. Consider the following questions when designing your rating scale:

• Given what students are able to demonstrate in this assignment/assessment, what are the possible levels of achievement?
• How many levels would you like to include (more levels means more detailed descriptions)
• Will you use numbers and/or descriptive labels for each level of performance? (for example 5, 4, 3, 2, 1 and/or Exceeds expectations, Accomplished, Proficient, Developing, Beginning, etc.)
• Don’t use too many columns, and recognize that some criteria can have more columns that others . The rubric needs to be comprehensible and organized. Pick the right amount of columns so that the criteria flow logically and naturally across levels.

Step 6: Write descriptions for each level of the rating scale

Artificial Intelligence tools like Chat GPT have proven to be useful tools for creating a rubric. You will want to engineer your prompt that you provide the AI assistant to ensure you get what you want. For example, you might provide the assignment description, the criteria you feel are important, and the number of levels of performance you want in your prompt. Use the results as a starting point, and adjust the descriptions as needed.

Building a rubric from scratch

For a single-point rubric , describe what would be considered “proficient,” i.e. B-level work, and provide that description. You might also include suggestions for students outside of the actual rubric about how they might surpass proficient-level work.

For analytic and holistic rubrics , c reate statements of expected performance at each level of the rubric.

• Consider what descriptor is appropriate for each criteria, e.g., presence vs absence, complete vs incomplete, many vs none, major vs minor, consistent vs inconsistent, always vs never. If you have an indicator described in one level, it will need to be described in each level.
• You might start with the top/exemplary level. What does it look like when a student has achieved excellence for each/every criterion? Then, look at the “bottom” level. What does it look like when a student has not achieved the learning goals in any way? Then, complete the in-between levels.
• For an analytic rubric , do this for each particular criterion of the rubric so that every cell in the table is filled. These descriptions help students understand your expectations and their performance in regard to those expectations.

Well-written descriptions:

• Describe observable and measurable behavior
• Use parallel language across the scale
• Indicate the degree to which the standards are met

Step 7: Create your rubric

Create your rubric in a table or spreadsheet in Word, Google Docs, Sheets, etc., and then transfer it by typing it into Moodle. You can also use online tools to create the rubric, but you will still have to type the criteria, indicators, levels, etc., into Moodle. Rubric creators: Rubistar , iRubric

Step 8: Pilot-test your rubric

Prior to implementing your rubric on a live course, obtain feedback from:

• Teacher assistants

Try out your new rubric on a sample of student work. After you pilot-test your rubric, analyze the results to consider its effectiveness and revise accordingly.

• Limit the rubric to a single page for reading and grading ease
• Use parallel language . Use similar language and syntax/wording from column to column. Make sure that the rubric can be easily read from left to right or vice versa.
• Use student-friendly language . Make sure the language is learning-level appropriate. If you use academic language or concepts, you will need to teach those concepts.
• Share and discuss the rubric with your students . Students should understand that the rubric is there to help them learn, reflect, and self-assess. If students use a rubric, they will understand the expectations and their relevance to learning.
• Consider scalability and reusability of rubrics. Create rubric templates that you can alter as needed for multiple assignments.
• Maximize the descriptiveness of your language. Avoid words like “good” and “excellent.” For example, instead of saying, “uses excellent sources,” you might describe what makes a resource excellent so that students will know. You might also consider reducing the reliance on quantity, such as a number of allowable misspelled words. Focus instead, for example, on how distracting any spelling errors are.

Example of an analytic rubric for a final paper

Example of a holistic rubric for a final paper

Single-Point Rubric

More examples:

• Single Point Rubric Template ( variation )
• Analytic Rubric Template make a copy to edit
• A Rubric for Rubrics
• Bank of Online Discussion Rubrics in different formats
• Mathematical Presentations Descriptive Rubric
• Math Proof Assessment Rubric
• Kansas State Sample Rubrics
• Design Single Point Rubric

Technology Tools: Rubrics in Moodle

• Moodle Docs: Rubrics
• Moodle Docs: Grading Guide (use for single-point rubrics)

Tools with rubrics (other than Moodle)

• Google Assignments
• Turnitin Assignments: Rubric or Grading Form

Other resources

• DePaul University (n.d.). Rubrics .
• Gonzalez, J. (2014). Know your terms: Holistic, Analytic, and Single-Point Rubrics . Cult of Pedagogy.
• Goodrich, H. (1996). Understanding rubrics . Teaching for Authentic Student Performance, 54 (4), 14-17. Retrieved from   
• Miller, A. (2012). Tame the beast: tips for designing and using rubrics.
• Ragupathi, K., Lee, A. (2020). Beyond Fairness and Consistency in Grading: The Role of Rubrics in Higher Education. In: Sanger, C., Gleason, N. (eds) Diversity and Inclusion in Global Higher Education. Palgrave Macmillan, Singapore.

• Instasolving

How to complete when you have lots of assignments ?

Assignment Juggling Mastery: Strategies to Efficiently Navigate and Excel When Facing a Pile-Up of Academic Tasks.

When faced with a heavy workload of assignments, effective planning and execution are key to success. Managing multiple assignments requires strategic prioritization, efficient time management, and a structured approach to ensure quality and timely completion. This guide explores practical steps to tackle numerous tasks: from breaking down assignments into manageable parts and creating a schedule, to staying organized and minimizing distractions. By implementing these strategies, students can enhance productivity, reduce stress, and achieve academic goals effectively. Balancing thoroughness with efficiency, this approach fosters not only completion but also mastery of content, empowering students to excel amidst demanding academic schedules.

Strategic Implementation for Enhanced Productivity and Academic Success

Implementing these strategies enhances productivity, reduces stress, and achieves academic goals effectively. Balancing thoroughness with efficiency fosters both completion and content mastery, empowering students to excel amidst demanding academic schedules.

1. Prioritize Your Assignments:

- Start by identifying which assignments are due. Prioritize them based on deadlines. Consider factors like the complexity of the assignment, the amount of research required, and your familiarity with the topic.

2. Break Down Each Assignment:

- Divide each assignment into smaller, manageable tasks. It could include researching, outlining, writing, revising, and proofreading. Breaking down assignments into smaller steps makes them less intimidating.

3. Create a Schedule:

- Develop a detailed schedule or to-do list that outlines when you'll work on each assignment. Allocate specific time slots for research, writing, and editing. Be realistic about the time needed for each task.

4. Set Goals:

- Establish daily or weekly goals for completing portions of your assignments. Setting achievable milestones will help you stay on track and motivated.

5. Minimize Distractions:

- Find a quiet and focused workspace to minimize distractions. Turn off social media notifications and other distractions while working on assignments.

6. Use Time Management Techniques:

- Techniques like the Pomodoro Technique (working in focused intervals with short breaks) can improve productivity and prevent burnout.

7. Start Early:

- Begin working on assignments as soon as they are assigned. Procrastination can lead to stress and lower-quality work.

8. Utilize Resources:

- If you encounter challenges with a particular assignment, seek help from professors, or you can opt for platforms offering Assignment Help USA . Don't hesitate to ask questions when you're unsure about a task.

9. Stay Organized:

- Keep all your assignment-related materials well-organized, including research notes, outlines, and drafts. Use digital tools or physical folders to manage your resources.

10. Avoid Multitasking:

- Focus on one assignment at a time. Multitasking can reduce the quality of your work and increase stress levels.

11. Take Breaks:

- Allocate short breaks between tasks to recharge your mind. Use this time to stretch, walk, or do something enjoyable to prevent burnout.

12. Stay Healthy:

- Maintain a balanced diet, exercise regularly, and get enough sleep. Physical and mental well-being are crucial for effective time management and productivity.

13. Review and Revise:

- After completing an assignment, take the time to review and revise your work. Check for errors and improve the overall quality of your assignment.

14. Seek Extensions if Necessary:

- If you encounter unexpected challenges or circumstances that hinder your ability to complete an assignment on time, consider requesting an extension from your professor. Be sure to provide valid reason/reasons and request it before the deadlines mentioned in the instructions.

15. Celebrate Your Achievements:

- Acknowledge your accomplishments along the way. Reward yourself for meeting milestones and completing assignments. Positive reinforcement can boost motivation.

You must remember that effective time management and organization are crucial to completing multiple assignments successfully. Following these steps and maintaining a proactive approach to your coursework can reduce stress and produce high-quality work within your deadlines.

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Learning Strategies Curriculum: Assignment Completion Strategy Study: Hughes et al. (2002)

Descriptive information.

The Assignment Completion Strategy program has bee designed to enable students to complete and turn in high-quality assignments on time. Through the program, students learn a strategy that involves the use of several organization, time-management, and self-control skills related to completing assignments. It is a complex strategy system comprised of several cognitive strategies and overt behaviors in which students engage over a significant period of time. Mastery of the strategy can result in increased rates of assignment completion as well as improved levels of quality in students' work.

• Any student at risk for academic failure
• Other: Assignment Completion

Acquisition & Cost

Also available is a digital version of the Quality Quest Planner, a booklet that students can use to record their assignments for $7.50. This can be printed by the teacher or school for as many students as needed. However, the Quality Quest Planner is not required for implementation. Other planners may be used along with the strategy program.

Training & Technical Support

• Special Education Teacher
• Reading Specialist
• Math Specialist
• EL Specialist
• Interventionist
• Student Support Services Personnel (e.g., counselor, social worker, school psychologist, etc.)
• Applied Behavior Analysis (ABA) Therapist or Board Certified Behavior Analyst (BCBA)

A workshop consisting of lecture, demonstration, discussion, practice activities, and planning for implementation.

The training materials are available through the University of Kansas Center for Research on Learning. The materials were developed for use by the International Network of Certified Professional Developers. These individuals have been using the materials to present workshops across the nation since the program was published.

Administration

• Individual students
• Small group of students

Program Information

Please provide a description of program, including intended use:

The program is intended for use in the following age(s) and/or grade(s).

The program is intended for use with the following groups.

ACADEMIC INTERVENTION: Please indicate the academic area of focus.

Early Literacy

Mathematics

BEHAVIORAL INTERVENTION: Please indicate the behavior area of focus.

Externalizing Behavior

Internalizing Behavior

Acquisition and cost information

Where to obtain:

Initial cost for implementing program:

Replacement cost per unit for subsequent use:

Additional cost information:

Describe basic pricing plan and structure of the program. Also, provide information on what is included in the published program, as well as what is not included but required for implementation (e.g., computer and/or internet access)

Program Specifications

Setting for which the program is designed.

If group-delivered, how many students compose a small group?

Program administration time

What types or professionals are qualified to administer your program?

If other, please describe:

If yes, please describe: 

If yes, please specify where/how practitioners can obtain support:

Summary of Evidence Base

Hughes, C. A., Ruhl, K. L., Schumaker, J. B., & Deshler, D. D. (2002). Effects of an assignment completion strategy on the homework performance of students with learning disabilities in general education classes. Learning Disabilities Research and Practice, 17 (1), 1-18.

Study Information

Study citations.

Hughes, C. A., Ruhl, K. L., Shumaker, J. B. & Deshler, D. D. (2002). Effects of an assignment completion strategy on the homework performance of students with learning disabilities in general education classes. Learning Disabilities Research & Practice , 17(1) 1-18.

Participants

• below the 30th percentile on local or national norm, or
• identified disability related to the focus of the intervention?
• emotional disability label,
• placed in an alternative school/classroom,
• non-responsive to Tiers 1 and 2, or
• designation of severe problem behaviors on a validated scale or through observation?

Provide a description of the demographic and other relevant characteristics of the case used in your study (e.g., student(s), classroom(s)).

Fidelity of Implementation

If small group, answer the following:.

What was the duration of the intervention (If duration differed across participants, settings, or behaviors, describe for each.)?

Measures and Results

Study measures are classified as targeted, broader, or administrative data according to the following definitions:

• In the academic domain, targeted measures typically are not the very items taught but rather novel items structured similarly to the content addressed in the program. For example, if a program taught word-attack skills, a targeted measure would be decoding of pseudo words. If a program taught comprehension of cause-effect passages, a targeted measure would be answering questions about cause-effect passages structured similarly to those used during intervention, but not including the very passages used for intervention.
• In the behavioral domain, targeted measures evaluate aspects of external or internal behavior the program was directly targeted to improve and are operationally defined.
• In the academic domain, if a program taught word-level reading skill, a broader measure would be answering questions about passages the student reads. If a program taught calculation skill, a broader measure would be solving word problems that require the same kinds of calculation skill taught in the program.
• In the behavioral domain, if a program taught a specific skill like on-task behavior in one classroom, a broader measure would be on-task behavior in another setting.
• Administrative data measures apply only to behavioral intervention tools and are measures such as office discipline referrals (ODRs) and graduation rates, which do not have psychometric properties as do other, more traditional targeted or broader measures.

Additional Research

What Works Clearinghouse Review

This program was not reviewed by the What Works Clearinghouse.

Evidence for ESSA*

Program Outcomes: A total of six studies met standards. Five involved targeted forms of SIM and one involved CLC. Outcomes were remarkably consistent, with four of the six effect sizes falling in the range from +0.07 to +0.15, with an average of +0.10. Several of the outcomes were statistically significant, qualifying SIM for the ESSA “Strong” category.

Number of Studies: 6

Average Effect Size: 0.10

Full Report

*Evidence for ESSA evaluated the Strategic Instruction Model, which encompasses Learning Strategies Curriculum.

Data Collection Practices

Most tools and programs evaluated by the NCII are branded products which have been submitted by the companies, organizations, or individuals that disseminate these products. These entities supply the textual information shown above, but not the ratings accompanying the text. NCII administrators and members of our Technical Review Committees have reviewed the content on this page, but NCII cannot guarantee that this information is free from error or reflective of recent changes to the product. Tools and programs have the opportunity to be updated annually or upon request.

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Assignments usually ask you to demonstrate that you have immersed yourself in the course material and that you've done some thinking on your own; questions not treated at length in class often serve as assignments. Fortunately, if you've put the time into getting to know the material, then you've almost certainly begun thinking independently. In responding to assignments, keep in mind the following advice.

• Beware of straying.  Especially in the draft stage, "discussion" and "analysis" can lead you from one intrinsically interesting problem to another, then another, and then ... You may wind up following a garden of forking paths and lose your way. To prevent this, stop periodically while drafting your essay and reread the assignment. Its purposes are likely to become clearer.
• Consider the assignment in relation to previous and upcoming assignments.  Ask yourself what is new about the task you're setting out to do. Instructors often design assignments to build in complexity. Knowing where an assignment falls in this progression can help you concentrate on the specific, fresh challenges at hand.

Understanding some key words commonly used in assignments also may simplify your task. Toward this end, let's take a look at two seemingly impenetrable instructions: "discuss" and "analyze."

1. Discuss the role of gender in bringing about the French Revolution.

• "Discuss" is easy to misunderstand because the word calls to mind the oral/spoken dimension of communication. "Discuss" suggests conversation, which often is casual and undirected. In the context of an assignment, however, discussion entails fulfilling a defined and organized task: to construct an argument that considers and responds to an ample range of materials. To "discuss," in assignment language, means to make a broad argument about a set of arguments you have studied. In the case above, you can do this by
• pointing to consistencies and inconsistencies in the evidence of gendered causes of the Revolution;
• raising the implications of these consistencies and/or inconsistencies (perhaps they suggest a limited role for gender as catalyst);
• evaluating different claims about the role of gender; and
• asking what is gained and what is lost by focusing on gendered symbols, icons and events.

A weak discussion essay in response to the question above might simply list a few aspects of the Revolution—the image of Liberty, the executions of the King and Marie Antoinette, the cry "Liberte, Egalite, Fraternite!" —and make separate comments about how each, being "gendered," is therefore a powerful political force. Such an essay would offer no original thesis, but instead restate the question asked in the assignment (i.e., "The role of gender was very important in the French Revolution" or "Gender did not play a large role in the French Revolution").

In a strong discussion essay, the thesis would go beyond a basic restatement of the assignment question. You might test the similarities and differences of the revolutionary aspects being discussed. You might draw on fresh or unexpected evidence, perhaps using as a source an intriguing reading that was only briefly touched upon in lecture.

2. Analyze two of Chaucer's Canterbury Tales, including one not discussed in class, as literary works and in terms of sources/analogues.

The words "analyze" and "analysis" may seem to denote highly advanced, even arcane skills, possessed in virtual monopoly by mathematicians and scientists. Happily, the terms refer to mental activity we all perform regularly; the terms just need decoding. "Analyze" means two things in this specific assignment prompt.

• First, you need to divide the two tales into parts, elements, or features. You might start with a basic approach: looking at the beginning, middle, and end. These structural features of literary works—and of historical events and many other subjects of academic study—may seem simple or even simplistic, but they can yield surprising insights when examined closely.
• Alternatively, you might begin at a more complex level of analysis. For example, you might search for and distinguish between kinds of humor in the two tales and their sources in Boccaccio or the Roman de la Rose: banter, wordplay, bawdy jokes, pranks, burlesque, satire, etc.

Second, you need to consider the two tales critically to arrive at some reward for having observed how the tales are made and where they came from (their sources/analogues). In the course of your essay, you might work your way to investigating Chaucer's broader attitude toward his sources, which alternates between playful variation and strict adherence. Your complex analysis of kinds of humor might reveal differing conceptions of masculine and feminine between Chaucer and his literary sources, or some other important cultural distinction.

Analysis involves both a set of observations about the composition or workings of your subject and a critical approach that keeps you from noticing just anything—from excessive listing or summarizing—and instead leads you to construct an interpretation, using textual evidence to support your ideas.

Some Final Advice

If, having read the assignment carefully, you're still confused by it, don't hesitate to ask for clarification from your instructor. He or she may be able to elucidate the question or to furnish some sample responses to the assignment. Knowing the expectations of an assignment can help when you're feeling puzzled. Conversely, knowing the boundaries can head off trouble if you're contemplating an unorthodox approach. In either case, before you go to your instructor, it's a good idea to list, underline or circle the specific places in the assignment where the language makes you feel uncertain.

William C. Rice, for the Writing Center at Harvard University

Eberly Center

Teaching excellence & educational innovation, creating assignments.

Here are some general suggestions and questions to consider when creating assignments. There are also many other resources in print and on the web that provide examples of interesting, discipline-specific assignment ideas.

Consider your learning objectives.

What do you want students to learn in your course? What could they do that would show you that they have learned it? To determine assignments that truly serve your course objectives, it is useful to write out your objectives in this form: I want my students to be able to ____. Use active, measurable verbs as you complete that sentence (e.g., compare theories, discuss ramifications, recommend strategies), and your learning objectives will point you towards suitable assignments.

Design assignments that are interesting and challenging.

This is the fun side of assignment design. Consider how to focus students’ thinking in ways that are creative, challenging, and motivating. Think beyond the conventional assignment type! For example, one American historian requires students to write diary entries for a hypothetical Nebraska farmwoman in the 1890s. By specifying that students’ diary entries must demonstrate the breadth of their historical knowledge (e.g., gender, economics, technology, diet, family structure), the instructor gets students to exercise their imaginations while also accomplishing the learning objectives of the course (Walvoord & Anderson, 1989, p. 25).

Double-check alignment.

After creating your assignments, go back to your learning objectives and make sure there is still a good match between what you want students to learn and what you are asking them to do. If you find a mismatch, you will need to adjust either the assignments or the learning objectives. For instance, if your goal is for students to be able to analyze and evaluate texts, but your assignments only ask them to summarize texts, you would need to add an analytical and evaluative dimension to some assignments or rethink your learning objectives.

Name assignments accurately.

Students can be misled by assignments that are named inappropriately. For example, if you want students to analyze a product’s strengths and weaknesses but you call the assignment a “product description,” students may focus all their energies on the descriptive, not the critical, elements of the task. Thus, it is important to ensure that the titles of your assignments communicate their intention accurately to students.

Consider sequencing.

Think about how to order your assignments so that they build skills in a logical sequence. Ideally, assignments that require the most synthesis of skills and knowledge should come later in the semester, preceded by smaller assignments that build these skills incrementally. For example, if an instructor’s final assignment is a research project that requires students to evaluate a technological solution to an environmental problem, earlier assignments should reinforce component skills, including the ability to identify and discuss key environmental issues, apply evaluative criteria, and find appropriate research sources.

Think about scheduling.

Consider your intended assignments in relation to the academic calendar and decide how they can be reasonably spaced throughout the semester, taking into account holidays and key campus events. Consider how long it will take students to complete all parts of the assignment (e.g., planning, library research, reading, coordinating groups, writing, integrating the contributions of team members, developing a presentation), and be sure to allow sufficient time between assignments.

Check feasibility.

Is the workload you have in mind reasonable for your students? Is the grading burden manageable for you? Sometimes there are ways to reduce workload (whether for you or for students) without compromising learning objectives. For example, if a primary objective in assigning a project is for students to identify an interesting engineering problem and do some preliminary research on it, it might be reasonable to require students to submit a project proposal and annotated bibliography rather than a fully developed report. If your learning objectives are clear, you will see where corners can be cut without sacrificing educational quality.

Articulate the task description clearly.

If an assignment is vague, students may interpret it any number of ways – and not necessarily how you intended. Thus, it is critical to clearly and unambiguously identify the task students are to do (e.g., design a website to help high school students locate environmental resources, create an annotated bibliography of readings on apartheid). It can be helpful to differentiate the central task (what students are supposed to produce) from other advice and information you provide in your assignment description.

Establish clear performance criteria.

Different instructors apply different criteria when grading student work, so it’s important that you clearly articulate to students what your criteria are. To do so, think about the best student work you have seen on similar tasks and try to identify the specific characteristics that made it excellent, such as clarity of thought, originality, logical organization, or use of a wide range of sources. Then identify the characteristics of the worst student work you have seen, such as shaky evidence, weak organizational structure, or lack of focus. Identifying these characteristics can help you consciously articulate the criteria you already apply. It is important to communicate these criteria to students, whether in your assignment description or as a separate rubric or scoring guide . Clearly articulated performance criteria can prevent unnecessary confusion about your expectations while also setting a high standard for students to meet.

Specify the intended audience.

Students make assumptions about the audience they are addressing in papers and presentations, which influences how they pitch their message. For example, students may assume that, since the instructor is their primary audience, they do not need to define discipline-specific terms or concepts. These assumptions may not match the instructor’s expectations. Thus, it is important on assignments to specify the intended audience http://wac.colostate.edu/intro/pop10e.cfm (e.g., undergraduates with no biology background, a potential funder who does not know engineering).

Specify the purpose of the assignment.

If students are unclear about the goals or purpose of the assignment, they may make unnecessary mistakes. For example, if students believe an assignment is focused on summarizing research as opposed to evaluating it, they may seriously miscalculate the task and put their energies in the wrong place. The same is true they think the goal of an economics problem set is to find the correct answer, rather than demonstrate a clear chain of economic reasoning. Consequently, it is important to make your objectives for the assignment clear to students.

Specify the parameters.

If you have specific parameters in mind for the assignment (e.g., length, size, formatting, citation conventions) you should be sure to specify them in your assignment description. Otherwise, students may misapply conventions and formats they learned in other courses that are not appropriate for yours.

A Checklist for Designing Assignments

Here is a set of questions you can ask yourself when creating an assignment.

• Provided a written description of the assignment (in the syllabus or in a separate document)?
• Specified the purpose of the assignment?
• Indicated the intended audience?
• Articulated the instructions in precise and unambiguous language?
• Provided information about the appropriate format and presentation (e.g., page length, typed, cover sheet, bibliography)?  
• Indicated special instructions, such as a particular citation style or headings?  
• Specified the due date and the consequences for missing it?
• Articulated performance criteria clearly?
• Indicated the assignment’s point value or percentage of the course grade?
• Provided students (where appropriate) with models or samples?

Adapted from the WAC Clearinghouse at http://wac.colostate.edu/intro/pop10e.cfm .

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Acknowledgement Letter

Get All Types Of Acknowledgement Samples.

Acknowledgement For Assignment

Post by Ruben Patel Leave a Comment

Are you looking for some of the best samples of acknowledgments for any assignment ? Or, are you confused about how to write an Acknowledgement for Assignment? If so, then this blog post is for you.

An acknowledgment is a crucial part of any assignment, as it is a brief section at the beginning or end of your paper where you express your gratitude to the people who helped you complete it.

Whether you are writing a math project, a biology project, an accounts project, a history project, or any project or research paper , it is important to include an acknowledgment. This is a way to show that you value the contributions of others and that you are aware of the effort that goes into creating a successful assignment.

We have provided more than 10+ assignment acknowledgment samples below. I hope you can find the perfect one for your assignment.

You can make your own acknowledgments for any assignment by using the samples below as a guide. Be sure to change the acknowledgment to fit your specific assignment and the people who helped you finish it.

Table of Contents

Acknowledgement Sample For Assignment

I wish to express my deepest gratitude to Mr./Ms ______ (Professor name), for providing me the chance to work on this assignment and for having faith in me. Thanks to their invaluable feedback and their unwavering encouragement, I was able to stay motivated and produce my best work.

I would also like to thank Mr./Mrs. _______ (Name) for their supervision and direction, which helped me to obtain many of the resources I needed to finish my project.

I would like to take this opportunity to express my gratitude to all of my friends & family members. The project would not have been successful without their help and ideas.

Short Acknowledgement For Assignment

I would like to express my sincere gratitude to all those who have contributed to the completion of this project. Also, I would like to thank my professor, ______ (Your professor name), for his valuable feedback and suggestions on this assignment.

I am also thankful for the encouragement from my friends and family who believed in me. This project would not have been possible without the collective effort and positive energy of everyone involved.

Acknowledgement For University Assignment

I would like to express my heartfelt gratitude to all those who have contributed to the completion of this assignment.

First and foremost, I extend my deepest appreciation to my professor, _______ (Your Professor’s Full Name), for their invaluable guidance and unwavering support throughout the duration of this project.

I am also grateful for the support and resources provided by ______ (Institution’s Name). The conducive academic environment has played a crucial role in the successful completion of this assignment.

Finally, I am grateful to my family members, classmates and friends for proofreading my work and catching several errors.

Student Acknowledgement For Assignment

I want to say a big thank you to my professor, _______ (Professor’s name), for helping me with this assignment. They gave me great advice, and their encouragement kept me going and helped me do my best.

Thanks also to my classmates. We always helped each other, and I appreciate their friendship and support.

And, of course, a special thanks to my family and friends. They loved and supported me through tough times and celebrated with me during the good times. I couldn’t have done this without them.

Acknowledgement For Group Assignment

We are grateful to have had the opportunity to work on this assignment with such a supportive and talented team. We would like to extend our sincere thanks to our teammates, ______ (teammate’s name), _______ (teammate’s name), and _______ (teammate’s name). Their contributions were invaluable, and we are grateful for their hard work and dedication.

We would also like to thank our professor, _______ (Professor’s name), for their guidance and support throughout the assignment. Their feedback was helpful and constructive, and their encouragement helped us to stay motivated and on track.

Finally, we would like to thank our families and friends for their support and encouragement. They helped us to get through the tough times and celebrate our successes. We could not have done this without them.

Acknowledgement For Individual Assignment

I want to express my deepest thanks to Professor Rina Gupta . She helped me a lot with this assignment about the environment. She knows so much about this stuff, and she taught me how to do my research and understand data better. Her advice really made my work way better, and I learned so much from her. I feel lucky to have had her guidance.

Next, I would like to express my sincere gratitude to all the professionals who helped me to gather information. Also, I would especially like to thank the senior students for their great support and ideas for this assignment.

Lastly, I would like to thank my parents and friends who always provided feedback about the project at all levels.

Acknowledgement Example For Assignment

I would like to express my sincere gratitude to my professor, ______ (Professor’s name), for their guidance and support throughout this assignment. Their feedback was invaluable, and their encouragement helped me to stay motivated and on track.

I would also like to thank ______ (Teaching assistant’s name), who was always available to answer my questions and provide assistance. I am grateful for their patience and kindness. I am grateful for the resources provided by my school and library, which made it possible to complete this assignment.

Finally, I would like to thank my friends and family for their support and encouragement. They helped me to get through the tough times and celebrate my successes. I could not have done this without them.

Acknowledgement For Assignment PDF

Conclusion – Assignment Acknowledgment Samples

In conclusion, acknowledgment is a brief section at the beginning or end of your assignment where you express your gratitude to the people who helped you complete it. It is also a good opportunity to reflect on your own learning and growth. When writing an acknowledgment, be specific about the ways that each person helped you. Be sincere and genuine in your expression of gratitude. Avoid using clichés or overused phrases. Proofread your acknowledgment carefully to catch any errors in grammar or spelling.

I hope this blog post & those acknowledgment samples have given you some ideas for writing your own assignment acknowledgments. Remember to be specific, sincere, and grateful. And don’t forget to proofread!

Here Are Some Other Acknowledgment Samples For Different Assignment/projects – 

• Acknowledgement For Project (20+ Examples)
• Acknowledgement For English Project (12+ samples)
• Acknowledgement For Maths Project (10+ Samples)
• Acknowledgement For Geography Project
• Acknowledgement For Computer Project
• Master Thesis Acknowledgement Sample

FAQs on Acknowledgement Samples For Assignment

What is an acknowledgment for an assignment?

An acknowledgment for an individual assignment is a brief statement that expresses gratitude to the people who helped you complete your assignment. This could include your professor, classmates, teaching assistants, librarians, mentors, family, and friends . For example, you could thank your professor for their feedback and guidance, your classmates for their collaboration and support, or your family and friends for their emotional support.

How do I write Acknowledgement for my assignment?

To write an acknowledgment for your assignment, thank your professor, classmates, and anyone who helped. Mention the support from the library staff, appreciate your family and friends, and acknowledge the authors who inspired you. Write a brief sentence or two acknowledging each person’s contribution. Keep it concise and sincere.

How long should an Acknowledgement for an assignment be?

The length of an acknowledgement for an assignment depends on the type of assignment and how many people helped you complete it. For a simple assignment, such as a short essay or presentation, a few sentences may be sufficient. For a more complex assignment, such as a research paper or thesis, you may want to write a longer acknowledgement, thanking everyone who played a significant role in helping you complete your work. Usually, the acknowledgment can be anywhere between 150-300 words .

Where should I put my acknowledgment in my assignment?

You can place your acknowledgment at the beginning or end of your assignment . However, most people place it at the beginning, after the introduction. If you are writing a thesis or dissertation, you may want to place your acknowledgment in a separate section after the introduction. If placed at the end, it follows the conclusion or recommendations section.

Do I need to write an acknowledgment if I’m working on a group assignment?

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Factors affecting assignment completion in higher education

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Home » SEL Implementation » Understanding IEP Goals for Work Completion: A Comprehensive Guide

Understanding IEP Goals for Work Completion: A Comprehensive Guide

Key takeaways.

• Work completion is essential for the academic success of students with IEPs, fostering skills like time management and self-confidence.
• IEP goals are tailored to each student’s unique needs, focusing on improving work completion among other academic and social skills.
• Effective IEP goals for work completion should be SMART: Specific, Measurable, Attainable, Relevant, and Time-bound.
• Setting appropriate goals involves assessing the student’s abilities, collaborating with stakeholders, and aligning goals with the student’s needs.
• Strategies for supporting IEP goals include explicit instruction, visual supports, structured routines, and positive reinforcement.
• Regular monitoring and adjusting of IEP goals are crucial to reflect the student’s progress and changing needs.

Introduction: Understanding IEP Goals for Work Completion: A Comprehensive Guide

Work completion is a crucial aspect of academic success for students with Individualized Education Programs (IEPs). These programs are designed to provide tailored support and accommodations to students with disabilities, ensuring they have equal access to education. In this comprehensive guide, we will delve into the importance of work completion, the role of IEP goals in promoting it, and how to set appropriate goals for students. Whether you are a parent, educator, or student, this guide will provide valuable insights and strategies to support work completion.

I. Introduction

A. Importance of work completion in academic settings

Completing assigned tasks and assignments is essential for academic success. It helps students develop important skills such as time management, organization, and problem-solving. Additionally, work completion contributes to a student’s overall academic performance and builds their self-confidence.

B. Overview of Individualized Education Program (IEP) goals

IEP goals are specific objectives that are developed for students with disabilities as part of their individualized education plans. These goals are tailored to address the unique needs and challenges of each student, ensuring they receive appropriate support and accommodations to succeed academically and socially.

C. Purpose of the blog post

The purpose of this blog post is to provide a comprehensive guide on understanding and setting IEP goals specifically related to work completion. By the end of this guide, you will have a clear understanding of the importance of IEP goals, how to set appropriate goals, and strategies to support students in achieving them.

II. Understanding IEP Goals

A. Definition and purpose of IEP goals

IEP goals are specific objectives that outline what a student is expected to achieve within a specified timeframe. These goals are designed to address the student’s unique needs and challenges, focusing on areas such as academic skills, social-emotional development, and functional abilities. The purpose of IEP goals is to provide a roadmap for educators, parents, and students to work collaboratively towards achieving desired outcomes.

B. Role of IEP goals in promoting work completion

IEP goals play a crucial role in promoting work completion by providing students with clear expectations and targets to strive towards. These goals help students develop the necessary skills and strategies to overcome challenges related to work completion, such as task initiation, time management, and attention span. By setting specific and measurable goals, educators can provide targeted support and interventions to ensure students are on track to meet their objectives.

C. Components of effective IEP goals for work completion

Effective IEP goals for work completion should be specific, measurable, attainable, relevant, and time-bound (SMART). They should clearly define the desired outcome, provide a way to measure progress, be achievable within a reasonable timeframe, directly address the student’s needs, and align with their individual strengths and abilities. Additionally, effective goals should be meaningful and motivating for the student, fostering a sense of ownership and engagement in their learning process.

III. Setting Appropriate IEP Goals for Work Completion

A. Assessing the student’s current abilities and challenges

Before setting IEP goals for work completion, it is essential to assess the student’s current abilities and challenges. This can be done through observations, assessments, and discussions with the student, parents, and educators. By understanding the student’s strengths and areas of improvement, you can set goals that are realistic and tailored to their individual needs.

B. Collaborating with the student, parents, and educators

Collaboration is key when setting IEP goals for work completion. By involving the student, parents, and educators in the goal-setting process, you can gain valuable insights and perspectives. This collaborative approach ensures that everyone is aligned and committed to supporting the student in achieving their goals.

C. Identifying specific and measurable goals

When setting IEP goals for work completion, it is important to be specific and measurable. Instead of setting a vague goal like “improve work completion,” break it down into smaller, measurable objectives such as “complete 80% of assigned tasks independently within a week.” This allows for clear tracking of progress and provides a sense of accomplishment for the student.

D. Aligning goals with the student’s individual needs and strengths

Each student has unique needs and strengths, and IEP goals should reflect that. Consider the student’s learning style, interests, and abilities when setting goals for work completion. By aligning goals with their individual needs and strengths, you can create a more meaningful and effective plan for their success.

IV. Examples of IEP Goals for Work Completion

A. Goal 1: Increasing task initiation and organization skills

Objective: The student will independently initiate tasks and organize materials with 80% accuracy within a month.

B. Goal 2: Improving time management and prioritization abilities

Objective: The student will effectively manage their time and prioritize tasks, completing assignments within given deadlines with 90% accuracy within a semester.

C. Goal 3: Enhancing attention and focus during work tasks

Objective: The student will sustain attention and focus on work tasks for a minimum of 20 minutes without distractions with 85% accuracy within three months.

D. Goal 4: Developing problem-solving and decision-making skills

Objective: The student will independently identify problems, generate solutions, and make informed decisions with 75% accuracy within six months.

V. Strategies for Supporting IEP Goals for Work Completion

A. Providing explicit instruction and modeling

Explicitly teach the skills and strategies needed for work completion. Break down tasks into smaller steps, provide clear instructions, and model the desired behaviors. This helps students understand expectations and develop the necessary skills to complete their work independently.

B. Implementing visual supports and organizational tools

Visual supports, such as visual schedules, checklists, and graphic organizers, can help students stay organized and focused. Use color-coding, visual cues, and timers to support time management and task completion. These tools provide visual reminders and support students in independently managing their work.

C. Incorporating structured routines and schedules

Establishing structured routines and schedules can help students develop a sense of predictability and reduce anxiety. Create a consistent daily schedule that includes designated times for work completion. This helps students understand expectations and develop a routine that supports their productivity.

D. Offering positive reinforcement and motivation techniques

Positive reinforcement and motivation techniques can encourage students to stay engaged and motivated during work tasks. Provide praise, rewards, and incentives for completing tasks and meeting goals. Celebrate small achievements to boost self-confidence and maintain a positive learning environment.

VI. Monitoring and Evaluating Progress

A. Collecting data to track goal attainment

Regularly collect data to track the student’s progress towards their IEP goals. This can be done through observations, work samples, checklists, and assessments. Analyze the data to identify areas of improvement and make informed decisions about adjusting strategies or goals as needed.

B. Regularly reviewing and adjusting IEP goals

IEP goals should be reviewed regularly to ensure they remain relevant and appropriate. As the student progresses, goals may need to be adjusted or modified to reflect their changing needs and abilities. Regular communication and collaboration with the student, parents, and educators are essential in this process.

C. Collaborating with the student, parents, and educators for feedback

Seek feedback from the student, parents, and educators to gain insights into the effectiveness of the strategies and interventions. Regularly communicate with all stakeholders to ensure everyone is informed and involved in the student’s progress. This collaborative approach fosters a supportive and inclusive learning environment.

VII. Conclusion

A. Recap of the importance of IEP goals for work completion

IEP goals for work completion play a vital role in supporting students with disabilities in achieving academic success. These goals provide a roadmap for educators, parents, and students to work collaboratively towards improving work completion skills and fostering independence.

B. Encouragement for individuals to seek professional guidance

If you are an educator or parent seeking further guidance on setting and supporting IEP goals for work completion, consider consulting with a Speech Language Pathologist or a Social Emotional Learning expert. These professionals can provide personalized strategies and interventions tailored to the student’s unique needs.

C. Final thoughts and call-to-action for further exploration of the topic

Setting appropriate IEP goals for work completion is a complex process that requires a deep understanding of the student’s needs and challenges. By implementing effective strategies and interventions, educators and parents can support students in achieving their goals and fostering independence.

Looking for More Information on Setting IEP Goals for Work Completion?

To explore more resources and strategies for supporting work completion and other social-emotional skills, start your Everyday Speech Free trial today.

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Please note you do not have access to teaching notes, factors affecting assignment completion in higher education.

Journal of Applied Research in Higher Education

ISSN : 2050-7003

Article publication date: 23 March 2020

Issue publication date: 15 December 2020

The purpose of this paper is to simultaneously investigate a variety of factors related to assignment completion (AC) (i.e. task orientation, cooperation, teacher feedback, time management and time spent on AC).

Design/methodology/approach

The study relied on a self-report survey to assess students' perceptions in relation to six variables. Participants included 1,106 undergraduate students from six public Thai universities. Analysis involved structural equation modeling.

This study provided new results related to task orientation as the strongest predictor of AC and time management. Cooperation and feedback improved AC with time management as an intervening variable. Time management and feedback did not predict time spent on AC.

Research limitations/implications

Future studies might explore the potential range of assignments that, for example, count for a higher portion of the grade versus those that are less or unimportant in terms of the course. Future studies might also look at the role of group assignments in relation to completion. Semi-structured interviews or observations might provide insights into how students manage their time and why task orientation has the most effect on AC. Future research might investigate more specifically at what point time management does or does not affect completion. In general, given the growth of online learning and contexts in which students may be increasingly called on to complete assignments independently, factors such as those investigated in this study will require more attention in varying countries and contexts, generically and for individual subjects.

Practical implications

Instructional designers and instructors can promote task orientation through reliance on strategic scaffolding. For designing a task-oriented environment, instructors need to offer challenging assignments. Instructors should also assign work that encourages motivation, effort and achievement. To ensure that cooperative learning positively affects time management, instructors and designers can allot specific in-class time for completion of tasks, reliance on flipped classroom activities and student conversations regarding time restrictions and time-management skills. Instructors can be supported to help them provide appropriate types of feedback, as well as ideas for implementing the feedback in practice.

Originality/value

Little research has been conducted on AC in higher education. Those studies that have been conducted have focused on the elementary and secondary levels. Furthermore, studies have not always taken into account the complex relationships between different factors that can potentially influence AC.

• Cooperation
• Time management
• Assignment completion
• Instructor feedback
• Task orientation

Acknowledgements

This research received financial backing from the Phetpajomkao Scholarship Fund, King Mongkut's University of Technology Thonburi, Thailand.

Suamuang, W. , Suksakulchai, S. and Murphy, E. (2020), "Factors affecting assignment completion in higher education", Journal of Applied Research in Higher Education , Vol. 12 No. 5, pp. 1251-1264. https://doi.org/10.1108/JARHE-12-2019-0309

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Factors affecting assignment completion in higher education

2020, Journal of Applied Research in Higher Education

Purpose-The purpose of this paper is to simultaneously investigate a variety of factors related to assignment completion (AC) (i.e. task orientation, cooperation, teacher feedback, time management and time spent on AC). Design/methodology/approach-The study relied on a self-report survey to assess students' perceptions in relation to six variables. Participants included 1,106 undergraduate students from six public Thai universities. Analysis involved structural equation modeling. Findings-This study provided new results related to task orientation as the strongest predictor of AC and time management. Cooperation and feedback improved AC with time management as an intervening variable. Time management and feedback did not predict time spent on AC. Research limitations/implications-Future studies might explore the potential range of assignments that, for example, count for a higher portion of the grade versus those that are less or unimportant in terms of the course. Future studies might also look at the role of group assignments in relation to completion. Semistructured interviews or observations might provide insights into how students manage their time and why task orientation has the most effect on AC. Future research might investigate more specifically at what point time management does or does not affect completion. In general, given the growth of online learning and contexts in which students may be increasingly called on to complete assignments independently, factors such as those investigated in this study will require more attention in varying countries and contexts, generically and for individual subjects. Practical implications-Instructional designers and instructors can promote task orientation through reliance on strategic scaffolding. For designing a task-oriented environment, instructors need to offer challenging assignments. Instructors should also assign work that encourages motivation, effort and achievement. To ensure that cooperative learning positively affects time management, instructors and designers can allot specific in-class time for completion of tasks, reliance on flipped classroom activities and student conversations regarding time restrictions and time-management skills. Instructors can be supported to help them provide appropriate types of feedback, as well as ideas for implementing the feedback in practice. Originality/value-Little research has been conducted on AC in higher education. Those studies that have been conducted have focused on the elementary and secondary levels. Furthermore, studies have not always taken into account the complex relationships between different factors that can potentially influence AC.

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Impact of assignment completion assisted by Large Language Model-based chatbot on middle school students’ learning

• SI: Generative Artificial Intelligence Technologies
• Published: 19 July 2024

Cite this article

• Yumeng Zhu 1 ,
• Caifeng Zhu 2 ,
• Shulei Wang 4 ,
• Yiyun Zhou 4 ,
• Jingyuan Chen 1 ,
• Fei Wu 3 &
• Yan Li   ORCID: orcid.org/0000-0002-0640-1783 1  

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With the prevalence of Large Language Model-based chatbots, middle school students are increasingly likely to engage with these tools to complete their assignments, raising concerns about its potential to harm students’ learning motivation and learning outcomes. However, we know little about its real impact. Through quasi-experiment research with 127 Chinese middle school students, we examined the impact of completing assignments with a Large Language Model-based chatbot, wisdomBot, on middle school students’ assignment performance, learning outcomes, learning motivation, learning satisfaction, and learning experiences; we also summarized teachers’ reflections on learning design. Compared to control groups, the Large Language Model chatbot-assisted group demonstrated significantly higher assignment submission rates, word counts, and scores in assignment performance. However, they gained significantly lower scores on materials refinement and knowledge tests. No significant differences have been observed in learning motivation, satisfaction, enjoyment, and students’ ability to migrate their knowledge. The majority of students expressed satisfaction and willingness to continue using the tool. We also identified three key gaps in learning designs, including providing scaffolds for the potential prompts, suggesting group collaboration mode, and relinquishing the authoritarian of the teacher. Our findings provide insights regarding with Large Language Model-based chatbots we could better design assignment assessment tools, facilitate students’ autonomous learning, provide emotional support, propose guidelines and instructions about applying Large Language Model-based chatbots in K-12, as well as design specialized educational Large Language Model-based chatbots.

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Zhu, Y., Zhu, C., Wu, T. et al. Impact of assignment completion assisted by Large Language Model-based chatbot on middle school students’ learning. Educ Inf Technol (2024). https://doi.org/10.1007/s10639-024-12898-3

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Class Registration

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Mini Math Quiz

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This Course Registration Form template can be used by any school/institution to accept registration on various educational programs that it offers to its students.

An event registration form is a form that is used to register for events.

Streamline student registration with the template form providing student contact information, ID and course selection which can be used to arrange classes accordingly. Customize it by adding new fields as your requirements.

This is a sample Admissions Form for educational institutions, such as private schools or universities. Collect information from potential students online!

Conduct quizzes online and grade them automatically with our free Math Quiz template. Great for remote learning. Students can fill it out on any device.

This training signup form collects the information needed to register for a training or educational course. Use this form to sign up participants and students that are seeking additional training and educational services.

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A suitable Form to learn more about your student's perspective and how they experienced the course through customizable widgets allowing your students to rate and evaluate the course and how it went for the semester as a whole.

Student Registration Form

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Multiple Choice Test Template

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Music School Registration Form

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Business Loan Application Form

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Responsive Workshop Registration Form

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Student Enrollment Form

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Training Feedback Form

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Online Quiz

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Student Survey

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Sample Course Evaluation Form

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Student Progress Report Template

Here's a student progress report template that you can use to monitor your student's progress. It contains questions that will help improve your student's performance on his/her academic ability, focus (behavior/attitude/interest), or both.

Quiz Form With A Calculated Number Of Correct Answers

Calculate a number of correct answers with a Form Calculation Widget, and show that number on the form's Thank You page.

Create a quiz with a Quiz Form on your webpage. Collect answers from your website visitors with a secure Quiz Form widget.

Leave Request Form

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Student Health Forms

Training Request For Nursing Education

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Student Mental Health Check Form

A student mental health check form is used by school psychologists and educators to check up on students’ mental health. No coding!

Research Questionnaire

A structured questionnaire on a research carried out to remedy illnesses associated to ageing and physical inactivity among leaders.

Student Medical Information Form

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Tutor Appointment Form

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Parent Teacher Conference Form

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School Survey For Parents

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Parent Roles And Responsibilities Survey

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Spelling Quiz

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Exam Registration Form

An Exam Registration Form is a form template designed to provide an efficient way of online registration for exams to students and individuals who are planning to take exams or tests.

Parent Feedback Forms

Daycare Parent Survey

Get feedback about your daycare from parents. Free online survey template for daycares. Easy to customize and fill out. Works on any device. No coding.

Distance Learning Feedback Form For Parents

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Relax Kids Term Feedback Form

A feedback form that can be used to get testimonial at the end of a block of sessions.

About Education Forms

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Tim Walz's military record: What to know about potential VP's National Guard service

Democratic presidential candidate Kamala Harris selected Minnesota Governor Tim Walz as her running mate on Tuesday, choosing a progressive yet plain-spoken VP candidate from America’s heartland to help her win over rural, white voters.

“I’m pleased to share that I’ve made my decision: Minnesota Governor Tim Walz will join our campaign as my running mate,” Harris said via text to supporters. “Tim is a battle-tested leader who has an incredible track record of getting things done for Minnesota families. I know that he will bring that same principled leadership to our campaign, and to the office of the vice president.”

We look at Walz, a 60-year-old U.S. Army National Guard veteran, and his military career over the years.

More: Tim Walz is Kamala Harris' VP pick: Minnesota governor named running mate: Live updates

How long was Walz in the military?

Walz served in the military for 24 years, enlisting in the Nebraska National Guard at 17 in 1981 and then transferring to the Minnesota National Guard in 1996. He retired in 2005 to begin his successful run for the U.S. House, representing Minnesota as command sergeant major, among the highest ranks for enlisted soldiers. His battalion went on to deploy to Iraq shortly after Walz's retirement.

Walz specialized in heavy artillery and had proficiency ribbons in sharpshooting and hand grenades.

But during the 21 years that Walz spent working with large artillery pieces, he suffered hearing loss and tinnitus in both ears, Minnesota Public Radio reported. He was allowed to continue his service after undergoing surgery, which partially resolved his hearing loss.

Where did Walz serve, and what did he do in the National Guard?

During his service, Walz responded to natural disasters, including floods and tornadoes in Minnesota and Nebraska, and was deployed overseas for months at a time, according to MPR.

In 2003, he was sent to Italy, where he served with the European Security Force to support the war in Afghanistan. He was also stationed in Norway for joint training with other NATO militaries.

Walz told MPR that he reenlisted in the National Guard after the September 11 attacks but never saw active combat in his years in the military.

Stars and Stripes reported in 2020 that Walz credited his Army experience with helping him steer Minnesota through the COVID-19 pandemic as governor.

As governor of Minnesota, Walz is commander in chief of the 13,000-soldier Minnesota National Guard. “I’m certainly proud of my military service, but it’s one piece of me,” he told Minnesota Public Radio in 2018. “It doesn’t define me.”

Reuters and USA TODAY reporter Tom Vanden Brook contributed to this story.

Watch CBS News

Tim Walz's military record under scrutiny as he joins Kamala Harris on Democratic ticket

By James LaPorta

Updated on: August 9, 2024 / 12:40 AM EDT / CBS News

Minnesota Gov. Tim Walz 's military record has come under renewed scrutiny following Vice President Kamala Harris' announcement of Walz as her running mate on the Democratic ticket. 

On Wednesday, former President Donald Trump's running mate, Sen. JD Vance of Ohio, who is an Iraq War veteran, seized the opportunity to target his opponent's military record, resurfacing claims about his deployments and his retirement from the guard.

Walz served honorably in both the Nebraska and Minnesota Army National Guards, earning medals and deploying in support of Operation Enduring Freedom. But his final days of service have been called into question, centering on his rank and if he retired to avoid a 2005 deployment to Iraq. 

A CBS News review of Walz's military record and statements from the Minnesota Army National Guard show Walz achieved the rank of command sergeant major but was reduced in rank to master sergeant after retirement since he had not completed coursework for the U.S. Army Sergeants Major Academy. 

On Iraq, records show Walz had retired before his battalion was mobilized and deployed to Iraq. A 2005 statement from his website indicates Walz was initially prepared to deploy to Iraq amid his bid for Congress. CBS News has asked Walz for comment on when he decided to retire. 

A snapshot of Walz in the military

Walz retired from the Minnesota Army National Guard's 1st Battalion, 125th Field Artillery in 2005 after more than 24 years in service, the Minnesota Army National Guard told CBS News. 

Walz first enlisted in the Nebraska Army National Guard in April 1981, serving as an infantry senior sergeant and administrative specialist. In 1996, Walz transferred to the Minnesota Army National Guard, where he first worked as a cannon crewmember and field artillery senior sergeant. 

Minnesota National Guard spokesperson Lt. Col. Kristen Augé told CBS News that Walz "held multiple positions within field artillery such as firing battery chief, operations sergeant, first sergeant, and culminated his career serving as the command sergeant major for the battalion." 

Walz earned several Army commendation and achievement medals during his more than 24 years of service. 

Walz deployed in August 2003 in support of Operation Enduring Freedom. The Minnesota National Guard told CBS News the battalion supported security missions at various locations in Europe and Turkey. Walz was stationed at Vicenza, Italy, at the time and returned to Minnesota in April 2004. 

Controversy over a 2005 Iraq deployment

On Wednesday, Vance resurfaced claims that Walz retired from the National Guard to avoid deploying to Iraq. 

"When the United States Marine Corps, when the United States of America, asked me to go to Iraq to serve my country I did it. I did what they asked me to do, and I did it honorably and I'm very proud of that service," said Vance. 

He added: "When Tim Walz was asked by his country to go to Iraq, you know what he did? He dropped out of the Army and allowed his unit to go without him — a fact that he's been criticized for aggressively by a lot of the people he served with." 

The Harris-Walz campaign responded with a statement saying: "After 24 years of military service, Governor Walz retired in 2005 and ran for Congress, where he [served as the ranking member] of Veterans Affairs and was a tireless advocate for our men and women in uniform — and as Vice President of the United States he will continue to be a relentless champion for our veterans and military families." The statement incorrectly stated Walz chaired the Veterans Affairs committee. 

The campaign also said, "In his 24 years of service, the Governor carried, fired and trained others to use weapons of war innumerable times. Governor Walz would never insult or undermine any American's service to this country -- in fact, he thanks Senator Vance for putting his life on the line for our country. It's the American way."  

The claims raised by Vance first gained prominence when Walz ran for governor of Minnesota in 2018. At the time, retired Army veterans Thomas Behrends and Paul Herr, who both served as command sergeant majors, posted on Facebook a lengthy letter accusing Walz of "embellishing" his military career and abandoning his Army National Guard battalion ahead of a 2005 deployment to Iraq.

In the letter, Behrends and Herr write that in early 2005, Walz's unit — 1st Battalion, 125th Field Artillery — was slated to deploy to Iraq. At the time, Walz was serving as the unit's command sergeant major. 

Behrends and Herr claimed that from the time the unit was told to prepare for an Iraq deployment and when Walz retired, he told other Army leaders he would be going to Iraq but later resigned his position before the deployment to avoid going to a combat zone. 

Walz has said he left the guard to run for Congress, according to the Star Tribune . In 2006, Walz won his election to Congress against a six-term Republican incumbent. 

Records show Walz officially filed paperwork with the Federal Election Commission on Feb. 10, 2005. 

In March 2005, the National Guard announced a possible partial mobilization of roughly 2,000 troops from the Minnesota National Guard, according to an archived press release from Tim Walz for U.S. Congress.  

"I do not yet know if my artillery unit will be part of this mobilization and I am unable to comment further on the specifics of the deployment," said Walz in the March 2005 statement . 

The statement continued: "As Command Sergeant Major I have a responsibility not only to ready my battalion for Iraq, but also to serve if called on. I am dedicated to serving my country to the best of my ability, whether that is in Washington DC or Iraq," said Walz, who indicated at the time he had no plans to drop out of the race. "I am fortunate to have a strong group of enthusiastic support and a very dedicated and intelligent wife. Both will be a major part of my campaign, whether I am in Minnesota or Iraq." 

The Minnesota Army National Guard told CBS News that Walz retired on May 16, 2005. CBS News has asked Walz to clarify when he submitted his retirement papers. 

The Minnesota National Guard told CBS News that Walz's unit — 1st Battalion, 125th Field Artillery — received an alert order for mobilization to Iraq on July 14, 2005 – two months after Walz retired, according to Lt. Col. Ryan Rossman, who serves as the Minnesota National Guard's director of operations. The official mobilization order was received on August 14 of the same year, and the unit mobilized in October. 

CBS News reviewed the deployment history for the Minnesota Army National Guard which shows that in the fall of 2005, 1st Battalion, 125th Field Artillery was mobilized in preparation for a deployment in support of Operation Iraqi Freedom. The battalion trained at Camp Shelby in Mississippi and deployed to Iraq as a motorized security task force. 

In 2018, Tom Hagen, a military reservist who served in Iraq, wrote a letter to The Winona Daily News claiming Walz was not being candid about his service record and wanted people to know that the future Minnesota governor did not serve in Iraq or Afghanistan. 

Walz responded in the same newspaper and criticized Hagan as dishonoring a fellow veteran, according to MPR News. Walz wrote: "There's a code of honor among those who've served, and normally this type of partisan political attack only comes from one who's never worn a uniform."

Joseph Eustice, a 32-year veteran of the guard who also led Walz's battalion, told CBS Minnesota that while he doesn't agree with Walz's politics, he does believe Walz's record in the military is sound.

"Tim Walz as a soldier, he was a good soldier. I don't think anyone can honestly say that he wasn't," Eustice said. "...He was a good leader in those 24 years that he served."

Walz's rank as a command sergeant major

Official biographies on the Minnesota government website and Vice President Kamala Harris' website  have described Walz as a "retired Command Sergeant Major." However, documents reviewed by CBS News show this is not accurate; while Walz served at one point as a command sergeant major, he retired at a lower rank. 

Army veteran Anthony Anderson, who routinely obtains military records from the Defense Department using the Freedom of Information Act and has worked with CBS News on similar stories, provided Walz's records for review. CBS News has also requested the documents from the National Guard. 

One of the documents shows Walz reverted back to master sergeant from command sergeant major when he retired from the Minnesota National Guard in May 2005. 

Army soldiers promoted to the rank of sergeant major or command sergeant major are required to attend the Sergeants Major Course, or what was formerly known as the U.S. Army Sergeants Major Academy.  

Lt. Col. Augé, the Minnesota National Guard spokesperson, told CBS News that Walz retired as a master sergeant in 2005 for "benefit purposes" because he did not complete additional coursework at the U.S. Army Sergeants Major Academy.

While Walz can say he served as a command sergeant major in the Minnesota Army National Guard, his official biographies are incorrect in referring to him as a "retired Command Sergeant Major."

On Aug. 8, the campaign website updated its description of his service. It omits his rank upon retirement and now reads, "The son of an Army veteran who served as a command sergeant major, Walz was the ranking member on the House Veterans Affairs Committee, where he passed legislation to help stem veterans' suicides."

Editor's Note: This story has been updated to address an error in the statement from the Harris-Walz campaign.

Caroline Cummings contributed to this report.

• Minnesota National Guard

James LaPorta is a verification producer with CBS News Confirmed. He is a former U.S. Marine infantryman and veteran of the Afghanistan war.

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