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Designing Assignments for Learning

The rapid shift to remote teaching and learning meant that many instructors reimagined their assessment practices. Whether adapting existing assignments or creatively designing new opportunities for their students to learn, instructors focused on helping students make meaning and demonstrate their learning outside of the traditional, face-to-face classroom setting. This resource distills the elements of assignment design that are important to carry forward as we continue to seek better ways of assessing learning and build on our innovative assignment designs.

On this page:

Rethinking traditional tests, quizzes, and exams.

• Examples from the Columbia University Classroom
• Tips for Designing Assignments for Learning

Reflect On Your Assignment Design

Connect with the ctl.

• Resources and References

Cite this resource: Columbia Center for Teaching and Learning (2021). Designing Assignments for Learning. Columbia University. Retrieved [today’s date] from https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/teaching-online/designing-assignments/

Traditional assessments tend to reveal whether students can recognize, recall, or replicate what was learned out of context, and tend to focus on students providing correct responses (Wiggins, 1990). In contrast, authentic assignments, which are course assessments, engage students in higher order thinking, as they grapple with real or simulated challenges that help them prepare for their professional lives, and draw on the course knowledge learned and the skills acquired to create justifiable answers, performances or products (Wiggins, 1990). An authentic assessment provides opportunities for students to practice, consult resources, learn from feedback, and refine their performances and products accordingly (Wiggins 1990, 1998, 2014). 

Authentic assignments ask students to “do” the subject with an audience in mind and apply their learning in a new situation. Examples of authentic assignments include asking students to: 

• Write for a real audience (e.g., a memo, a policy brief, letter to the editor, a grant proposal, reports, building a website) and/or publication;
• Solve problem sets that have real world application; 
• Design projects that address a real world problem; 
• Engage in a community-partnered research project;
• Create an exhibit, performance, or conference presentation ;
• Compile and reflect on their work through a portfolio/e-portfolio.

Noteworthy elements of authentic designs are that instructors scaffold the assignment, and play an active role in preparing students for the tasks assigned, while students are intentionally asked to reflect on the process and product of their work thus building their metacognitive skills (Herrington and Oliver, 2000; Ashford-Rowe, Herrington and Brown, 2013; Frey, Schmitt, and Allen, 2012). 

It’s worth noting here that authentic assessments can initially be time consuming to design, implement, and grade. They are critiqued for being challenging to use across course contexts and for grading reliability issues (Maclellan, 2004). Despite these challenges, authentic assessments are recognized as beneficial to student learning (Svinicki, 2004) as they are learner-centered (Weimer, 2013), promote academic integrity (McLaughlin, L. and Ricevuto, 2021; Sotiriadou et al., 2019; Schroeder, 2021) and motivate students to learn (Ambrose et al., 2010). The Columbia Center for Teaching and Learning is always available to consult with faculty who are considering authentic assessment designs and to discuss challenges and affordances.   

Examples from the Columbia University Classroom 

Columbia instructors have experimented with alternative ways of assessing student learning from oral exams to technology-enhanced assignments. Below are a few examples of authentic assignments in various teaching contexts across Columbia University. 

• E-portfolios: Statia Cook shares her experiences with an ePorfolio assignment in her co-taught Frontiers of Science course (a submission to the Voices of Hybrid and Online Teaching and Learning initiative); CUIMC use of ePortfolios ;
• Case studies: Columbia instructors have engaged their students in authentic ways through case studies drawing on the Case Consortium at Columbia University. Read and watch a faculty spotlight to learn how Professor Mary Ann Price uses the case method to place pre-med students in real-life scenarios;
• Simulations: students at CUIMC engage in simulations to develop their professional skills in The Mary & Michael Jaharis Simulation Center in the Vagelos College of Physicians and Surgeons and the Helene Fuld Health Trust Simulation Center in the Columbia School of Nursing; 
• Experiential learning: instructors have drawn on New York City as a learning laboratory such as Barnard’s NYC as Lab webpage which highlights courses that engage students in NYC;
• Design projects that address real world problems: Yevgeniy Yesilevskiy on the Engineering design projects completed using lab kits during remote learning. Watch Dr. Yesilevskiy talk about his teaching and read the Columbia News article . 
• Writing assignments: Lia Marshall and her teaching associate Aparna Balasundaram reflect on their “non-disposable or renewable assignments” to prepare social work students for their professional lives as they write for a real audience; and Hannah Weaver spoke about a sandbox assignment used in her Core Literature Humanities course at the 2021 Celebration of Teaching and Learning Symposium . Watch Dr. Weaver share her experiences.  

​Tips for Designing Assignments for Learning

While designing an effective authentic assignment may seem like a daunting task, the following tips can be used as a starting point. See the Resources section for frameworks and tools that may be useful in this effort.  

Align the assignment with your course learning objectives 

Identify the kind of thinking that is important in your course, the knowledge students will apply, and the skills they will practice using through the assignment. What kind of thinking will students be asked to do for the assignment? What will students learn by completing this assignment? How will the assignment help students achieve the desired course learning outcomes? For more information on course learning objectives, see the CTL’s Course Design Essentials self-paced course and watch the video on Articulating Learning Objectives .  

Identify an authentic meaning-making task

For meaning-making to occur, students need to understand the relevance of the assignment to the course and beyond (Ambrose et al., 2010). To Bean (2011) a “meaning-making” or “meaning-constructing” task has two dimensions: 1) it presents students with an authentic disciplinary problem or asks students to formulate their own problems, both of which engage them in active critical thinking, and 2) the problem is placed in “a context that gives students a role or purpose, a targeted audience, and a genre.” (Bean, 2011: 97-98). 

An authentic task gives students a realistic challenge to grapple with, a role to take on that allows them to “rehearse for the complex ambiguities” of life, provides resources and supports to draw on, and requires students to justify their work and the process they used to inform their solution (Wiggins, 1990). Note that if students find an assignment interesting or relevant, they will see value in completing it. 

Consider the kind of activities in the real world that use the knowledge and skills that are the focus of your course. How is this knowledge and these skills applied to answer real-world questions to solve real-world problems? (Herrington et al., 2010: 22). What do professionals or academics in your discipline do on a regular basis? What does it mean to think like a biologist, statistician, historian, social scientist? How might your assignment ask students to draw on current events, issues, or problems that relate to the course and are of interest to them? How might your assignment tap into student motivation and engage them in the kinds of thinking they can apply to better understand the world around them? (Ambrose et al., 2010). 

Determine the evaluation criteria and create a rubric

To ensure equitable and consistent grading of assignments across students, make transparent the criteria you will use to evaluate student work. The criteria should focus on the knowledge and skills that are central to the assignment. Build on the criteria identified, create a rubric that makes explicit the expectations of deliverables and share this rubric with your students so they can use it as they work on the assignment. For more information on rubrics, see the CTL’s resource Incorporating Rubrics into Your Grading and Feedback Practices , and explore the Association of American Colleges & Universities VALUE Rubrics (Valid Assessment of Learning in Undergraduate Education). 

Build in metacognition

Ask students to reflect on what and how they learned from the assignment. Help students uncover personal relevance of the assignment, find intrinsic value in their work, and deepen their motivation by asking them to reflect on their process and their assignment deliverable. Sample prompts might include: what did you learn from this assignment? How might you draw on the knowledge and skills you used on this assignment in the future? See Ambrose et al., 2010 for more strategies that support motivation and the CTL’s resource on Metacognition ). 

Provide students with opportunities to practice

Design your assignment to be a learning experience and prepare students for success on the assignment. If students can reasonably expect to be successful on an assignment when they put in the required effort ,with the support and guidance of the instructor, they are more likely to engage in the behaviors necessary for learning (Ambrose et al., 2010). Ensure student success by actively teaching the knowledge and skills of the course (e.g., how to problem solve, how to write for a particular audience), modeling the desired thinking, and creating learning activities that build up to a graded assignment. Provide opportunities for students to practice using the knowledge and skills they will need for the assignment, whether through low-stakes in-class activities or homework activities that include opportunities to receive and incorporate formative feedback. For more information on providing feedback, see the CTL resource Feedback for Learning . 

Communicate about the assignment 

Share the purpose, task, audience, expectations, and criteria for the assignment. Students may have expectations about assessments and how they will be graded that is informed by their prior experiences completing high-stakes assessments, so be transparent. Tell your students why you are asking them to do this assignment, what skills they will be using, how it aligns with the course learning outcomes, and why it is relevant to their learning and their professional lives (i.e., how practitioners / professionals use the knowledge and skills in your course in real world contexts and for what purposes). Finally, verify that students understand what they need to do to complete the assignment. This can be done by asking students to respond to poll questions about different parts of the assignment, a “scavenger hunt” of the assignment instructions–giving students questions to answer about the assignment and having them work in small groups to answer the questions, or by having students share back what they think is expected of them.

Plan to iterate and to keep the focus on learning 

Draw on multiple sources of data to help make decisions about what changes are needed to the assignment, the assignment instructions, and/or rubric to ensure that it contributes to student learning. Explore assignment performance data. As Deandra Little reminds us: “a really good assignment, which is a really good assessment, also teaches you something or tells the instructor something. As much as it tells you what students are learning, it’s also telling you what they aren’t learning.” ( Teaching in Higher Ed podcast episode 337 ). Assignment bottlenecks–where students get stuck or struggle–can be good indicators that students need further support or opportunities to practice prior to completing an assignment. This awareness can inform teaching decisions. 

Triangulate the performance data by collecting student feedback, and noting your own reflections about what worked well and what did not. Revise the assignment instructions, rubric, and teaching practices accordingly. Consider how you might better align your assignment with your course objectives and/or provide more opportunities for students to practice using the knowledge and skills that they will rely on for the assignment. Additionally, keep in mind societal, disciplinary, and technological changes as you tweak your assignments for future use. 

Now is a great time to reflect on your practices and experiences with assignment design and think critically about your approach. Take a closer look at an existing assignment. Questions to consider include: What is this assignment meant to do? What purpose does it serve? Why do you ask students to do this assignment? How are they prepared to complete the assignment? Does the assignment assess the kind of learning that you really want? What would help students learn from this assignment? 

Using the tips in the previous section: How can the assignment be tweaked to be more authentic and meaningful to students? 

As you plan forward for post-pandemic teaching and reflect on your practices and reimagine your course design, you may find the following CTL resources helpful: Reflecting On Your Experiences with Remote Teaching , Transition to In-Person Teaching , and Course Design Support .

The Columbia Center for Teaching and Learning (CTL) is here to help!

For assistance with assignment design, rubric design, or any other teaching and learning need, please request a consultation by emailing [email protected] . 

Transparency in Learning and Teaching (TILT) framework for assignments. The TILT Examples and Resources page ( https://tilthighered.com/tiltexamplesandresources ) includes example assignments from across disciplines, as well as a transparent assignment template and a checklist for designing transparent assignments . Each emphasizes the importance of articulating to students the purpose of the assignment or activity, the what and how of the task, and specifying the criteria that will be used to assess students. 

Association of American Colleges & Universities (AAC&U) offers VALUE ADD (Assignment Design and Diagnostic) tools ( https://www.aacu.org/value-add-tools ) to help with the creation of clear and effective assignments that align with the desired learning outcomes and associated VALUE rubrics (Valid Assessment of Learning in Undergraduate Education). VALUE ADD encourages instructors to explicitly state assignment information such as the purpose of the assignment, what skills students will be using, how it aligns with course learning outcomes, the assignment type, the audience and context for the assignment, clear evaluation criteria, desired formatting, and expectations for completion whether individual or in a group.

Villarroel et al. (2017) propose a blueprint for building authentic assessments which includes four steps: 1) consider the workplace context, 2) design the authentic assessment; 3) learn and apply standards for judgement; and 4) give feedback. 

References 

Ambrose, S. A., Bridges, M. W., & DiPietro, M. (2010). Chapter 3: What Factors Motivate Students to Learn? In How Learning Works: Seven Research-Based Principles for Smart Teaching . Jossey-Bass. 

Ashford-Rowe, K., Herrington, J., and Brown, C. (2013). Establishing the critical elements that determine authentic assessment. Assessment & Evaluation in Higher Education. 39(2), 205-222, http://dx.doi.org/10.1080/02602938.2013.819566 .  

Bean, J.C. (2011). Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom . Second Edition. Jossey-Bass. 

Frey, B. B, Schmitt, V. L., and Allen, J. P. (2012). Defining Authentic Classroom Assessment. Practical Assessment, Research, and Evaluation. 17(2). DOI: https://doi.org/10.7275/sxbs-0829  

Herrington, J., Reeves, T. C., and Oliver, R. (2010). A Guide to Authentic e-Learning . Routledge. 

Herrington, J. and Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48. 

Litchfield, B. C. and Dempsey, J. V. (2015). Authentic Assessment of Knowledge, Skills, and Attitudes. New Directions for Teaching and Learning. 142 (Summer 2015), 65-80. 

Maclellan, E. (2004). How convincing is alternative assessment for use in higher education. Assessment & Evaluation in Higher Education. 29(3), June 2004. DOI: 10.1080/0260293042000188267

McLaughlin, L. and Ricevuto, J. (2021). Assessments in a Virtual Environment: You Won’t Need that Lockdown Browser! Faculty Focus. June 2, 2021. 

Mueller, J. (2005). The Authentic Assessment Toolbox: Enhancing Student Learning through Online Faculty Development . MERLOT Journal of Online Learning and Teaching. 1(1). July 2005. Mueller’s Authentic Assessment Toolbox is available online. 

Schroeder, R. (2021). Vaccinate Against Cheating With Authentic Assessment . Inside Higher Ed. (February 26, 2021).  

Sotiriadou, P., Logan, D., Daly, A., and Guest, R. (2019). The role of authentic assessment to preserve academic integrity and promote skills development and employability. Studies in Higher Education. 45(111), 2132-2148. https://doi.org/10.1080/03075079.2019.1582015    

Stachowiak, B. (Host). (November 25, 2020). Authentic Assignments with Deandra Little. (Episode 337). In Teaching in Higher Ed . https://teachinginhighered.com/podcast/authentic-assignments/  

Svinicki, M. D. (2004). Authentic Assessment: Testing in Reality. New Directions for Teaching and Learning. 100 (Winter 2004): 23-29. 

Villarroel, V., Bloxham, S, Bruna, D., Bruna, C., and Herrera-Seda, C. (2017). Authentic assessment: creating a blueprint for course design. Assessment & Evaluation in Higher Education. 43(5), 840-854. https://doi.org/10.1080/02602938.2017.1412396    

Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice . Second Edition. San Francisco: Jossey-Bass. 

Wiggins, G. (2014). Authenticity in assessment, (re-)defined and explained. Retrieved from https://grantwiggins.wordpress.com/2014/01/26/authenticity-in-assessment-re-defined-and-explained/

Wiggins, G. (1998). Teaching to the (Authentic) Test. Educational Leadership . April 1989. 41-47. 

Wiggins, Grant (1990). The Case for Authentic Assessment . Practical Assessment, Research & Evaluation , 2(2). 

Wondering how AI tools might play a role in your course assignments?

See the CTL’s resource “Considerations for AI Tools in the Classroom.”

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Transparent Assignment Template

This template can be used as a guide for developing, explaining, and discussing class activities and out-of-class assignments. Making these aspects of each course activity or assignment explicitly clear to students has demonstrably enhanced students’ learning in a national study. 1

Assignment Name Due Date:

Define the learning objectives, in language and terms that help students recognize how this assignment will benefit their learning. Indicate how these are connected with institutional learning outcomes, and how the specific knowledge and skills involved in this assignment will be important in students’ lives beyond the contexts of this assignment, this course, and this college.

The purpose of this assignment is to help you practice the following skills that are essential to your success in this course / in school / in this field / in professional life beyond school:

Terms from Bloom’s Taxonomy of Educational Objectives may help you explain these skills in language students will understand. Listed from cognitively simple to most complex, these skills are:

• understanding basic disciplinary knowledge and methods/tools
• applying basic disciplinary knowledge/tools to problem-solving in a similar but unfamiliar context
• synthesizing
• judging/evaluating and selecting best solutions
• creating/inventing a new interpretation, product, theory

This assignment will also help you to become familiar with the following important content knowledge in this discipline:

Define what activities the student should do/perfom. “Question cues” from this chart might be helpful. List any steps or guidelines, or a recommended sequence for the students’ efforts. Specify any extraneous mistakes to be avoided. If there are sound pedagogical reasons for withholding information about how to do the assignment, protect students' confidence and sense of belonging in college with a purpose statement something like this: "The purpose of this assignment is for you to struggle and feel confused while you invent and test your own approach for addressing the problem..."

Criteria for Success

Define the characteristics of the finished product. Provide multiple examples of what these characteristics look like in real-world practice, to encourage students’ creativity and reduce their incentive to copy any one example too closely. Engage students in analyzing multiple examples of real-world work before the students begin their own work on the assignment. Discuss how excellent work differs from adequate work. This enables students to evaluate the quality of their own efforts while they are working, and to judge the success of their completed work. It is often useful to provide or compile with students a checklist of characteristics of successful work. Students can also use the checklist to provide feedback on peers’ coursework. Indicate whether this task/product will be graded and/or how it factors into the student’s overall grade for the course. Later, asking students to reflect and comment on their completed, graded work allows them to focus on changes to their learning strategies that might improve their future work.

Developed by Mary-Ann Wilkemes (PDF) , shared via Creative Commons.

1 Winkelmes, Mary-Ann. “Transparency in Teaching: Faculty Share Data and Improve Students’ Learning.” Liberal Education 99,2 (Spring 2013)

Winkelmes et al, “A Teaching Intervention that Increases Underserved College Students’ Success.” Peer Review 18,1/2 (Winter/Spring 2016).

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Special Duty Assignments

Performing Special Duty assignments is not only career enhancing, but also gives self-satisfaction while serving Soldiers. The following PDF explains some of the Special Duty assignments available for Soldiers.

Full PDF found here: SPECIAL DUTY ASSIGNMENTS

**Special assignments include special management command and joint, HQDA, and HRC assignments that have special missions and require personnel with specific qualifications. Soldiers assigned to these positions will be stabilized for a period of 36 months. However, HRC may reassign Soldiers with less than 36 months in accordance with paragraph 3– 8 a (10). This section establishes policies for assignments to the following agencies:

a.  International and OCONUS Joint headquarters, U.S. military missions, military assistance advisory groups, Joint U.S. military advisory groups, and similar activities. b.  The U.S. Central Command. c.  Headquarters, Department of the Army and HRC. d.  The U.S. Disciplinary Barracks. e.  The U.S. Army Intelligence and Security Command. f.  Office of the Assistant Chief of Staff for Intelligence and field activities. g.  Defense Courier Service. h.  The U.S. Criminal Investigation Command. i.  The U.S. Transportation Command. j.  The North Atlantic Treaty Organization (NATO). k.  The U.S. Military Academy, U.S. Army Command and General Staff College, U.S. Army War College, and U.S. Army Officer Candidate School. l.  Joint communications support element. m.  U.S. Army Test and Evaluation Command (ATEC).

**All personnel actions pertaining to nominative assignments are processed by HRC (AHRC–EPD). The normal tour of duty for these assignments is 3 to 4 years, unless otherwise specified by the individual agency. Soldiers assigned to these agencies are contact replacements requested by the appropriate agency approximately 9 to 12 months in advance of the incumbent’s scheduled rotation date. Stringent screening processes exist to ensure that only the most highly qualified Soldiers are selected for nominative posi- tions at the following agencies:

a.  Office, Secretary of Defense. b.  Joint Staff. c.  Defense Commissary Agency. d.  Defense Finance and Accounting Service.  e.  Defense Information Systems Agency. f.  Defense Nuclear Agency. g.  Defense Logistics Agency. h.  Defense Intelligence Agency. i.  Defense Mapping Agency. j.  On-Site Inspection Agency. k.  Uniformed Services University of Health Sciences. l.  U.S. Delegation NATO Military Committee. m.  Immediate Offices-Office, Secretary of the Army. n.  Office, Army Chief of Staff. o.  Military Personnel Exchange Program (AR 614–10). p.  Offices of the Administrative Assistant to the Secretary of the Army.

**Special Operations Forces (SOF) assignments require Soldiers able to excel in the performance of their duties in highly complex and dynamic environments throughout the full spectrum of modern warfare and peacetime missions. The nature of SOF missions requires a high state of readiness, therefore, Soldiers will be assigned on a priority basis. Stringent screen- ing processes exist to ensure that only the highest quality Soldiers are accepted and assigned. Soldiers who desire to apply for duty or assignment may do so without regard to current assignment. Only fully qualified Soldiers will be accepted for duty in the following assignments:

a.  Special Forces positions. b.  Civil Affairs positions. c.  Psychological operations positions. d.  U.S. Army Special Operations Command Operational Support and/or Force Sustainment positions.  e.  75th Ranger Regiment positions. f.  Special mission units’ positions. g.  160th Special Operations Aviation Regiment positions. h.  U.S. Special Operations Command positions.

Reference for above can be found in: AR 614-200

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Using the Transparent Assignment Template

Developed by Mary-Ann Winkelmes, Transparency in Learning and Teaching (TILT) is a straightforward framework for assignment design that supports student success by making the goals, process, and expectations for their learning clear. Using TILT  has been shown to improve learners' academic confidence and success, metacognitive awareness, and sense of belonging in class (Winkelmes et al., 2016). The TILT process centers around defining (and then communicating to students) three key components of your assignment: purpose , tasks , and criteria for success .

First, think about what you want students to gain from the assignment. What should they understand about course concepts? What knowledge and skills will they gain by undertaking the assignment? How does the assignment connect to students’ lives or the world beyond the classroom? 

Next, list the steps students should take when completing the assignment. In what order should they do specific tasks, what do they need to be aware of to perform each task well, and what mistakes should they avoid?

Lastly, clarify the criteria for success on the assignment. What are the characteristics of a successful submission? How does excellent work differ from adequate work? Be prepared to provide a scoring rubric and examples of sample submissions to support students in understanding the criteria.

Alongside the TILT framework, Winkelmes and colleagues developed a template to support instructors in planning out the purpose, tasks, and criteria for an assignment. Evidence gathered from use of this Transparent Assignment Template demonstrated its ability to promote academic success and reduce achievement gaps for underrepresented and nontraditional students (Winkelmes et al., 2016).

Here we present a modified version of the Transparent Assignment Template, with additional rows to plan expected learning outcomes (ELOs) and examples to share with students. The completed model below shows preliminary plans for an education course assignment that asks students to generate a lesson plan using artificial intelligence (AI), and then evaluate and revise that lesson plan. Keep in mind that these are just planning notes ( you can view the final assignment here ).

Download our adapted Transparent Assignment Template to help with planning your next assignment.  

Transparent Assignment Template 

Assignment Name: AI-Generated Lesson Plan

Due Date: March 7, 2024

The original Transparent Assignment Template created by Mary-Ann Winkelmes (2013) and the remixed version presented above are licensed under a   Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .  

Winkelmes, M. (2013). Transparency in Teaching: Faculty Share Data and Improve Students’ Learning. Liberal Education 99 (2).

Wilkelmes, M. (2013). Transparent Assignment Design Template for Teachers. TiLT Higher Ed: Transparency in Learning and Teaching. https://tilthighered.com/assets/pdffiles/Transparent%20Assignment%20Templates.p

Winkelmes, M., Bernacki, M., Butler, J., Zochowski, M., Golanics, J., Weavil, K. (2016). A Teaching Intervention that Increases Underserved College Students’ Success. Peer Review.

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Developing Stronger Leaders , Leadership Development

Stretch Assignments that Develop Strategic, Interpersonal, and Personal Skills

Given that most development occurs through experience (McCall, Lombardo, & Morrison, 1988), stretch assignments can provide a great vehicle for driving employee learning and/or leadership development. Stretch assignments are essentially short-term projects or assignments that provide unique and challenging experiences for the purpose of developing employee/leader skills and abilities. Although the use of on-the-job development is clearly on the rise, it is often applied without consideration of the necessary planning and support mechanisms.

The first thing to keep in mind if you’re thinking about leveraging stretch assignments for developmental purposes is the common-sense notion that different stretch assignments develop different abilities (e.g., public speaking skills cannot be developed through writing policy statements or crunching numbers). Because of this, it is important to first identify the specific skill(s) to be developed. Once you have a list of skills, the next step is to identify the available assignments that provide relevant exposure. This article will help you with this first critical stage of using stretch assignments – that is, thinking about competencies and identifying assignments. Below is a list of stretch assignments that have been shown to develop competence in the following three areas: strategic skills, interpersonal skills, or personal effectiveness.

If you would like to share this list, check out our reference guide which contains the same information in a PDF format.

Strategic Skills

These assignments will help develop competencies related to expanding one’s awareness of organizational functions and strategy ( e.g., coping with ambiguous situations, gaining a strategic perspective, influencing others, working with customers, problem solving )

• Spend 3 days with clients and report back (presentation or written report)
• Conduct a customer-needs analysis
• Write a policy statement
• Interview external stakeholders about their opinions of the organization
• Analyze and compare a competitor’s product or service
• Put together a presentation for a senior employee (i.e., supervisor or manager)
• Evaluate a training program
• Join a cross-functional team
• Join work on a project that has been unsuccessful
• Put together a task-force to solve a tough problem
• Monitor a new product or service through its entire life cycle

Interpersonal Skills

These will help develop competencies that increase one’s effectiveness to work with and manage other employees or teams ( e.g., communication, listening, managing conflict, managing relationships, teamwork, negotiation, trust, approachability, delegation, leadership )

• Lead a team meeting
• Become a mentor to a new employee
• Train a new employee in a particular skill
• Represent team concerns to supervisor
• Join a team that’s dealing with conflict
• Negotiate a new customer contract
• Take responsibility in resolving a team conflict
• Troubleshoot a performance issue
• Become a campus recruiter
• Interview customers and report back
• Work with a peer on a developmental opportunity
• Delegate 2 tasks to a peer and ask him/her to delegate 2 to you

Personal Effectiveness

These are oriented around competencies most closely related to your performance and personal development ( e.g., organizing, planning, intellectual acumen, creativity, composure, time management, work/life balance, decision quality, customer service )

• Help launch a new product or service
• Re-launch a product or service that previously failed
• Learn a new tool, process, or approach and give a presentation on it
• Work with someone from another department on a tough issue
• Handle a difficult negotiation with an internal or external client
• Take on a project that others have failed in
• Write a press release
• Teach a seminar on an unfamiliar topic
• Create a customer satisfaction survey
• Take on a task that you do not like to do
• Take on an employee’s tasks who is on vacation
• Conduct interviews with employees on their work/life balance experience & present findings

Note: This list is informed by research presented in Lombardo & Eichinger’s (1989) book entitled “Eighty-eight assignments for development in place,” and Yost & Plunkett’s (2009) book entitled “Real time leadership development.” I highly recommend both books as resources for any organization that currently applies stretch assignments or plans to in the future.

Going Forward…

Going forward, keep in mind that this is only a single piece in effective use of stretch assignments for developmental purposes. There are a number of mechanisms that are critical for actually translating experience into learning and development. Employees who will be given stretch assignments need the active support ant participation of their supervisor before, during, and after:

• Before – to meet with the employee and discuss what skills to develop, then chose a stretch assignment and identify learning goals
• During – to give immediate feedback, support and encouragement, and provide access to resources (e.g., time to participate in assignments, introductions to other people who can provide guidance)
• After – to reflect and debrief on what was learned during the assignment and how that can be applied to their current job or future development

Happy Development!

– Scontrino-Powell

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Transparent Assignment Design

The goal of Transparent Assignment Design is to “to make learning processes explicit and equally accessible for all students” (Winkelmes et al., 2019, p. 1). The development of a transparent assignment involves providing students with clarity on the purpose of the assignment, the tasks required, and criteria for success as shown in the figure below. The inclusion of these elements as well as the provision of examples can be beneficial in enabling your students to do their best work!

Example A: Sociology 

Example B: Science 101 

Example C: Psychology

Example D: Communications

Authors of Examples A-D describe the outcomes of their assignment revisions

Example E: Biology

Discussion Questions (about Examples A-E)

Example F: Library research Assignment

Example G: Criminal Justice In-Class activity

Example H: Criminal Justice Assignment

Example I: Political Science Assignment

Example J: Criteria for Math Writing

Example K – Environmental History

Example L – Calculus

Example M – Algebra

Example N – Finance

Transparent Assignments Promote Equitable Opportunities for Students’ Success Video Recording

Transparent Assignment Design Faculty Workshop Video Recording

• Transparent Assignment Template  for instructors (Word Document download)
• Checklist for Designing Transparent Assignments
• Assignment Cues  to use when designing an assignment (adapted from Bloom’s Taxonomy) for faculty
• Transparent Equitable Learning Readiness Assessment for Teachers
• Transparent Assignment Template for students  (to help students learn to parse assignments also to frame a conversation to gather feedback from your students about how to make assignments more transparent and relevant for them)
• Measuring Transparency: A Learning-focused Assignment Rubric  (Palmer, M., Gravett, E., LaFleur, J.)
• Transparent Equitable Learning Framework for Students  (to frame a conversation with students about how to make the purposes, tasks and criteria for class activities transparent and relevant for them)
• Howard, Tiffiany, Mary-Ann Winkelmes, and Marya Shegog. “ Transparency Teaching  in the Virtual Classroom: Assessing the Opportunities and Challenges of Integrating Transparency Teaching Methods with Online Learning.” Journal of Political Science Education, June 2019.
• Ou, J. (2018, June), Board 75 :  Work in Progress: A Study of Transparent Assignments and Their Impact on Students in an Introductory Circuit Course  Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah.
• Palmer, M. S., Gravett, E. O., & LaFleur, J. (2018).  Measuring transparency: A learning‐focused assignment rubric.  To Improve the Academy, 37(2), 173-187. doi:10.1002/tia2.20083
• Winkelmes, M., Allison Boye and Suzanne Tapp, ed.s. (2019).  Transparent Design in Higher Education Teaching and Leadership. Stylus Publishing.
• Humphreys, K., Winkelmes, M.A., Gianoutsos, D., Mendenhall, A., Fields, L.A., Farrar, E., Bowles-Terry, M., Juneau-Butler, G., Sully, G., Gittens, S. Cheek, D. (forthcoming 2018). Campus-wide Collaboration on Transparency in Faculty Development at a Minority-Serving Research University. In Winkelmes, Boye, Tapp, (Eds.),  Transparent Design in Higher Education Teaching and Leadership.
• Copeland, D.E., Winkelmes, M., & Gunawan, K. (2018).  Helping students by using transparent writing assignments.  In T.L. Kuther (Ed.), Integrating Writing into the College Classroom: Strategies for Promoting Student Skills, 26-37. Retrieved from the  Society for the Teaching of Psychology website.
• Winkelmes, Mary-Ann, Matthew Bernacki, Jeffrey Butler, Michelle Zochowski, Jennifer Golanics, and Kathryn Harriss Weavil. “A Teaching Intervention that Increases Underserved College Students’ Success.”Peer Review (Winter/Spring 2016).
• Transparency and Problem-Centered Learning. (Winter/Spring 2016) Peer Review vol.18, no. 1/2.b
• Winkelmes, Mary-Ann.  Small Teaching Changes, Big Learning Benefits.”  ACUE Community ‘Q’ Blog, December, 2016.
• Winkelmes, Mary-Ann.  “Helping Faculty Use Assessment Data to Provide More Equitable Learning Experiences.”  NILOA Guest Viewpoints. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment, March 17, 2016.
• Gianoutsos, Daniel, and Mary-Ann Winkelmes.“Navigating with Transparency: Enhancing Underserved Student Success through Transparent Learning and Teaching in the Classroom and Beyond.” Proceedings of the Pennsylvania Association of Developmental Educators (Spring 2016).
• Sodoma, Brian.“The End of Busy Work.” UNLV Magazine 24,1 (Spring 2016): 16-19.
• Cook, Lisa and Daniel Fusch.  One Easy Way Faculty Can Improve Student Success.”  Academic Impressions (March 10, 2016).
• Head, Alison and Kirsten Hosteller.  “Mary-Ann Winkelmes: Transparency in Teaching and Learning,”  Project Information Literacy, Smart Talk Interview, no. 25.  Creative Commons License 3.0 :  2 September 2015.
• Winkelmes, Mary-Ann, et al. David E. Copeland, Ed Jorgensen, Alison Sloat, Anna Smedley, Peter Pizor, Katharine Johnson, and Sharon Jalene.  “Benefits (some unexpected) of Transparent Assignment Design.”   National Teaching and Learning Forum, 24, 4 (May 2015), 4-6.
• Winkelmes, Mary-Ann.  “Equity of Access and Equity of Experience in Higher Education.”  National Teaching and Learning Forum, 24, 2 (February 2015), 1-4.
• Cohen, Dov, Emily Kim, Jacinth Tan, Mary-Ann Winkelmes, “A Note-Restructuring Intervention Increases Students’ Exam Scores.”  College Teaching vol. 61, no. 3 (2013): 95-99.
• Winkelmes, Mary-Ann.”Transparency in Teaching: Faculty Share Data and Improve Students’ Learning.” Liberal Education Association of American Colleges and Universities (Spring 2013).
• Winkelmes, Mary-Ann.  “Transparency in Learning and Teaching: Faculty and students benefit directly from a shared focus on learning and teaching processes.”   NEA Higher Education Advocate (January 2013): 6 – 9.
• Bhavsar, Victoria Mundy. (2020). A Transparent Assignment to Encourage Reading for a Flipped Course, College Teaching, 68:1, 33-44, DOI:  10.1080/87567555.2019.1696740
• Bowles-Terry, Melissa, John C. Watts, Pat Hawthorne, and Patricia Iannuzzi. “ Collaborating with Teaching Faculty on Transparent Assignment Design .” In Creative Instructional Design: Practical Applications for Librarians, edited by Brandon K. West, Kimberly D. Hoffman, and Michelle Costello, 291–311. Atlanta: American Library Association, 2017.
• Leuzinger, Ryne and Grallo, Jacqui, “ Reaching First- Generation and Underrepresented Students through Transparent Assignment Design .” (2019). Library Faculty Publications and Presentations. 11.  https://digitalcommons.csumb.edu/lib_fac/11
• Fuchs, Beth, “ Pointing a Telescope Toward the Night Sky: Transparency and Intentionality as Teaching Techniques ” (2018). Library Presentations. 188.  https://uknowledge.uky.edu/libraries_present/188
• Ferarri, Franca; Salis, Andreas; Stroumbakis, Kostas; Traver, Amy; and Zhelecheva, Tanya, “ Transparent Problem-Based Learning Across the Disciplines in the Community College Context: Issues and Impacts ” (2015).NERA Conference Proceedings 2015. 9.  https://opencommons.uconn.edu/nera-2015/9
• Milman, Natalie B.  Tips for Success: The Online Instructor’s (Short) Guide to Making Assignment Descriptions More Transparent . Distance Learning. Greenwich  Vol. 15, Iss. 4,  (2018): 65-67. 3
• Winkelmes, M. (2023).  Introduction to Transparency in Learning and Teaching.  Perspectives In Learning, 20 (1). Retrieved from  https://csuepress.columbusstate.edu/pil/vol20/iss1/2
• Brown, J., et al. (2023). Perspectives in Learning: TILT Special Issue, 20 (1). Retrieved from  https://csuepress.columbusstate.edu/pil/vol20/iss1/
• Winkelmes, M. (2022). “Assessment in Class Meetings: Transparency Reduces Systemic Inequities.” In Henning, G. W., Jankowski, N. A., Montenegro, E., Baker, G. R., & Lundquist, A. E. (Eds.). (2022). Reframing Assessment to Center Equity: Theories, Models, and Practices. Stylus Publishing, LLC.

Citation : TILT Higher Ed © 2009-2023 by Mary-Ann Winkelmes . Retrieved from https://tilthighered.com/

This work is licensed under a  Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

Free Assignment Tracking Template for Google Sheets

• Last updated December 14, 2023

Are you looking for an assignment tracking template? When your tasks begin to pile up into several imaginary towers, it’s easy for you to be overwhelmed, not knowing where to start. Moreover, you might not even be able to keep track of all of them, resulting in missed assignments and potentially bad marks.

Having an assignment tracker to keep every task means you’ll be able to organize, stay on top, and complete all your assignments on time. All you need to do is open our Assignment Tracking Template , hit the  “Make a copy”  button and start sorting out your to-do list.

Access Template

While it’s easy to navigate, make sure you read ahead to discover how to use our assignment tracking template to the fullest. We also have another assignment tracking template  that lets you map out your assignments throughout the semester—a perfect fit for your syllabus.

Table of Contents

What Should a Good Homework Spreadsheet Have?

In general, you’ll want a few fields that will help describe your assigned tasks and some markers for better organization. Here are some essential components to look for:

• Assignment description: An efficient assignment tracking template will have space so you can jot down assignment notes. This avoids confusion and lets you anticipate the difficulty of your to-dos.
• Dates:  Having dedicated fields for your due dates lets you plan your schedule better. This way, you know how much time you have to complete a task. Additionally, when paired with your assignment notes, you can sort them according to priority levels.
• Completion status: Keeping track of task statuses lets you know which tasks have started, are in progress, are accomplished, or need revision. Moreover, it’s also a great way to remember which tasks you need to return to.
• Subject and type:  You also want to categorize your assignments into their respective subjects. Another way to group them is by assignment type, including papers, lab reports, collaborative work, and similar tasks.

The components above are only a few useful fields in an assignment tracking template. For example, some spreadsheets also include monthly views or trackers for semester-wide assignment lists . Templates such as these will undoubtedly have other categories you’d need to explore.

Basic Assignment Tracking Template

With all the considerations laid out above, we created a simple but effective assignment tracking template you can use for free. While it may only feature a single functional tab, it has nine named columns you can organize according to your tasks.

If you haven’t already, you can download our free assignment tracking template here:

Let’s discuss the template in more detail .

Column A—Days Remaining

This is self-explanatory, but you can refer to this column to see the number of days you have left to do or submit your assignment. Depending on the days remaining, you can also decide which tasks to prioritize according to their deadlines.

The cells under this column are automatically updated using our pre-loaded formulas , so avoid modifying them. Instead, you can change the values under the last two columns of this template.

Columns B to D—Tags for Status, Subject, and Task Type

Under these columns, you can set the categories of your assignments either by their completion status, class, or assignment type. You can select the values from the drop-down lists that come with the template based on the American curriculum.

Additionally, these statuses are associated with specific colors, making them more visual so that you can view and handle multiple ongoing tasks more efficiently. If the subjects listed differ from what you’re currently taking, you can modify the options.

To modify the subject options, follow the steps below:

• First, click on a cell’s drop-down list and locate the pen icon at the bottom.

• Click the pen icon to open the drop-down settings on the left-hand side of your screen.
• Change the values listed on the options, such as editing Math  to Physics.
• Once you’ve set your preferred selection, click the “ Done” button.

• Upon clicking, a pop-out might appear on your screen asking whether to apply the changes to a wider cell range.
• Simply click “Apply   to all”  to replicate the changes to the other cells.

Another handy feature is the filter option in the “Status”  column. You can use this to view your tasks based on their completion level. For example, you can choose to see only the in-progress tasks. Here’s how you do it.

• To get started, click on the filter icon next to the “Status”  label.

• You should see a list of values with checkmarks on their left side once you scroll down.
• To deselect all of them, click on “ Clear.”

• Next, begin selecting the tasks you want to see per status, such as To start  and In-progress.
• Finally, click “OK.”

• To revert the view, simply follow steps one to five, ensuring to select all the categories again.

Columns E to I—Assignment Details

You can start entering the information you know about the tasks at hand. The columns E to G are divided into three categories: Assignment Title, Description, and Files/Links. If your assignment has attachments and URLs, such as resources, you can keep them in the last column mentioned.

Meanwhile, columns H to I serve as fields where you can input the dates when your task is given and when you need to submit it. Take note that these are installed with data validation rules—you can’t enter values that aren’t valid dates. These values are also used to calculate the Days Remaining column.

Semester Assignment Spreadsheet

If you are looking to plan your entire semester ahead of time with your potential tasks, this is a helpful assignment tracking template. It’s much simpler than the previous spreadsheet discussed and gives you a semester-wide overview of your assignments.

Get the template here:   Semester Assignment Spreadsheet

This assignment tracking template has only three fields that you can update. The first field is the (1) Date , which is located under the seven days of the week (with a total of fifteen weeks in the spreadsheet as per the American semester.)

The second is the (2) Tags  field, which allows you to categorize your tasks according to the subject. As with the other template, these tags are color-coded for an easier view. Lastly, you can also populate the (3) Assignment Details , the blank spaces beside the tags.

Why Use Our Assignment Schedule Templates?

You can virtually make a never-ending list of benefits from using a homework spreadsheet, but to name a few, here are some reasons why they’re beneficial for managing your workload.

• Organization: As repeatedly emphasized, these assignment tracking templates help you categorize your tasks according to subject, type, and completion status, making it easier to organize your workload.
• Time Management:  You can keep track of your due dates better with the automated counting of the days remaining for a task. You can manage your time better and learn to prioritize tasks according to deadlines.
• Easy Access:  Our spreadsheets run on Google Sheets , which you can easily access anywhere, as long as you are connected to the internet. On top of that, they’re also ready to be filled out as soon as you make a copy for yourself.

Wrapping Up

Sticking to your deadlines and organizing your tasks doesn’t need to be complicated. You can easily do this with the help of our assignment tracking template on Google Sheets. Access more of these excellent templates by visiting our other blogs too!

If you want to learn about Google Sheets to the next level, consider checking out relevant courses at Udemy .

• 5 Useful Google Sheets Project Management Templates [Free]
• The Free Google Sheets Task List Template [Easy Guide]
• How to Assign a Task in Google Sheets [Easy Guide]
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Top 10 Task Assignment Templates with Samples and Examples

Simran Shekhawat

A leader’s task is to get his people from where they are to where they have not been.   - Former US secretary of Henry Kissinger

Kissinger’s vision of leadership has stood the test of time, and human endeavors. His thoughts on leadership reflect the importance of delegating or task assignment in a group setting, be it politics or business.

The importance of task allocation, management, and delegation of work to reach a pre-defined role cannot be overstated.

If you are large-scale business or a firm, it is tedious or troublesome to conduct meetings, design project outcomes, comprehend the project progress, and manage the nitty gritty of business. To ensure the owner or the management use their energies wisely, it is a better strategy to have a structured plan in place for task assignments across each level of your business establishment.

We, at SlideTeam, present to you our contemporary model of managing and delegating tasks that resolves this major pain point of businesses. It also helps you make efficient use of your time by following a schedule. Use our must-have business task templates to keep track of your business cycles.

Determine the schedule of your day with some of the daily task templates check out now!

The PPT Templates from SlideTeam comprehend your needs and give you both the outcome and the answer. Creating and adhering to a daily routine is essential for all aspects of life. Use these 100% editable and customizable templates with samples and examples to understand the significance of these. We promise to make your professional life easier, as they offer to organize, manage, and track down your project progress and streamline your business processes.

You must keep a record of updates on due dates and status. Check out some of weekly task templates. Click here !

Let’s dive into the task of work management with task assignment templates

Template 1 task assignment powerpoint ppt template bundles.

Delegating and accounting tasks is essential for proper functioning of an organization. To enable that, we have created one of our best task assignment PowerPoint Slides to help businesses distribute their work, use resources optimally, and enhance the working of their team members such that their contribution and expertise help the firm achieve their objectives. Bring in the power of this template to feature quality output, facilitate clear communication, strategic project planning, task budgeting monitoring, and evaluation of team and task performance against the milestones.

Download Now!

Template 2 Project Task Assignment Management Sheet with Related Issues 

Use this template as a primary project management document that summarizes work assignments and related problems. Use the slide to reflect changes in task status, issues resolved, and real-time project progress. Encourage team members to contribute to the issue log to foster a collaborative environment that facilitates open communication and efficient problem-solving. Through the integration of linked issues, this template seeks to facilitate the administration of project task assignments and promote a proactive approach to resolution of the issue and project success.

Template 3 Employee Onboarding Process Task Assignment Chart 

To ensure that every stage of the onboarding process is planned correctly and allocated, we welcome you with the PPT Template that lists employee onboarding process with task assignments. This slide is attractive as it visually represents tasks assigned and their status and a column for additional notes. With this, businesses can streamline their onboarding process by establishing project managing techniques of tracking and collaborations. Use the content in this template to help you finish your assignment on time or ahead of schedule. Download it to know more!

Template 4 Employee Weekly Task Assignment Schedule with Workload Status 

Creating a schedule demands foresight in that one needs to be prepared for unforeseen events. Make sure your work tasks and processes align with the necessary tasks to be completed. Use our professionally-designed employee task schedule template to facilitate task management. Determine the status of your work schedule, while listing it in workload categories to ensure timely project progress. Use this pre-made employee workload status template to help employees understand the gist of the work needed to be done to reach their goals and to help them provide suggestions on how to lighten their burden for the upcoming week.

Template 5 Task Assignment and Evaluation Matrix PPT PowerPoint Presentation Summary

Establish control over your project by making every team member or firm aware of the roles and responsibilities when performing activities. Ensure that everyone on a project team knows their function and how it fits into the larger picture; this task and assessment template aims to identify the roles and responsibilities of each member. This PowerPoint Template contains information you need. You can implement your daily tasks and present your data in a way that engages and informs.

Template 6 Weekly Task Assignment List with Status and Hours Budgeted 

This weekly job assignment PowerPoint Slide balances the action and budget hour and the relevant workload status. This comprehensive solution offers a one-stop shop for all your needs related to recording weekly activities. Use this slide to create easily navigable graphics that enhance staff productivity. Lay out your weekly and daily tasks along with those with features to explain project progress.

Template 7 – Task Assignment Tracker with Due Date and Budget Allocation 

This task assignment tracker facilitates the management and monitoring of project tasks by combining task assignment data, deadlines, and budget allocations in an organized manner. Construct an adequate representation of tasks assigned to employees and the time and budget required for completion. To maintain financial control, check the budget summary. Give every task its unique identification. Give a brief description of the assignment. Use this slide to depict how to set aside money for the project’s budget. Arrange the projected  cost and the actual cost incurred in a tabular format to learn the deviations and get better at budgeting. Change the task's state (Not Started, In Progress, or Completed). Tailor it to the listed requirements and match it to the intricacy of your undertaking.

Template 8 – Project Task Assignment Management Sheet with Related Issues

This template offers a thorough overview of project tasks, their assignments, and any associated problems hindering the project's advancement. Modify the template to fit requirements and the scope of your project. List out the task details with due date priority, last check-in, status, related issues, and additional notes if any. This template provides a comprehensive list of task assignments as well.

Template 9 – Task Assignment Schedule with Course Details

For instructional programs, training sessions, or any learning-related projects, arrange your course in a manageable way with this PPT Template. The assignment schedule provides a layout for project details that encompass listing out course details from the day of starting till the progress to date. Adapt the template based on the difficulty of the course. Update the schedule frequently to account for modifications to the dates, subjects, or assignments. Use this timetable to help you plan and monitor the course's progress.

Template 10 One-Pager Format of Project Task Assignment Sheet Infographic

Use this PPT Template to assess a software application's functionality. Consequently, determine if the generated program satisfies the requirements. This slide depicts project objectives, progress, and challenges. Provide space to include the project's name and basic details. Enlist to segregate tasks with phases, task details, and due dates. Illustrate phases in the project along with project closure. Use this PowerPoint Presentation to highlight the four-week project timetable and current accomplishments. This will enable you to run the programs to help identify software issues.

Create your task with us!

Design and create your business task with SlideTeam’s task assignment PPT Templates. These templates are created professionally to let your business organise and structure their assignments. Provide a comprehensive guide for individuals and team while helping them to track, prioritize, track project progress and manage activities and processes.

Do check out some of your best business task list templates. Click here to know more!

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Contract Assignment Agreement

Rating: 4.8 - 105 votes

This Contract Assignment Agreement document is used to transfer rights and responsibilities under an original contract from one Party, known as the Assignor, to another, known as the Assignee. The Assignor who was a Party to the original contract can use this document to assign their rights under the original contract to the Assignee, as well as delegating their duties under the original contract to that Assignee. For example, a nanny who as contracted with a family to watch their children but is no longer able to due to a move could assign their rights and responsibilities under the original service contract to a new childcare provider.

How to use this document

Prior to using this document, the original contract is consulted to be sure that an assignment is not prohibited and that any necessary permissions from the other Party to the original contract, known as the Obligor, have been obtained. Once this has been done, the document can be used. The Agreement contains important information such as the identities of all parties to the Agreement, the expiration date (if any) of the original contract, whether the original contract requires the Obligor's consent before assigning rights and, if so, the form of consent that the Assignor obtained and when, and which state's laws will govern the interpretation of the Agreement.

If the Agreement involves the transfer of land from one Party to another , the document will include information about where the property is located, as well as space for the document to be recorded in the county's official records, and a notary page customized for the land's location so that the document can be notarized.

Once the document has been completed, it is signed, dated, and copies are given to all concerned parties , including the Assignor, the Assignee, and the Obligor. If the Agreement concerns the transfer of land, the Agreement is then notarized and taken to be recorded so that there is an official record that the property was transferred.

Applicable law

The assignment of contracts that involve the provision of services is governed by common law in the " Second Restatement of Contracts " (the "Restatement"). The Restatement is a non-binding authority in all of U.S common law in the area of contracts and commercial transactions. Though the Restatement is non-binding, it is frequently cited by courts in explaining their reasoning in interpreting contractual disputes.

The assignment of contracts for sale of goods is governed by the Uniform Commercial Code (the "UCC") in § 2-209 Modification, Rescission and Waiver .

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At the end, you receive it in Word and PDF formats. You can modify it and reuse it.

Contract Assignment Agreement - FREE - Sample, template

Country: United States

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Assignment Templates

Do You Need Help with University Homework Layout? Template.net has Free Printable Blank Sample Assignment Templates. Create a Cover Page for the Project Assignment or a Student Report Format, and More. All You Have to Do is Browse Through Our Website And Pick the Right Template for You Today.

• Assignment Agreement
• Assignment Interest
• Assignment of Partnership Interest
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An assignment agreement, or an assignment of contract document, allows one party to transfer the rights and benefits of a contract to another party. In order for the transfer of benefits and obligations stated in the contract from one party to the other to happen, the document has to be signed. However, the process can take a long time. And, it takes prudence to come up with a thoughtfully written document. To ensure that you have everything laid out perfectly and easily, make use of our Assignment Templates.

There are many different situations where an assignment of contract can happen. That is why we made different choices of assignment templates. We have written assignment templates for rights to photograph, real estate, copyright, pre-employment works, and so much more. Also, all our assignment templates have industry-compliant, original suggestive content. So, if you don't want your assignment of contract to sound generic, Template.net is your best source.

Furthermore, our assignment templates are easy to customize in case to perfectly fit your needs. They are also ready for download and print. Plus, you can also share them digitally. So, if you are looking for more reliable Assignment Agreement Templates or Legal Assignment Templates , trust the only source of templates with unmatched quality -- Template.net.

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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.