Assignments: Nature, Role and Operation

Source:
Satyanarayana, P. Assignments: Nature, Role and Operation. Indira Gandhi National Open University Regional Centre, Hyderabad, pp. 1-6.

Copyright:
Reproduced by permission.

1. Two Way Communication

In a conventional classroom teaching-learning communication takes place through face-to-face interaction between the teacher and the student. In distance education the communication between the teacher and the student takes place at a distance. The two way communication at a distance is one of the essential components of distance education as can be seen from the following 7 point definition given by Desmond Keegan.

1. The separation of teacher and student
2. The influence of an educational organisation
3. The use of technical media
4. The provision of two-way communication
5. The absence of group learning, with students taught largely as individuals
6. The industrialisation of the educational process
7. The privatisation of learning

Two-way communication may be broadly of two kinds:(l) Real, and (2) Simulated. Real two-way communication can occur by:

• writing to students
• telephone contacting
• computer assisted teaching
• face-to-face tutorial
• face-to-face counselling
• commenting on assignment responses

Simulated two-way communication can occur by working on the self-instructional course materials. The conversation that takes place between the student and the author of the self-instructional materials is called as guided didactic conversation by Holmberg.

The real two-way communication through comments on the assignment response of a learner is very significant for distance teaching-learning. Distance teaching-learning can be effective if the two-way communication through comments is frequent and meaningful. The two-way communication through assignments assignment—responses (tutor comments) is generally called correspondence tuition, which is a central feature of the Open University teaching system. Half a million assignments are exchanged between students and teachers in British Open University every year.

According to Mary Thorpe assignment is probably the single most important mechanism for prompting and for pacing the individual's study and offers the only vehicle available to all students for feedback and dialogue with a tutor about their individual progress. The regular submission of assignments to a local tutor is perhaps the dominant feature of the UKOU.

The UKOU Handbook for Part-Time Tutorial and Counselling Staff informs tutors that: "the most important part of your work is to teach by correspondence. Students attach great importance to your written comments on their work. They work in isolation and rely on you to inform them of their progress and the ways in which they might improve and develop their studies. In addition to constructive criticism, students also require encouragement and recognition of their achievements".

2. Value of Assignments

Assignments for submission hold a central position in distance education. According to Mackenzie (1974) assignments are the only thoroughgoing and substantial means open to the student to develop. Assignments serve the following important functions:

1. They give students effective feedback through which students correct their mistakes and control their progress.
2. They motivate the students.
3. They enable teachers to evaluate student's achievements during the course, so that they can give each student help.
4. They provide the opportunity for tutors to motivate students by giving them encouragement and praise.
5. They activate the students.
6. They give students opportunities for application and transfer of their knowledge.
7. They focus the student's attention on important learning objectives.
8. They develop the methods of retaining knowledge and the practice of writing.
9. They enable students to revise the whole study units.
10. They provide opportunities for students in survey, summing up and integrating various parts of units.
11. They compel students to develop regularity of work.
12. They create opportunities for contacts between teachers and students and thereby counteracting students feeling of isolation

A distance learner needs constant interaction through comments on his written work for the following reasons:

• it increases his motivation
• it removes isolation from his teacher and organization
• it brings him closer to his peer group
• it provides guidance and remedial suggestions to improve study skills
• it clarifies ambiguities
• it provides individual attention to learner

3. Wrong Notion About Correspondence Tuition

Correspondence tuition is very different from anything that most distance students must have encountered before joining distance e education institution. So it is likely that they would have misconception about it, particularly in the beginning. It is, therefore, important to teach students about the nature and purposes of correspondence tuition and how to learn from it, so that they can make effective use of it.

The following points need to be made clear.

• correspondence tuition is about teaching not just marking and correcting;
• lengthy comments on the script and summary form are not an indication that the work is poor;
• it is important to spend time reading and reflecting on the comments;
• the open university grading system may not have correspond. to grading systems that students previously experienced.

Types of Assignments

Assignments are broadly two types:

1. Tutor Marked Assignments (TMAs)
2. Computer Marked Assignments (CMAs)

1. Open and unstructured Essay
2. Structured Essay
3. Role play Essay
4. Interpretation of Data
5. Design
6. Projects
7. Description of process
8. Notes
9. Definitions
10. Hypotheses
11. Calculations
12. Sketches
13. Critical Review

Each of the assignment on a Course is part of the assessment structure of the Course as a whole. Even where assignments are formative, feedback to the student is related to helping better preparation and performance on another assignment which is assessed.

The present pattern in the UKOU is that upto 8 TMAs and 8 CMAs can be set for continuous assessment on a full credit course and upto 4 each on a half-credit course. About two-thirds of the undergraduate courses do not use CMAs at all. All courses use TMAs. About one-fifth use a combination of TMAs and CMAs. The work for several TMAs may be combined in the form of a project and about one-fifth of undergraduate courses in 1986 used them. All these features offer flexibility to course teams to design assessment which encourage the kind of learning desired. Continuous assessment component normally counts for 50% of the final course score. It can vary if the course team desires. The following example indicates the combination of a variety of elements.

3 assessment components

1. TMAs (6)—27%
2. CMAs (7)—18%
3. Examination—55% (end-of-course essay 10% unseen examination 45%)

Students must pass continuous assessment and achieve at least 40% in the exam component to pass the course.

IGNOU has not developed a well-knit component of continuous assessment. IGNOU courses have following assignments.

5. Preparing Assignments

Assignments are to be prepared very carefully and cautiously as they are the important channel of teaching and learning at a distance. Some of the guidelines to properly write assignments can be:

1. They should relate to course objectives
2. They should be inviting to the learner
3. They should be realistic in the demands they make
4. They should be varied in type and in length of answer required
5. They should be clear and well structured
6. They should have study advice, if necessary
7. They should be appropriately phased