school assignment methods

Types of Assignment: Creative and Different Academic

Assignments in the academic world come in various forms and serve different purposes. They can be broadly categorized into different types of assignments written assignments, practical or experimental assignments, presentations, and group projects. Each type of assignment has its unique requirements and aims to evaluate specific skills and knowledge of students.

Academic assignments are an integral part of education and play a crucial role in assessing a student’s understanding, knowledge, and skills in various subjects. Assignments are designed to challenge students , enhance their critical thinking abilities, and encourage creativity. In this article, we will delve into the different types of assignments, and their definitions, and focus on creative writing assignments and reflective journal or diary entry assignments. Additionally, we will explore how group projects differ from individual assignments and shed light on the diverse landscape of academic assignments. 

What is Assignment?

An assignment refers to a specific task or project given to individuals or groups with designated objectives and a set timeframe for completion. These tasks are a fundamental component of academic, professional, and personal development , serving distinct purposes in each context. In academics, assignments assess students’ comprehension and application of course materials through various forms such as essays, research papers, exams, or group projects. On the professional front, assignments align with job roles, contributing to organizational objectives. These tasks may range from individual projects to collaborative endeavors, often involving reports, proposals, or presentations. 

Assignments serve several key purposes. Grades or performance evaluations often stem from these assessments. The structure of an assignment typically encompasses an introduction that clearly outlines the objectives, a body that presents the main content or analysis, a conclusion summarizing key points, and a reference section listing sources used, following a specified citation style. To excel in assignments, adhering to best practices is essential. This includes understanding the assignment requirements thoroughly, planning and organizing tasks effectively, conducting comprehensive research, drafting and revising iteratively, seeking feedback for improvement, and rigorously reviewing and editing before final submission. 

What is a Creative Writing Assignment?

A creative writing assignment is a task that prompts individuals to engage in expressive and imaginative writing, often with the aim of fostering creativity, exploring personal thoughts, and honing literary skills. These assignments are prevalent in educational settings, particularly in courses focused on creative writing or literature. They can also be given in workshops, writing groups, or as personal projects. The essence of a creative writing assignment lies in the freedom and flexibility it offers to the writer, encouraging the use of their unique voice, perspective, and creativity.

These assignments can take various forms, such as short stories, poetry, essays, plays, or even experimental prose. The topic or theme is usually broad, allowing for interpretation and creative exploration. The instructions may involve specific elements like character development, setting, dialogue, or the incorporation of certain literary techniques . 

In crafting a creative writing assignment, instructors or supervisors often consider the objectives they aim to achieve. They design prompts that stimulate creativity, challenge the writer’s skills, or align with a specific theme or literary genre. The assessment of creative writing assignments typically focuses on the writer’s ability to develop a captivating narrative, use language effectively, portray emotions, and adhere to the guidelines while embracing creativity.

Types of Assignment

• Essays: Essays are a common form of academic assignment, requiring students to articulate their ideas, arguments, and insights on a specific topic. Essays can range from persuasive, descriptive, narrative, or expository, and often follow a structured format with an introduction, body paragraphs, and a conclusion.
• Reports: Reports are detailed documents that present information, findings, or analyses related to a particular subject or research. They typically include an introduction, methodology, results, discussion, and conclusion sections.
• Case Studies: Case studies involve in-depth analysis of a particular case, situation, or individual. They aim to demonstrate a student’s ability to apply theoretical knowledge to real-world scenarios.
• Experiments and Practical Assignments: These assignments require students to perform experiments or practical tasks related to a subject, record observations, analyze results, and draw conclusions.
• Literature Reviews: Literature reviews involve summarizing and analyzing existing research and literature on a specific topic. It helps in understanding the current state of knowledge in a particular field.

What are the Different Academic Types of Assignments?

Academic assignments vary based on the subject, level of study, and specific course requirements. Some common types of academic assignments include:

• Research Papers: Research papers involve a deep investigation and analysis of a topic, supported by scholarly sources and evidence. They demonstrate a student’s ability to conduct comprehensive research and present their findings coherently.
• Thesis and Dissertations: Theses and dissertations are extensive research projects completed at the undergraduate, graduate, or doctoral levels. They require original research and contribute new knowledge to the academic field.
• Book Reviews: Book reviews assess a student’s understanding and critical evaluation of a particular book. They typically involve summarizing the book’s content, analyzing its themes, and providing an informed opinion.
• Homework Assignments: These are short tasks assigned regularly to reinforce learning and understanding of class material. Homework assignments are usually completed outside of regular class hours.

How do Group Projects Differ from Individual Assignments?

Group projects and individual assignments differ in several aspects, including the nature of work, collaboration, and individual responsibility.

– Nature of Work: In group projects, the work is distributed among team members, leveraging each member’s strengths. In contrast, individual assignments require a single student to complete the entire task independently.

– Collaboration: Group projects encourage collaboration and teamwork, where members contribute their ideas and skills to achieve a common goal. Individual assignments, on the other hand, rely solely on the efforts and capabilities of a single student.

– Decision Making: Group projects involve collective decision-making and consensus building, considering the input from all team members. Individual assignments allow for personal decision-making without the need for external input.

– Accountability: In group projects, team members are collectively accountable for the project’s success or failure. In individual assignments, the student is solely responsible for the outcome.

What is a Reflective Journal or Diary Entry Assignment?

A reflective journal or diary entry assignment is a structured or unstructured task that prompts individuals to record their thoughts, experiences, and reflections on a specific topic, event, or period of time in a personal journal-like format. This assignment encourages introspection, critical thinking, and the exploration of personal growth, emotions, and learning through written expression. Reflective journal entries can vary in terms of length, frequency, and format based on the assignment’s guidelines or the individual’s preferences.

The primary purpose of a reflective journal or diary entry assignment is to encourage self-awareness and deeper understanding. It provides a platform to articulate and organize thoughts and emotions, helping individuals make sense of their experiences and connect them to broader concepts or theories. This reflective process often leads to personal insights, enhanced learning , and an improved ability to deal with future situations.

The structure of a reflective journal entry typically involves recording the experience or event, followed by a thoughtful reflection on how the experience made the individual feel, what was learned from it, and how it relates to past experiences or future actions. The reflection may include self-assessment, analysis of strengths and weaknesses, and considerations of alternative perspectives or approaches.

In educational contexts, instructors may assign reflective journal entries to students in various disciplines such as psychology, education, nursing, or business. The topics for reflection can range from practical experiences in a field or clinical setting to responses to readings, lectures, or specific assignments. The assessment of reflective journal entries often focuses on the depth of reflection, the ability to connect experiences to relevant concepts or theories, and the clarity and coherence of the writing.

Conclusion: Types of Assignment

Assignments serve a dual purpose: assessing academic knowledge and fostering a spectrum of critical skills crucial for a well-rounded education. Beyond being tools of evaluation, they are platforms for the development of critical thinking, research abilities, effective communication, and creativity. Each type of assignment offers a unique avenue for students to demonstrate their understanding and enhance specific skills. Understanding the diverse types of academic assignments is fundamental for students embarking on their educational journey.

Creative writing assignments stand as the epitome of fostering creativity and self-expression. These tasks invite students to venture into the realms of imagination, shaping characters, plots, and narratives. Through these assignments, students not only get to showcase their literary prowess but also refine their ability to craft engaging stories that captivate readers. Moreover, they encourage originality and innovation, nurturing an environment where unique voices and styles can flourish.

Approaching each assignment with diligence is paramount. Students should carefully analyze the requirements, align their efforts with the objectives, and adopt effective planning and organizational strategies. Assignments should not be viewed merely as tasks to be completed but as opportunities for learning and personal development. By dedicating time and effort to each assignment, students can extract maximum educational benefits, ultimately enriching their academic journey.

In essence, academic assignments, in their varied forms, are essential components of the educational process. They are not only gateways to academic success but also catalysts for the development of critical life skills. Encouraging students to embrace these assignments with enthusiasm, creativity, and introspection can significantly enhance their overall learning experience and equip them for the challenges and opportunities that lie ahead in their academic and professional pursuits.

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Types of Assignments and Assessments

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

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

Written Assignments:

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

Visual Representation

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

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

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

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

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

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

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

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

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

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

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

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

Projects intended for a specific audience :

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

Problem-Solving and Analysis :

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

Collaborative Activities

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

Planning and Organization

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

More Resources

CTE Teaching Tips

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

Other Resources

• Types of Assignments . University of Queensland.

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

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Assessing Student Learning: 6 Types of Assessment and How to Use Them

Assessing student learning is a critical component of effective teaching and plays a significant role in fostering academic success. We will explore six different types of assessment and evaluation strategies that can help K-12 educators, school administrators, and educational organizations enhance both student learning experiences and teacher well-being.

We will provide practical guidance on how to implement and utilize various assessment methods, such as formative and summative assessments, diagnostic assessments, performance-based assessments, self-assessments, and peer assessments.

Additionally, we will also discuss the importance of implementing standard-based assessments and offer tips for choosing the right assessment strategy for your specific needs.

Importance of Assessing Student Learning

Assessment plays a crucial role in education, as it allows educators to measure students’ understanding, track their progress, and identify areas where intervention may be necessary. Assessing student learning not only helps educators make informed decisions about instruction but also contributes to student success and teacher well-being.

Assessments provide insight into student knowledge, skills, and progress while also highlighting necessary adjustments in instruction. Effective assessment practices ultimately contribute to better educational outcomes and promote a culture of continuous improvement within schools and classrooms.

1. Formative assessment

Formative assessment is a type of assessment that focuses on monitoring student learning during the instructional process. Its primary purpose is to provide ongoing feedback to both teachers and students, helping them identify areas of strength and areas in need of improvement. This type of assessment is typically low-stakes and does not contribute to a student’s final grade.

Some common examples of formative assessments include quizzes, class discussions, exit tickets, and think-pair-share activities. This type of assessment allows educators to track student understanding throughout the instructional period and identify gaps in learning and intervention opportunities.

To effectively use formative assessments in the classroom, teachers should implement them regularly and provide timely feedback to students.

This feedback should be specific and actionable, helping students understand what they need to do to improve their performance. Teachers should use the information gathered from formative assessments to refine their instructional strategies and address any misconceptions or gaps in understanding. Formative assessments play a crucial role in supporting student learning and helping educators make informed decisions about their instructional practices.

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2. summative assessment.

Examples of summative assessments include final exams, end-of-unit tests, standardized tests, and research papers. To effectively use summative assessments in the classroom, it’s important to ensure that they are aligned with the learning objectives and content covered during instruction.

This will help to provide an accurate representation of a student’s understanding and mastery of the material. Providing students with clear expectations and guidelines for the assessment can help reduce anxiety and promote optimal performance.

Summative assessments should be used in conjunction with other assessment types, such as formative assessments, to provide a comprehensive evaluation of student learning and growth.

3. Diagnostic assessment

Diagnostic assessment, often used at the beginning of a new unit or term, helps educators identify students’ prior knowledge, skills, and understanding of a particular topic.

This type of assessment enables teachers to tailor their instruction to meet the specific needs and learning gaps of their students. Examples of diagnostic assessments include pre-tests, entry tickets, and concept maps.

To effectively use diagnostic assessments in the classroom, teachers should analyze the results to identify patterns and trends in student understanding.

This information can be used to create differentiated instruction plans and targeted interventions for students struggling with the upcoming material. Sharing the results with students can help them understand their strengths and areas for improvement, fostering a growth mindset and encouraging active engagement in their learning.

4. Performance-based assessment

Performance-based assessment is a type of evaluation that requires students to demonstrate their knowledge, skills, and abilities through the completion of real-world tasks or activities.

The main purpose of this assessment is to assess students’ ability to apply their learning in authentic, meaningful situations that closely resemble real-life challenges. Examples of performance-based assessments include projects, presentations, portfolios, and hands-on experiments.

These assessments allow students to showcase their understanding and application of concepts in a more active and engaging manner compared to traditional paper-and-pencil tests.

To effectively use performance-based assessments in the classroom, educators should clearly define the task requirements and assessment criteria, providing students with guidelines and expectations for their work. Teachers should also offer support and feedback throughout the process, allowing students to revise and improve their performance.

Incorporating opportunities for peer feedback and self-reflection can further enhance the learning process and help students develop essential skills such as collaboration, communication, and critical thinking.

5. Self-assessment

Self-assessment is a valuable tool for encouraging students to engage in reflection and take ownership of their learning. This type of assessment requires students to evaluate their own progress, skills, and understanding of the subject matter. By promoting self-awareness and critical thinking, self-assessment can contribute to the development of lifelong learning habits and foster a growth mindset.

Examples of self-assessment activities include reflective journaling, goal setting, self-rating scales, or checklists. These tools provide students with opportunities to assess their strengths, weaknesses, and areas for improvement. When implementing self-assessment in the classroom, it is important to create a supportive environment where students feel comfortable and encouraged to be honest about their performance.

Teachers can guide students by providing clear criteria and expectations for self-assessment, as well as offering constructive feedback to help them set realistic goals for future learning.

Incorporating self-assessment as part of a broader assessment strategy can reinforce learning objectives and empower students to take an active role in their education.

Reflecting on their performance and understanding the assessment criteria can help them recognize both short-term successes and long-term goals. This ongoing process of self-evaluation can help students develop a deeper understanding of the material, as well as cultivate valuable skills such as self-regulation, goal setting, and critical thinking.

6. Peer assessment

Peer assessment, also known as peer evaluation, is a strategy where students evaluate and provide feedback on their classmates’ work. This type of assessment allows students to gain a better understanding of their own work, as well as that of their peers.

Examples of peer assessment activities include group projects, presentations, written assignments, or online discussion boards.

In these settings, students can provide constructive feedback on their peers’ work, identify strengths and areas for improvement, and suggest specific strategies for enhancing performance.

Constructive peer feedback can help students gain a deeper understanding of the material and develop valuable skills such as working in groups, communicating effectively, and giving constructive criticism.

To successfully integrate peer assessment in the classroom, consider incorporating a variety of activities that allow students to practice evaluating their peers’ work, while also receiving feedback on their own performance.

Encourage students to focus on both strengths and areas for improvement, and emphasize the importance of respectful, constructive feedback. Provide opportunities for students to reflect on the feedback they receive and incorporate it into their learning process. Monitor the peer assessment process to ensure fairness, consistency, and alignment with learning objectives.

Implementing Standard-Based Assessments

Standard-based assessments are designed to measure students’ performance relative to established learning standards, such as those generated by the Common Core State Standards Initiative or individual state education guidelines.

By implementing these types of assessments, educators can ensure that students meet the necessary benchmarks for their grade level and subject area, providing a clearer picture of student progress and learning outcomes.

To successfully implement standard-based assessments, it is essential to align assessment tasks with the relevant learning standards.

This involves creating assessments that directly measure students’ knowledge and skills in relation to the standards rather than relying solely on traditional testing methods.

As a result, educators can obtain a more accurate understanding of student performance and identify areas that may require additional support or instruction. Grading formative and summative assessments within a standard-based framework requires a shift in focus from assigning letter grades or percentages to evaluating students’ mastery of specific learning objectives.

This approach encourages educators to provide targeted feedback that addresses individual student needs and promotes growth and improvement. By utilizing rubrics or other assessment tools, teachers can offer clear, objective criteria for evaluating student work, ensuring consistency and fairness in the grading process.

Tips For Choosing the Right Assessment Strategy

When selecting an assessment strategy, it’s crucial to consider its purpose. Ask yourself what you want to accomplish with the assessment and how it will contribute to student learning. This will help you determine the most appropriate assessment type for your specific situation.

Aligning assessments with learning objectives is another critical factor. Ensure that the assessment methods you choose accurately measure whether students have met the desired learning outcomes. This alignment will provide valuable feedback to both you and your students on their progress. Diversifying assessment methods is essential for a comprehensive evaluation of student learning.

By using a variety of assessment types, you can gain a more accurate understanding of students’ strengths and weaknesses. This approach also helps support different learning styles and reduces the risk of overemphasis on a single assessment method.

Incorporating multiple forms of assessment, such as formative, summative, diagnostic, performance-based, self-assessment, and peer assessment, can provide a well-rounded understanding of student learning. By doing so, educators can make informed decisions about instruction, support, and intervention strategies to enhance student success and overall classroom experience.

Challenges and Solutions in Assessment Implementation

Implementing various assessment strategies can present several challenges for educators. One common challenge is the limited time and resources available for creating and administering assessments. To address this issue, teachers can collaborate with colleagues to share resources, divide the workload, and discuss best practices.

Utilizing technology and online platforms can also streamline the assessment process and save time. Another challenge is ensuring that assessments are unbiased and inclusive.

To overcome this, educators should carefully review assessment materials for potential biases and design assessments that are accessible to all students, regardless of their cultural backgrounds or learning abilities.

Offering flexible assessment options for the varying needs of learners can create a more equitable and inclusive learning environment. It is essential to continually improve assessment practices and seek professional development opportunities.

Seeking support from colleagues, attending workshops and conferences related to assessment practices, or enrolling in online courses can help educators stay up-to-date on best practices while also providing opportunities for networking with other professionals.

Ultimately, these efforts will contribute to an improved understanding of the assessments used as well as their relevance in overall student learning.

Assessing student learning is a crucial component of effective teaching and should not be overlooked. By understanding and implementing the various types of assessments discussed in this article, you can create a more comprehensive and effective approach to evaluating student learning in your classroom.

Remember to consider the purpose of each assessment, align them with your learning objectives, and diversify your methods for a well-rounded evaluation of student progress.

If you’re looking to further enhance your assessment practices and overall professional development, Strobel Education offers workshops , courses , keynotes , and coaching  services tailored for K-12 educators. With a focus on fostering a positive school climate and enhancing student learning,  Strobel Education can support your journey toward improved assessment implementation and greater teacher well-being.

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Differentiated Instruction Strategies: Tiered Assignments

Janelle cox.

• September 23, 2014

Many teachers use differentiated instruction strategies  as a way to reach all learners and accommodate each student’s learning style. One very helpful tactic to employ differentiated instruction is called tiered assignments—a technique often used within flexible groups.

Much like flexible grouping—or differentiated instruction as a whole, really—tiered assignments do not lock students into ability boxes. Instead, particular student clusters are assigned specific tasks within each group according to their readiness and comprehension without making them feel completely compartmentalized away from peers at different achievement levels.

There are six main ways to structure tiered assignments: challenge level, complexity, outcome, process, product, or resources. It is your job, based upon the specific learning tasks you’re focused on, to determine the best approach. Here we will take a brief look at these techniques.

Ways to Structure Tiered Assignments

Challenge level.

Tiering can be based on challenge level where student groups will tackle different assignments. Teachers can use Bloom’s Taxonomy as a guide to help them develop tasks of structure or questions at various levels. For example:

• Group 1:  Students who need content reinforcement or practice will complete one activity that helps  build  understanding.
• Group 2:  Students who have a firm understanding will complete another activity that  extends  what they already know.

When you tier assignments by complexity, you are addressing the needs of students who are at different levels using the same assignment. The trick here is to vary the focus of the assignment based upon whether each group is ready for more advanced work or simply trying to wrap their head around the concept for the first time. You can direct your students to create a poster on a specific issue—recycling and environmental care, for instance—but one group will focus on a singular perspective, while the other will consider several points of view and present an argument for or against each angle.

Tiering assignments by differentiated outcome is vaguely similar to complexity—all of your students will use the same materials, but depending on their readiness levels will actually have a different outcome. It may sound strange at first, but this strategy is quite beneficial to help advanced students work on more progressive applications of their student learning.

This differentiated instruction strategy is exactly what it sounds like—student groups will use different processes to achieve similar outcomes based upon readiness.

Tiered assignments can also be differentiated based on product. Teachers can use the Howard Gardner’s multiple intelligences to form groups that will hone particular skills for particular learning styles . For example, one group would be bodily/kinesthetic, and their task is to create and act out a skit. Another group would be visual/spatial, and their task would be to illustrate.

Tiering resources means that you are matching project materials to student groups based on readiness or instructional need. One flexible group may use a magazine while another may use a traditional textbook. As a tip, you should assign resources based on knowledge and readiness, but also consider the group’s reading level and comprehension.

How to Make Tiering Invisible to Students

From time to time, students may question why they are working on different assignments, using varied materials, or coming to dissimilar outcomes altogether. This could be a blow to your classroom morale if you’re not tactful in making your tiers invisible.

Make it a point to tell students that each group is using different materials or completing different activities so they can share what they learned with the class. Be neutral when grouping students, use numbers or colors for group names, and be equally enthusiastic while explaining assignments to each cluster.

Also, it’s important to make each tiered assignment equally interesting, engaging, and fair in terms of student expectations. The more flexible groups and materials you use, the more students will accept that this is the norm.

Tiering assignments is a fair way to differentiate learning. It allows teachers to meet the needs of all students while using varying levels of tasks. It’s a concept that can be infused into homework assignments, small groups, or even learning centers. If done properly, it can be a very effective method to differentiate learning because it challenges all students.

• #DifferentiatedInstruction , #TieredAssignments

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Types of Assignments

Cristy Bartlett and Kate Derrington

Introduction

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

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

Different Types of Written Assignments

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

Components of an essay

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

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

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

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

Table 20.1 An effective essay

An effective essay body paragraph needs to:

An effective essay conclusion needs to:

Common types of essays

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

Analytical essays

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

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

Argumentative essays

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

Case Study Responses

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

Students typically lose marks for not:

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

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

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

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

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

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

Table 20.2 Explanations of different types of reports

Reflective writing

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

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

The Gibbs’ Reflective Cycle

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

The 4 R’s of reflective thinking

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

Annotated Bibliography

What is it.

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

How do I know what to include?

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

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

What do I say?

Important considerations include:

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

Literature Reviews

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

Table 20.4 Comparison of Literature Reviews

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

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

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

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

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

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

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

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9 Types of assignments teachers can create in their LMS to evaluate student progress

By CYPHER Learning

Assignments are an essential part of the evaluation process. They are also one of the most time-consuming tasks for teachers. Creating different types of assignments takes time and patience. You have to think about each class and tailor the content, instructions, and requirements based on their level. Afterward, you have to invest at least twice as much time checking and grading your students’ work.

Isn’t there an easier way to do all these, speed up the evaluation process and save time grading papers? The answer is yes and the solution comes in the form of a learning management system (LMS). Learn what different types of assignments these e-learning tools support and how they can ease your work and help you save time.

Why use the different types of assignments you can find in an LMS?

LMSs offer plenty of choices when it comes to student evaluation. In fact, one of the main reasons why you would use an LMS in the first place is that it makes evaluation easy through automation and helps you save time, whether you’re teaching remotely, face-to-face or using a hybrid model . There’s a wide range of LMS features that help you:

• Assign different projects, tasks, and challenges;
• Automatically evaluate students via different types of assignments;
• Get results in real-time with zero grading effort;
• Generate result reports to track student progress;
• Make sure students are on track to achieve their learning goals.

Let’s focus on the types of assignments LMSs offer and how they can benefit you and your students.

How to use LMS assignments?

Teachers from all backgrounds can learn how to use LMS assignments fast and with minimum technical skills. Most platforms offer guides and tutorials on this topic, which comes down to a few clicks.

Adding a new assignment in an LMS usually involves the following simple steps:

• Go to the assignments section in the LMS;
• Open the list of assignment options;
• Select the type that interests you;
• Enter a name for the assignment;
• Add the instructions students should follow to complete it;
• Configure your assignment (e.g. choose the number of attempts for a quiz, add a rubric, add competencies );
• Save your changes to create the assignment.

Once the assignment is created, you can start using it to test your students’ knowledge. You can use the same assignment over and over again. You can also import or copy-paste content to save time creating written assignments.

As students start completing their assignments, you will simply have to check their progress on the platform. Assignments such as quizzes are automatically graded based on your data input (the answers you marked as correct when creating the assignment).

What types of assignments can you create with an LMS?

The types of assignments in school teachers usually create are perfectly mirrored in most modern LMSs. For example, maybe you rely heavily on essays. These types of writing assignments are available in a more user-friendly format if you use an LMS and students can submit them as soon as they are done. There’s no need to use an email or print and hand them in.

Some platforms offer more than a dozen different types of assignments. To make the most of these features, you should go through all the available options in your LMS. Afterward, you’ll know which assignments suit your teaching methodology and your students’ needs and you can only focus on those.

Here is a list of the most common types of LMS assignments you can come across:

Quizzes are the quickest way to assess student knowledge. They can be graded automatically as long as you also add the correct answers when creating a quiz. Of course, you can also add freeform questions where students need to provide more input and you have to check each answer individually.

Quizzes take little time to set up. You can manually add questions and answers or import existing questions from your LMS database, if available. There are different types of questions an LMS typically offers:

• True or false – students can choose between answers A or B;
• Multiple choice – questions with one or several correct answers;
• Fill in the blank – students have to type in one or more words;
• Freeform – students have to write lengthier answers and can add attachments such as a Word file, an image or a video/audio file;
• Matching – teachers create matching patterns between items; students have to find the corresponding items;
• Arithmetic – these include mathematical operations; students have to provide the results.

Here’s a student view of a quiz:

They also enable students to self-evaluate their skills . Once they're done with a lesson, they can take the quiz at the end. If the score is below expectations, they can resume parts of that lesson they didn't fully understand. Quizzes are some of the most important types of assignments used in teaching because they are short, they usually take a few minutes, easy to complete with little instructions and easy to check and grade, especially in an LMS.

Essays are larger freeform assignments. Students can use the HTML editor and start writing their essays. Teachers will automatically see the most recently submitted assignments and can check and grade them. The whole experience is more practical as you don't need to carry around and take home dozens of papers or check your email constantly.

Digital essays are among the assignments students find most engaging . These types of writing assignments also boost their tech skills. Working on digital essays is similar to writing and posting in WordPress, for example. Moreover, students can also add attachments to essay assignments such as PowerPoint presentations or Word documents.

3. Offline assignments

These are the traditional ways to evaluate students. For example, you can ask students to read an essay or book, which is a task they complete offline at their own pace. Then, once the students finish the task, they can mark it as complete. You can evaluate them in the classroom through a Socratic seminar , oral or paper-based test. Afterward, come back to the LMS to enter the results to have a centralized view of your students' grades and progress.

You can easily configure surveys in an LMS once you know what information you want to get from your students. Using surveys to ask for student feedback is a great way to constantly improve your teaching methods and get closer to your students.

In an LMS, you can use surveys with multiple answers where students will simply have to check the answers that suit them. You can also create freeform surveys where students have to provide written feedback.

5. Discussions

These are fun assignments your students will probably love. Discussions mimic the online experience they enjoy while engaging in group conversations on online forums, public chats and social media.

LMSs allow you to create discussion threads on different topics. Once the thread is open, all the students that make part of a group you authorize for that discussion can post comments. You can supervise and actively moderate the discussion and assign points or even grade students based on their participation.

6. Team assignments

Team assignments are exactly what their name suggests – tasks you assign to a group of students instead of each individual. These are among the assignment types you should be aware of if you teach college students . College life is the bridge between school and work. It must prepare students for their careers and equip them with future-ready skills.

With these types of assignments, you can encourage student collaboration in the classroom and not only. Students can collaborate on these tasks outside the formal teaching environment, at their own pace, with the help of the LMS.

When creating a team assignment, you also set up a group on the platform. Each team will have a dedicated group where only that team's members can participate in discussions and share resources. Teachers have access to all the groups. Each group will represent the team's virtual workspace. Here, they can chat on a public thread, share resources, attachments, ideas and keep each other updated on the projects' development.

After the project is completed, students can submit it online via the platform. They can upload one or more files for their submission and use different file formats, including PDFs, videos, images and Word documents.

Debates are great for social learning. They are engaging and promote group cohesion and teamwork in the classroom . Moreover, debates boost students’ critical thinking skills at an individual level.

When setting up a debate assignment in an LMS, you provide a proposition. Based on your proposition and any other indications you might want to add, students have to offer for and against arguments.

Students will add their arguments in writing. This is a convenient solution for remote university programs. You could bring together different groups of students that normally have different schedules and don’t attend the same classes.

Read more: 7 Outside of the box ideas for teaching students who don’t like writing

8. Google assignments

If you use this LMS feature, you also need to use several other tools and accounts that integrate with Google. These assignments require you and your students to have a Google email account.

There are several elements you can use while configuring a Google assignment:

• Maximum score;
• Grading scale;
• Maximum number of attempts;
• Start date and due date.

You will also need to provide specific instructions for each type of assignment. When students complete these assignments, they do it via the Google Assignments site . This is also where teachers are directed to check and grade student work. However, the grades are instantly added to the LMS as well. Also, the Google assignments site can be accessed directly from the LMS, so there is no back and forth, the whole process is streamlined.

Google assignments are an excellent way to assess students in a fast, quiz-style way. If you already use other Google tools in your school, that will make it easy to create and submit these assignments.

9. H5P assignments

H5P learning resources and assignments are also available via LMSs. The H5P feature allows you to create engaging content and embed additional resources such as videos. Configuring H5P assignments is similar to working on other LMS assignments such as quizzes. You can personalize them with different scores, grading scales, choose the number of attempts for each assignment, etc. To launch these assignments, students only have to click on a “play” button and follow your instructions.

Bonus: Other handy tools for assessing students via an LMS

Besides the most common types of LMS assignments, these systems also feature other useful assessment tools, such as:

• Attendance assignments

These are correlated to points students can get based on their participation in classroom activities. The LMS allows you to register different attendance-related insights such as:

• The time of arrival in the classroom;
• If they left earlier;
• The times when they were excused;
• How many classes they didn’t attend.

All these details matter and you can quantify and transform them into extra points to award for participation.

• SCORM assignments

SCORM stands for Sharable Content Object Reference Model . If an assignment meets the SCORM standard in the LMS industry, it means users can share it on any platform. Any type of assignment on your LMS can be a SCORM assignment. You can fetch data from quizzes, for example.

SCORM assignments work like third-party content you create with different other tools, for example, Adobe Captivate or PowerPoint. Then, you can import the assignment on the LMS as a Zip file. SCORM allows you to create more interactive, animated content and upload it on the platform.

This is a helpful tool you can use for writing assignments. It allows you to check essays for plagiarism. The tool also verifies if the citations students included in their work are correct. This cloud-based service allows you to compare their texts against a rich internet database.

It also helps you grade their work and ask for peer review. Turnitin offers originality reports to see how much effort students have put into creating authentic, well-documented essays.

Unicheck is another plagiarism tool you can rely on to compare your students’ work against a live web index. Unicheck only needs a few seconds to check a text for plagiarism. It also works with several documents simultaneously.

More precisely, you can run five essays at a time through this plagiarism detection tool. The results are easily displayed, and you can use almost any type of text format with this tool.

Read more: Building a culture of academic integrity in a remote learning environment

LTI stands for Learning Tools Interoperability . This feature allows you to integrate other learning tools with the LMS when you teach and assess students. For example, you can create engaging video-based assignments with the LTI feature. You can also use LTI to create customized assignments for your students.

LMSs offer teachers a quick and easy way to assess and grade students. These systems eliminate time-consuming and tedious paper grading tasks. Once an assignment is created, you can use it repeatedly. You can choose from various assignments that grab students' attention and are fun to complete, such as quizzes, debates, surveys, or team assignments.

Some automated assignments make results available immediately after students submit their work. This allows them to quickly understand their competency level and put in more effort to improve, if necessary. Teachers also get a quick centralized overview of their students' results and can easily export them as reports or apply grade changes.

All in all, LMSs offer different types of assignments that make evaluation quick, engaging and easy both for students and teachers.

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Gen ed writes, writing across the disciplines at harvard college, teaching the elements of writing assignments.

Overview: How Unpacking the Elements Translates into Lesson Planning

In Unpacking the Elements we try to break down prompts into the essential features common to nearly every assignment (writing or not), and in doing so the goal was primarily two-fold: to help instructors identify the role of each element in their own assignments and how clearly each element is communicated in their prompts; and to give students and instructors a shared, simple vocabulary for talking about the goals and expectations of assignments.  In this section, the goal is to move from designing effective prompts and sharing them with students to using prompts as a road map for teaching in the classroom. If you’ve done the assignment prompt decoder and thought about elements in a specific prompt, you were maybe left with a few questions. For example:  

• What does it look like to teach each element and give students practice with them?
• What is the best order to teach the elements in?
• How can I scaffold smaller exercises or give students feedback along the way?
• What’s the timing of all of this look like within the framework of a real term?

In the pages of this section we take up these questions, first laying out more generally how teaching through the elements looks in the classroom before taking a deeper dive into a handful of the more common—and increasingly complex—types of academic writing assignments. For each kind of assignment, you’ll find sample timelines and sequences, along with out-of-the-box activities and generalizable advice on teaching with writing (“tips” and “pitfalls to avoid”). 

The advice and examples in this section are meant to be flexible enough to adapt to a wide range of real-life teaching scenarios and pedagogical approaches, but they all reflect a handful of guiding principles about the interrelated ways that assignment prompts "work": they create the context for learning experiences by serving as a touchstone for student-teacher discussions about the specific goals and expectations of the learning experience at hand, and they help keep instructors and students alive to what those goals and expectations are—and how their time together is an ongoing, well-supported engagement with them.

Three Key Principles for Teaching Writing in the Classroom

Students should always be “writing the paper”.

If your lesson plan is drawn from the actual assignment students are working on at any point in the term (whether it’s a smaller “now” response paper or a smaller part of a “bigger” project due in six weeks), then nearly every homework assignment or in-class activity is writing the paper. The purpose of section will always be more clear if students recognize that every meeting is a chance to practice relevant skills or make progress on an assignment. And of course, that recognition is only possible if students understand what the goals of the assignment they're working on are, what skills are relevant to meeting those goals, and what kinds of steps reflect progress toward them. With that in mind, it’s helpful to start with the Assignment Decoder for Students . 

Prompts don’t (and shouldn’t be asked to) speak for themselves

The assignment prompt decoders linked throughout this site are meant to give course heads, TFs & TAs, and students a way of assessing how clearly a prompt is communicating its elements. For course heads and instructors, this might lead to a revision of the prompt or clarifications in class or meetings of the teaching team. For students, it might lead to questions in section, emails to an instructor, or asking a fellow student for input. Whatever doing the decoder leads to—and whether or not the decoder is used at all—it’s crucial to keep in mind that prompts don’t speak for themselves, no matter how clear they are: they’re a framework for, and hopefully an invitation to discussion about what it will look and feel like to do an assignment well. But what about a really clear prompt—doesn’t it save class time if students can just read it on their own? It’s a fair question, and the fair response is that we can’t know whether students have understood the really clear prompt unless we have a discussion with them about it. At that point, of course, we’re back to discussing the prompt, and the upside is this: spending class time working through prompts is actually a reliably efficient way to make subsequent classes more effective. 

You can’t do it all, and you don’t need to

If you and your students are on the same page about the goals and priorities of an assignment, then you’re freed up to engage in some backward design triage: How much time is there until the likely deadline? How many sections are there to work with? What are the essential elements that need teaching and practice? What’s a good place to start? When giving feedback, it’s almost as unhelpful to just write “A-” without comments as it is to fill the margins with comments or append a novella’s worth of reflection to the end of a student’s essay. In both cases, it’s unclear what the rubric for feedback is and how they reflect the priorities of this assignment. And the same goes for teaching this assignment: You should find the sequence of in-class activities and formative assessments that best balance what’s necessary for students to succeed with what’s possible given the time and bandwidth available to you and your students. The general advice and sample trajectories for assignments in this section are meant to make that balance feel both attainable and much more than “good enough”—it’s what great teachers aim for. 

• DIY Guides for Analytical Writing Assignments

• Types of Assignments
• Unpacking the Elements of Writing Prompts
• The Steps of Teaching the Most Common Types of Writing Assignments
• Giving Feedback to Students

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44 Powerful Instructional Strategies Examples for Every Classroom

So many ways to help students learn!

Looking for some new ways to teach and learn in your classroom? This roundup of instructional strategies examples includes methods that will appeal to all learners and work for any teacher.

What are instructional strategies?

In the simplest of terms, instructional strategies are the methods teachers use to achieve learning objectives. In other words, pretty much every learning activity you can think of is an example of an instructional strategy. They’re also known as teaching strategies and learning strategies.

The more instructional strategies a teacher has in their tool kit, the more they’re able to reach all of their students. Different types of learners respond better to various strategies, and some topics are best taught with one strategy over another. Usually, teachers use a wide array of strategies across a single lesson. This gives all students a chance to play to their strengths and ensures they have a deeper connection to the material.

There are a lot of different ways of looking at instructional strategies. One of the most common breaks them into five basic types. It’s important to remember that many learning activities fall into more than one of these categories, and teachers rarely use one type of strategy alone. The key is to know when a strategy can be most effective, for the learners or for the learning objective. Here’s a closer look at the five basic types, with instructional strategies examples for each.

Direct Instruction Instructional Strategies Examples

Direct instruction can also be called “teacher-led instruction,” and it’s exactly what it sounds like. The teacher provides the information, while the students watch, listen, and learn. Students may participate by answering questions asked by the teacher or practicing a skill under their supervision. This is a very traditional form of teaching, and one that can be highly effective when you need to provide information or teach specific skills.

This method gets a lot of flack these days for being “boring” or “old-fashioned.” It’s true that you don’t want it to be your only instructional strategy, but short lectures are still very effective learning tools. This type of direct instruction is perfect for imparting specific detailed information or teaching a step-by-step process. And lectures don’t have to be boring—just look at the success of TED Talks .

Didactic Questioning

These are often paired with other direct instruction methods like lecturing. The teacher asks questions to determine student understanding of the material. They’re often questions that start with “who,” “what,” “where,” and “when.”

Demonstration

In this direct instruction method, students watch as a teacher demonstrates an action or skill. This might be seeing a teacher solving a math problem step-by-step, or watching them demonstrate proper handwriting on the whiteboard. Usually, this is followed by having students do hands-on practice or activities in a similar manner.

Drill & Practice

If you’ve ever used flash cards to help kids practice math facts or had your whole class chant the spelling of a word out loud, you’ve used drill & practice. It’s another one of those traditional instructional strategies examples. When kids need to memorize specific information or master a step-by-step skill, drill & practice really works.

Indirect Instruction Instructional Strategies Examples

This form of instruction is learner-led and helps develop higher-order thinking skills. Teachers guide and support, but students drive the learning through reading, research, asking questions, formulating ideas and opinions, and more. This method isn’t ideal when you need to teach detailed information or a step-by-step process. Instead, use it to develop critical thinking skills , especially when more than one solution or opinion is valid. ADVERTISEMENT

Problem-Solving

In this indirect learning method, students work their way through a problem to find a solution. Along the way, they must develop the knowledge to understand the problem and use creative thinking to solve it. STEM challenges are terrific examples of problem-solving instructional strategies.

Project-Based Learning

When kids participate in true project-based learning, they’re learning through indirect and experiential strategies. As they work to find solutions to a real-world problem, they develop critical thinking skills and learn by research, trial and error, collaboration, and other experiences.

Learn more: What Is Project-Based Learning?

Concept Mapping

Students use concept maps to break down a subject into its main points and draw connections between these points. They brainstorm the big-picture ideas, then draw lines to connect terms, details, and more to help them visualize the topic.

Case Studies

When you think of case studies, law school is probably the first thing that jumps to mind. But this method works at any age, for a variety of topics. This indirect learning method teaches students to use material to draw conclusions, make connections, and advance their existing knowledge.

Reading for Meaning

This is different than learning to read. Instead, it’s when students use texts (print or digital) to learn about a topic. This traditional strategy works best when students already have strong reading comprehension skills. Try our free reading comprehension bundle to give students the ability to get the most out of reading for meaning.

Flipped Classroom

In a flipped classroom, students read texts or watch prerecorded lectures at home. Classroom time is used for deeper learning activities, like discussions, labs, and one-on-one time for teachers and students.

Learn more: What Is a Flipped Classroom?

Experiential Learning Instructional Strategies Examples

In experiential learning, students learn by doing. Rather than following a set of instructions or listening to a lecture, they dive right into an activity or experience. Once again, the teacher is a guide, there to answer questions and gently keep learning on track if necessary. At the end, and often throughout, the learners reflect on their experience, drawing conclusions about the skills and knowledge they’ve gained. Experiential learning values the process over the product.

Science Experiments

This is experiential learning at its best. Hands-on experiments let kids learn to establish expectations, create sound methodology, draw conclusions, and more.

Learn more: Hundreds of science experiment ideas for kids and teens

Field Trips

Heading out into the real world gives kids a chance to learn indirectly, through experiences. They may see concepts they already know put into practice or learn new information or skills from the world around them.

Learn more: The Big List of PreK-12 Field Trip Ideas

Games and Gamification

Teachers have long known that playing games is a fun (and sometimes sneaky) way to get kids to learn. You can use specially designed educational games for any subject. Plus, regular board games often involve a lot of indirect learning about math, reading, critical thinking, and more.

Learn more: Classic Classroom Games and Best Online Educational Games

Service Learning

This is another instructional strategies example that takes students out into the real world. It often involves problem-solving skills and gives kids the opportunity for meaningful social-emotional learning.

Learn more: What Is Service Learning?

Interactive Instruction Instructional Strategies Examples

As you might guess, this strategy is all about interaction between the learners and often the teacher. The focus is on discussion and sharing. Students hear other viewpoints, talk things out, and help each other learn and understand the material. Teachers can be a part of these discussions, or they can oversee smaller groups or pairings and help guide the interactions as needed. Interactive instruction helps students develop interpersonal skills like listening and observation.

Peer Instruction

It’s often said the best way to learn something is to teach it to others. Studies into the so-called “ protégé effect ” seem to prove it too. In order to teach, you first must understand the information yourself. Then, you have to find ways to share it with others—sometimes more than one way. This deepens your connection to the material, and it sticks with you much longer. Try having peers instruct one another in your classroom, and see the magic in action.

Reciprocal Teaching

This method is specifically used in reading instruction, as a cooperative learning strategy. Groups of students take turns acting as the teacher, helping students predict, clarify, question, and summarize. Teachers model the process initially, then observe and guide only as needed.

Some teachers shy away from debate in the classroom, afraid it will become too adversarial. But learning to discuss and defend various points of view is an important life skill. Debates teach students to research their topic, make informed choices, and argue effectively using facts instead of emotion.

Learn more: High School Debate Topics To Challenge Every Student

Class or Small-Group Discussion

Class, small-group, and pair discussions are all excellent interactive instructional strategies examples. As students discuss a topic, they clarify their own thinking and learn from the experiences and opinions of others. Of course, in addition to learning about the topic itself, they’re also developing valuable active listening and collaboration skills.

Learn more: Strategies To Improve Classroom Discussions

Socratic Seminar and Fishbowl

Take your classroom discussions one step further with the fishbowl method. A small group of students sits in the middle of the class. They discuss and debate a topic, while their classmates listen silently and make notes. Eventually, the teacher opens the discussion to the whole class, who offer feedback and present their own assertions and challenges.

Learn more: How I Use Fishbowl Discussions To Engage Every Student

Brainstorming

Rather than having a teacher provide examples to explain a topic or solve a problem, students do the work themselves. Remember the one rule of brainstorming: Every idea is welcome. Ensure everyone gets a chance to participate, and form diverse groups to generate lots of unique ideas.

Role-Playing

Role-playing is sort of like a simulation but less intense. It’s perfect for practicing soft skills and focusing on social-emotional learning . Put a twist on this strategy by having students model bad interactions as well as good ones and then discussing the difference.

Think-Pair-Share

This structured discussion technique is simple: First, students think about a question posed by the teacher. Pair students up, and let them talk about their answer. Finally open it up to whole-class discussion. This helps kids participate in discussions in a low-key way and gives them a chance to “practice” before they talk in front of the whole class.

Learn more: Think-Pair-Share and Fun Alternatives

Independent Learning Instructional Strategies Examples

Also called independent study, this form of learning is almost entirely student-led. Teachers take a backseat role, providing materials, answering questions, and guiding or supervising. It’s an excellent way to allow students to dive deep into topics that really interest them, or to encourage learning at a pace that’s comfortable for each student.

Learning Centers

Foster independent learning strategies with centers just for math, writing, reading, and more. Provide a variety of activities, and let kids choose how they spend their time. They often learn better from activities they enjoy.

Learn more: The Big List of K-2 Literacy Centers

Computer-Based Instruction

Once a rarity, now a daily fact of life, computer-based instruction lets students work independently. They can go at their own pace, repeating sections without feeling like they’re holding up the class. Teach students good computer skills at a young age so you’ll feel comfortable knowing they’re focusing on the work and doing it safely.

Writing an essay encourages kids to clarify and organize their thinking. Written communication has become more important in recent years, so being able to write clearly and concisely is a skill every kid needs. This independent instructional strategy has stood the test of time for good reason.

Learn more: The Big List of Essay Topics for High School

Research Projects

Here’s another oldie-but-goodie! When kids work independently to research and present on a topic, their learning is all up to them. They set the pace, choose a focus, and learn how to plan and meet deadlines. This is often a chance for them to show off their creativity and personality too.

Personal journals give kids a chance to reflect and think critically on topics. Whether responding to teacher prompts or simply recording their daily thoughts and experiences, this independent learning method strengthens writing and intrapersonal skills.

Learn more: The Benefits of Journaling in the Classroom

Play-Based Learning

In play-based learning programs, children learn by exploring their own interests. Teachers identify and help students pursue their interests by asking questions, creating play opportunities, and encouraging students to expand their play.

Learn more: What Is Play-Based Learning?

More Instructional Strategies Examples

Don’t be afraid to try new strategies from time to time—you just might find a new favorite! Here are some of the most common instructional strategies examples.

Simulations

This strategy combines experiential, interactive, and indirect learning all in one. The teacher sets up a simulation of a real-world activity or experience. Students take on roles and participate in the exercise, using existing skills and knowledge or developing new ones along the way. At the end, the class reflects separately and together on what happened and what they learned.

Storytelling

Ever since Aesop’s fables, we’ve been using storytelling as a way to teach. Stories grab students’ attention right from the start and keep them engaged throughout the learning process. Real-life stories and fiction both work equally well, depending on the situation.

Learn more: Teaching as Storytelling

Scaffolding

Scaffolding is defined as breaking learning into bite-sized chunks so students can more easily tackle complex material. It builds on old ideas and connects them to new ones. An educator models or demonstrates how to solve a problem, then steps back and encourages the students to solve the problem independently. Scaffolding teaching gives students the support they need by breaking learning into achievable sizes while they progress toward understanding and independence.

Learn more: What Is Scaffolding in Education?

Spaced Repetition

Often paired with direct or independent instruction, spaced repetition is a method where students are asked to recall certain information or skills at increasingly longer intervals. For instance, the day after discussing the causes of the American Civil War in class, the teacher might return to the topic and ask students to list the causes. The following week, the teacher asks them once again, and then a few weeks after that. Spaced repetition helps make knowledge stick, and it is especially useful when it’s not something students practice each day but will need to know in the long term (such as for a final exam).

Graphic Organizers

Graphic organizers are a way of organizing information visually to help students understand and remember it. A good organizer simplifies complex information and lays it out in a way that makes it easier for a learner to digest. Graphic organizers may include text and images, and they help students make connections in a meaningful way.

Learn more: Graphic Organizers 101: Why and How To Use Them

Jigsaw combines group learning with peer teaching. Students are assigned to “home groups.” Within that group, each student is given a specialized topic to learn about. They join up with other students who were given the same topic, then research, discuss, and become experts. Finally, students return to their home group and teach the other members about the topic they specialized in.

Multidisciplinary Instruction

As the name implies, this instructional strategy approaches a topic using techniques and aspects from multiple disciplines, helping students explore it more thoroughly from a variety of viewpoints. For instance, to learn more about a solar eclipse, students might explore scientific explanations, research the history of eclipses, read literature related to the topic, and calculate angles, temperatures, and more.

Interdisciplinary Instruction

This instructional strategy takes multidisciplinary instruction a step further, using it to synthesize information and viewpoints from a variety of disciplines to tackle issues and problems. Imagine a group of students who want to come up with ways to improve multicultural relations at their school. They might approach the topic by researching statistical information about the school population, learning more about the various cultures and their history, and talking with students, teachers, and more. Then, they use the information they’ve uncovered to present possible solutions.

Differentiated Instruction

Differentiated instruction means tailoring your teaching so all students, regardless of their ability, can learn the classroom material. Teachers can customize the content, process, product, and learning environment to help all students succeed. There are lots of differentiated instructional strategies to help educators accommodate various learning styles, backgrounds, and more.

Learn more: What Is Differentiated Instruction?

Culturally Responsive Teaching

Culturally responsive teaching is based on the understanding that we learn best when we can connect with the material. For culturally responsive teachers, that means weaving their students’ various experiences, customs, communication styles, and perspectives throughout the learning process.

Learn more: What Is Culturally Responsive Teaching?

Response to Intervention

Response to Intervention, or RTI, is a way to identify and support students who need extra academic or behavioral help to succeed in school. It’s a tiered approach with various “levels” students move through depending on how much support they need.

Learn more: What Is Response to Intervention?

Inquiry-Based Learning

Inquiry-based learning means tailoring your curriculum to what your students are interested in rather than having a set agenda that you can’t veer from—it means letting children’s curiosity take the lead and then guiding that interest to explore, research, and reflect upon their own learning.

Learn more: What Is Inquiry-Based Learning?

Growth Mindset

Growth mindset is key for learners. They must be open to new ideas and processes and believe they can learn anything with enough effort. It sounds simplistic, but when students really embrace the concept, it can be a real game-changer. Teachers can encourage a growth mindset by using instructional strategies that allow students to learn from their mistakes, rather than punishing them for those mistakes.

Learn more: Growth Mindset vs. Fixed Mindset and 25 Growth Mindset Activities

Blended Learning

This strategy combines face-to-face classroom learning with online learning, in a mix of self-paced independent learning and direct instruction. It’s incredibly common in today’s schools, where most students spend at least part of their day completing self-paced lessons and activities via online technology. Students may also complete their online instructional time at home.

Asynchronous (Self-Paced) Learning

This fancy term really just describes strategies that allow each student to work at their own pace using a flexible schedule. This method became a necessity during the days of COVID lockdowns, as families did their best to let multiple children share one device. All students in an asynchronous class setting learn the same material using the same activities, but do so on their own timetable.

Learn more: Synchronous vs. Asynchronous Learning

Essential Questions

Essential questions are the big-picture questions that inspire inquiry and discussion. Teachers give students a list of several essential questions to consider as they begin a unit or topic. As they dive deeper into the information, teachers ask more specific essential questions to help kids make connections to the “essential” points of a text or subject.

Learn more: Questions That Set a Purpose for Reading

How do I choose the right instructional strategies for my classroom?

When it comes to choosing instructional strategies, there are several things to consider:

• Learning objectives: What will students be able to do as a result of this lesson or activity? If you are teaching specific skills or detailed information, a direct approach may be best. When you want students to develop their own methods of understanding, consider experiential learning. To encourage critical thinking skills, try indirect or interactive instruction.
• Assessments : How will you be measuring whether students have met the learning objectives? The strategies you use should prepare them to succeed. For instance, if you’re teaching spelling, direct instruction is often the best method, since drill-and-practice simulates the experience of taking a spelling test.
• Learning styles : What types of learners do you need to accommodate? Most classrooms (and most students) respond best to a mix of instructional strategies. Those who have difficulty speaking in class might not benefit as much from interactive learning, and students who have trouble staying on task might struggle with independent learning.
• Learning environment: Every classroom looks different, and the environment can vary day by day. Perhaps it’s testing week for other grades in your school, so you need to keep things quieter in your classroom. This probably isn’t the time for experiments or lots of loud discussions. Some activities simply aren’t practical indoors, and the weather might not allow you to take learning outside.

Come discuss instructional strategies and ask for advice in the We Are Teachers HELPLINE group on Facebook !

Plus, check out the things the best instructional coaches do, according to teachers ..

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6 Types Of Assessments And How To Use Them Effectively To Inform Your Teaching 

Alyssa Broussard

Education makes use of many types of assessment. While your mind may jump to the word test when you hear assessment, this is not always the case. Tests are one type of assessment, but they reach far beyond this one method. 

Assessments can be a great indicator of student performance, understanding, and mastery. These measures guide teaching practices. Without assessments, teachers must assume students understand everything perfectly. While that would be great if that were the case for every lesson, this is unlikely. 

This article explores six types of assessment and provides examples and best teaching practices for carrying out each assessment method.  

What are the types of assessment in education? 

Types of assessment refer to the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students. 

Popular examples of assessments include:

• Exit Tickets
• Think-Pair-Share
• Research Papers

Each of these assessments can be categorized into subcategories. The two most commonly known are formative and summative assessment . 

Assessment falls into four further subcategories:

• Diagnostic assessment 
• Ipsative assessment 
• Criterion-referenced assessment 
• Norm-referenced assessments 

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What is the purpose of using different types of assessments? 

Just as different activities teach students different things, different assessments measure different things. 

Continual progress monitoring of student performance through assessment is crucial. Teachers must ensure students understand foundational lessons to continue building from. This is best done when educators can identify the topics students struggle with. 

It is a fair assumption that most lesson planning hinges on student progress. If a class is struggling on a unit or lesson, educators will likely try to help them achieve mastery rather than just carrying on. This is where the types of assessments become important. 

A key component of many assessment types is student involvement. Of course, every assessment requires student participation. However, some require students to:

• Reflect on their learning
• Apply it in a new way
• Set goals for themselves

Their willingness (or lack thereof) helps determine the impact of teacher interventions. 

While some students are willing to be honest with their teachers and themselves, others are not so inclined. This could be for any number of reasons. If all assessment types relied on student reflection, you may not get the full picture of the student’s learning experience. 

More traditional methods of assessments analyze student performance in high-stakes situations like end-of-the-year examinations. These tests can be a great measure of student mastery and knowledge retention. 

However, students who are not good test takers, experience test anxiety or are having an off day may not perform in a way that demonstrates their mastery. 

Utilizing different assessment methods helps educators receive a whole-student view, rather than defining a student by their performance in a single instance. 

Below we look in more detail at different types of assessment and the value they bring to the classroom. 

Formative assessments

Formative assessments monitor student learning while providing ongoing feedback. These assessments help teachers and students easily identify strengths and weaknesses in student performance. 

Formative assessments are assessments for learning . They are low stakes and typically easier for students to complete. 

Examples of formative assessments include:

• Concept maps
• Self-assessments

These assessments are low-stakes for students and teachers but provide valuable insight into student learning. 

For example, imagine you are trying to teach your students factoring using the ‘FOIL’ method (First, Outer, Inner, Last) to multiply binomials. You’ve completed lessons on the acronym and gone through “I Do”, “We Do”, and “You Do”. Now it’s time to let your students demonstrate their knowledge. 

Before wrapping up class for the day, you have them complete an exit ticket for the following problem:

(x+2)(2x+3)

While reviewing your students’ answers you find three common answers:

• Answer 1: 2x²+7x+6 
• Answer 2: 2x²+4x+3x+6
• Answer 3: 2x+7x+6

This provides assessment data which helps to pinpoint student struggles.

In answer two, students forgot to combine like terms. In answer three, the students forgot that multiplying x by x is not the same as multiplying x by one. 

This simple assessment provides the insight needed to review foundational concepts that students need to progress through the rest of their math careers.

Without formative assessments, it can be difficult to identify these pain points. The frequency of formative assessment allows teachers to constantly check on student understanding and adjust teaching practices as needed. 

All Third Space Learning one-on-one math tutoring sessions use formative assessment. Once tutors take students through the lesson using ‘follow me, your turn’ students complete the ‘check your understanding’ question independently. Tutors follow the student’s calculations and explanations of critical thinking in the interactive classroom to assess how well they are grasping the learning objective. 

Summative assessments

Summative assessments are assessments of learning and student knowledge. These assessments evaluate student learning at the end of a set instructional period and often provide student grades. 

Student performance on summative assessments is measured against other students or state and national standards. 

Summative assessment strategies include:

• Cumulative projects
• Research papers
• Final exams 

Summative assessments help schools and educators assess student learning over the course of a unit, semester, and year. 

Some schools choose to administer a pretest to compare student performance from the beginning of the year to the end, allowing educators to monitor individual student growth.

At the end of each Third Space Learning one-on-one math tutoring program, students complete a final summative assessment to see which learning objectives and gaps they have closed and any that are outstanding. 

More types of assessments 

Though summative and formative assessments are the most popular, there are several other types of assessment. These assessments further help educators identify student strengths and weaknesses, establish goals, and compare performance to students across the district – even across the country.

Diagnostic assessments

In addition to student feedback, diagnostic assessments provide teachers with a tool that helps measure student strengths and weaknesses. Their goal is to assess prior knowledge and establish a baseline for the student ahead of a new learning unit. 

Common diagnostic assessment tools include:

• K-W-L charts
• Class discussions
• Student interviews

Ipsative assessments

Using ipsative assessments is an impactful way to measure student progress and mastery. Rather than comparing student performance to other students or a standard benchmark, ipsative assessments demonstrate how much a student has learned over a period.

These assessments are highly effective with students as they are not comparing themselves to anyone else. They are simply trying to improve upon their performance. 

Ipsative assessments are commonly executed through student portfolios and project-based learning. 

Criterion-referenced assessments

A more universally used form of assessment, criterion-referenced assessments determine student mastery of set standards and learning objectives. 

These assessments show educators how far or close students are to mastering the standards and objectives outlined for their grade level. 

Criterion-referenced assessments do not measure student performance against others, only the standard. Predetermined values decide how students perform and demonstrate their mastery. 

Common examples include pre and post-tests, chapter tests and end-of-the-year exams. 

At Third Space Learning, students are only ever assessed using criterion-referenced assessments as individuals. Each assessment takes place against the current learning standard and whether they have met the standard or not. 

Norm-referenced assessments

On the other hand, norm-referenced assessments compare and rank students to each other. Students are measured against what the exam board determines the estimated average performance is across different competencies. 

From there, students receive a percentile based on their score. This percentile demonstrates how students perform compared to peers in their school, district, state, and country. These assessments are commonly seen in IQ tests, standardized tests, and any examination that provides students with a percentile ranking. 

Impact of assessments

Each type of assessment impacts students, planning and the general classroom in one way or another.  Here we look in more detail at how different types of assessment impacts student learning and teachers. 

Student learning

Assessments are a fantastic way to hold students accountable for their learning. Knowing that there will be knowledge checks is a motivator for students to continue to develop their education. 

At the same time, students must be met with assessments aligned to the standards and objectives they are expected to meet. As educators, it is critical to ensure that students are not faced with misaligned assessments. 

Clearly identify the alignment between an assessment and learning goal is important to help student learning. Without alignment, students may lack a sense of attainment, which hinders motivation. 

Additionally, when assessments align to the taught content properly, teachers can give students individualized feedback. Teachers and students can use this feedback for future studies, awareness, and focus points throughout the year. 

Teacher use

Assessments provide invaluable insight into students’ minds. Assessments such as formative assessments and diagnostic assessments provide real-time feedback on student understanding allowing teachers to adjust and differentiate instruction . 

For example, circling back to the earlier example of the FOIL method, now that you know the two common misunderstandings your students have, you can plan a variety of Tier 2 interventions or Tier 3 interventions . 

This may look like conducting small group instruction with the two groups, to provide focused learning activities aimed to address misconceptions. If the majority of the class answered incorrectly, you could host a review lesson to avoid having to single any group of students out. 

This is just one data point gathered using one type of assessment. For the most holistic view of student understanding, utilize a variety of assessments. This will help you gauge how your students are performing across time, rather than on one specific day. This is critical because of the many external factors we have to overcome in the classroom. 

Consider test anxiety, for example. A student could ace every formative assessment and criterion-referenced assessment but perform poorly on a norm-referenced assessment. These assessments are commonly seen as higher stakes and can lead to a higher performance to self-worth correlation. 

Any number of events can influence a student’s performance and it is the job of educators to remember and plan for that as best we can. 

A variety of data allows teachers to best adjust teaching strategies to meet student needs. 

Student achievement

Assessments are a portal into the student learning process. This means that all assessments have to be fair and valid, which is not always as easy as it seems. Mainly due to the fact that the content in many high-stakes assessments is not explicitly outlined. 

Educators must ensure students are prepared as well as they can be. When designing in-classroom assessments, be sure that assessments are holding your students accountable for what is taught, explored, and reviewed. 

By teaching and assessing students in a standards-and objectives-aligned way, true data can be shown to law and policymakers. This demonstrates where students are performing, what is achievable, and where we as a populous need to focus on and improve.  

Assessments are a vital part of student education. The various types provide different insights into student performance throughout the school year and allow us to best adjust our teaching to meet the needs of our students. Through assessments and interventions, teachers can promote student learning and achievement, which helps empower generations of learners. 

Formative, Summative and Diagnostic assessments are the three most commonly used assessment types. Formative assessments actively monitor student progress. They are low-stakes and lower effort. Summative assessments assess student knowledge at the end of a set learning period (unit, semester, school year, etc.). Diagnostic assessments assess prior knowledge and establish a baseline. 

Six commonly used assessment methods are: – Formative assessment – Summative assessment – Diagnostic assessment – Ipsative assessment – Criterion-referenced assessment – Norm-referenced assessment

The most effective assessment type depends on what is assessed. Each assessment is impactful in its own way. When assessing student understanding of developing concepts, formative assessments are most effective. This assessment type allows educators to intervene earlier than others.  In establishing a baseline of student knowledge, diagnostic assessment is most effective. If you are looking to evaluate a student’s performance, criterion-referenced and ipsative assessments are best. To assess student understanding over an extended period of time, norm-referenced and summative assessments are most effective. 

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Formative Assessment: Why Is It Still Important For Your Teaching?

What Is Formative Assessment? The Key To Student Success

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Pedagogy - Diversifying Your Teaching Methods, Learning Activities, and Assignments

Definition of Pedagogy 

In the most general sense, pedagogy is all the ways that instructors and students work with the course content. The fundamental learning goal for students is to be able to do “something meaningful” with the course content. Meaningful learning typically results in students working in the middle to upper levels of Bloom’s Taxonomy . We sometimes find that novice instructors conflate course content with pedagogy. This often results in “teaching as talking” where the presentation of content by the instructor is confused with the learning of content by the students. Think of your course content as clay and pedagogy as the ways you ask students to make “something meaningful” from that clay. Pedagogy is the combination of teaching methods (what instructors do), learning activities (what instructors ask their students to do), and learning assessments (the assignments, projects, or tasks that measure student learning).

Key Idea for Pedagogy

Diversify your pedagogy by varying your teaching methods, learning activities, and assignments. Critically assess your pedagogy through the lens of BIPOC students’ experiences at a PWI . We visualize these two related practices as a cycle because they are iterative and ongoing. Diversifying your pedagogy likely means shedding some typical ways of teaching in your discipline, or the teaching practices you inherited. It likely means doing more active learning and less traditional lecturing. Transforming good pedagogy into equitable pedagogy means rethinking your pedagogy in light of the PWI context and considering the ways your pedagogy may help or hinder learning for BIPOC students. 

PWI Assumptions for Pedagogy

Understanding where students are on the spectrum of novice to expert learning in your discipline or course is a key challenge to implementing effective and inclusive pedagogy (National Research Council 2000). Instructors are typically so far removed from being a novice learner in their disciplines that they struggle to understand where students are on that spectrum. A key PWI assumption is that students understand how your disciplinary knowledge is organized and constructed . Students typically do not understand your discipline or the many other disciplines they are working in during their undergraduate years. Even graduate students may find it puzzling to explain the origins, methodologies, theories, logics, and assumptions of their disciplines. A second PWI assumption is that students are (or should be) academically prepared to learn your discipline . Students may be academically prepared for learning in some disciplines, but unless their high school experience was college preparatory and well supported, students (especially first-generation college students) are likely finding their way through a mysterious journey of different disciplinary conventions and modes of working and thinking (Nelson 1996).

A third PWI assumption is that instructors may confuse students’ academic underpreparation with their intelligence or capacity to learn . Academic preparation is typically a function of one’s high school experience including whether that high school was well resourced or under funded. Whether or not a student receives a quality high school education is usually a structural matter reflecting inequities in our K12 educational systems, not a reflection of an individual student’s ability to learn. A final PWI assumption is that students will learn well in the ways that the instructor learned well . Actually most instructors in higher education self-selected into disciplines that align with their interests, skills, academic preparation, and possibly family and community support. Our students have broader and different goals for seeking a college education and bring a range of skills to their coursework, which may or may not align with instructors’ expectations of how students learn. Inclusive teaching at a PWI means supporting the learning and career goals of our students.

Pedagogical Content Knowledge as a Core Concept

Kind and Chan (2019) propose that Pedagogical Content Knowledge (PCK) is the synthesis of Content Knowledge (expertise about a subject area) and Pedagogical Knowledge (expertise about teaching methods, assessment, classroom management, and how students learn). Content Knowledge (CK) without Pedagogical Knowledge (PK) limits instructors’ ability to teach effectively or inclusively. Novice instructors that rely on traditional lectures likely have limited Pedagogical Knowledge and may also be replicating their own inherited teaching practices. While Kind and Chan (2019) are writing from the perspective of science education, their concepts apply across disciplines. Moreover, Kind and Chan (2019) support van Driel et al.’s assertion that:

high-quality PCK is not characterized by knowing as many strategies as possible to teach a certain topic plus all the misconceptions students may have about it but by knowing when to apply a certain strategy in recognition of students’ actual learning needs and understanding why a certain teaching approach may be useful in one situation (quoted in Kind and Chan 2019, 975). 

As we’ve stressed throughout this guide, the teaching context matters, and for inclusive pedagogy, special attention should be paid to the learning goals, instructor preparation, and students’ point of entry into course content. We also argue that the PWI context shapes what instructors might practice as CK, PK, and PCK. We recommend instructors become familiar with evidence-based pedagogy (or the Scholarship of Teaching and Learning , SoTL) in their fields. Moreover, we advise instructors to find and follow those instructors and scholars that specifically focus on inclusive teaching in their fields in order to develop an inclusive, flexible, and discipline-specific Pedagogical Content Knowledge.

Suggested Practices for Diversifying + Assessing Pedagogy

Although diversifying and critically assessing teaching methods, learning activities, and assignments will vary across disciplines, we offer a few key starting points. Diversifying your pedagogy is easier than critically assessing it through a PWI lens, but both steps are essential. In general, you can diversify your pedagogy by learning about active learning, peer learning, team-based learning, experiential learning, problem-based learning, and case-based learning, among others . There is extensive evidence-based pedagogical literature and practical guides readily available for these methods. And you can also find and follow scholars in your discipline that use these and other teaching methods.

Diversifying Your Pedagogy

Convert traditional lectures into interactive (or active) lectures.

For in-person or synchronous online courses, break a traditional lecture into “mini-lectures” of 10-15 minutes in length. After each mini-lecture, ask your students to process their learning using a discussion or problem prompt, a Classroom Assessment Technique (CAT), a Think-Pair-Share, or another brief learning activity. Read Lecturing from Center for Teaching , Vanderbilt University.

Structure small group discussions

Provide both a process and concrete questions or tasks to guide student learning (for example, provide a scenario with 3 focused tasks such as identify the problem, brainstorm possible solutions, and list the pros/cons for each solution). Read How to Hold a Better Class Discussion , The Chronicle of Higher Education .

Integrate active learning

Integrate active learning, especially into courses that are conceptual, theoretical, or otherwise historically challenging (for example, calculus, organic chemistry, statistics, philosophy). For gateway courses, draw upon the research of STEM and other education specialists on how active learning and peer learning improves student learning and reduces disparities. Read the Association of American Universities STEM Network Scholarship .  

Include authentic learning

Include authentic learning, learning activities and assignments that mirror how students will work after graduation. What does it mean to think and work like an engineer? How do project teams work together? How does one present research in an educational social media campaign? Since most students seeking a college education will not become academic researchers or faculty, what kinds of things will they do in the “real world?” Help students practice and hone those skills as they learn the course content. Read Edutopia’s PBL: What Does It Take for a Project to Be Authentic?

Vary assignments and provide options

Graded assignments should range from low to high stakes. Low stakes assignments allow students to learn from their mistakes and receive timely feedback on their learning. Options for assignments allow students to demonstrate their learning, rather than demonstrate their skill at a particular type of assessment (such as a multiple choice exam or an academic research paper). Read our guide, Create Assessments That Promote Learning for All Students .

Critically Assess Your Pedagogy

Critically assessing your pedagogy through the PWI lens with attention to how your pedagogy may affect the learning of BIPOC students is more challenging and highly contextual. Instructors will want to review and apply the concepts and principles discussed in the earlier sections of this guide on Predominantly White Institutions (PWIs), PWI Assumptions, and Class Climate. 

Reflect on patterns

Reflect on patterns of participation, progress in learning (grade distributions), and other course-related evidence. Look at your class sessions and assignments as experimental data. Who participated? What kinds of participation did you observe? Who didn’t participate? Why might that be? Are there a variety of ways for students to participate in the learning activities (individually, in groups, via discussion, via writing, synchronously/in-person, asynchronously/online)?

Respond to feedback on climate

Respond to feedback on climate from on-going check-ins and Critical Incident Questionnaires (CIQs) as discussed in the Climate Section (Ongoing Practices). Students will likely disengage from your requests for feedback if you do not respond to their feedback. Use this feedback to re-calibrate and re-think your pedagogy. 

Seek feedback on student learning

Seek feedback on student learning in the form of Classroom Assessment Techniques (CATs), in-class polls, asynchronous forums, exam wrappers, and other methods.  Demonstrate that you care about your students’ learning by responding to this feedback as well. Here’s how students in previous semesters learned this material … I’m scheduling a problem-solving review session in the next class in response to the results of the exam …

Be diplomatic but clear when correcting mistakes and misconceptions

First-generation college students, many of whom may also identify as BIPOC, have typically achieved a great deal with few resources and significant barriers (Yosso 2005). However, they may be more likely to internalize their learning mistakes as signs that they don’t belong at the university. When correcting, be sure to normalize mistakes as part of the learning process. The correct answer is X, but I can see why you thought it was Y. Many students think it is Y because … But the correct answer is X because … Thank you for helping us understand that misconception.

Allow time for students to think and prepare for participation in a non-stressful setting

This was already suggested in the Climate Section (Race Stressors), but it is worth repeating. BIPOC students and multilingual students may need more time to prepare, not because of their intellectual abilities, but because of the effects of race stressors and other stressors increasing their cognitive load. Providing discussion or problem prompts in advance will reduce this stress and make space for learning. Additionally both student populations may experience stereotype threat, so participation in the “public” aspects of the class session may be stressful in ways that are not true for the majority white and domestic students. If you cannot provide prompts in advance, be sure to allow ample individual “think time” during a synchronous class session.

Avoid consensus models or majority rules processes

This was stated in the Climate Section (Teaching Practices to Avoid), but it’s such an entrenched PWI practice that it needs to be spotlighted and challenged. If I am a numerical “minority” and I am asked to come to consensus or agreement with a numerical “majority,” it is highly likely that my perspective will be minimized or dismissed. Or, I will have to expend a lot of energy to persuade my group of the value of my perspective, which is highly stressful. This is an unacceptable burden to put on BIPOC students and also may result in BIPOC students being placed in the position of teaching white students about a particular perspective or experience. The resulting tensions may also damage BIPOC students’ positive relationships with white students and instructors. When suitable for your content, create a learning experience that promotes seeking multiple solutions to problems, cases, or prompts. Rather than asking students to converge on one best recommendation, why not ask students to log all possible solutions (without evaluation) and then to recommend at least two solutions that include a rationale? Moreover, for course content dealing with policies, the recommended solutions could be explained in terms of their possible effects on different communities. If we value diverse perspectives, we need to structure the consideration of those perspectives into our learning activities and assignments. 

We recognize the challenges of assessing your pedagogy through the PWI lens and doing your best to assess the effects on BIPOC student learning. This is a complex undertaking. But we encourage you to invite feedback from your students as well as to seek the guidance of colleagues, including advisors and other student affairs professionals, to inform your ongoing practices of teaching inclusively at a PWI. In the next section, we complete our exploration of the Inclusive Teaching at a PWI Framework by exploring the importance of auditing, diversifying, and critically assessing course content.

Pedagogy References

Kind, Vanessa and Kennedy K.H. Chan. 2019. “Resolving the Amalgam: Connecting Pedagogical Content Knowledge, Content Knowledge and Pedagogical Knowledge.” International Journal of Science Education . 41(7): 964-978.

Howard, Jay. N.D. “How to Hold a Better Class Discussion: Advice Guide.” The Chronicle of Higher Education . https://www.chronicle.com/article/how-to-hold-a-better-class-discussion/#2 

National Research Council. 2000. “How Experts Differ from Novices.” Chap 2 in How People Learn: Brain, Mind, Experience, and School: Expanded Edition . Washington D.C.: The National Academies Press. https://nap.nationalacademies.org/catalog/9853/how-people-learn-brain-mind-experience-and-school-expanded-edition

Nelson, Craig E. 1996. “Student Diversity Requires Different Approaches to College Teaching, Even in Math and Science.” The American Behavioral Scientist . 40 (2): 165-175.

Sathy, Viji and Kelly A. Hogan. N.D.  “How to Make Your Teaching More Inclusive: Advice Guide.” The Chronicle of Higher Education . https://www.chronicle.com/article/how-to-make-your-teaching-more-inclusive/?cid=gen_sign_in

Yosso, Tara J. 2005. “Whose Culture Has Capital? A Critical Race Theory Discussion of Community Cultural Wealth.” Race, Ethnicity and Education . 8 (1): 69-91.

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Advantages and Disadvantages of Assignments For Students

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What are the advantages and disadvantages of assignments for students.

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Advantages of Assignments For Students

Disadvantages of assignments for students.

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• Effective schools: Teacher hiring, assignment, development, and retention

Susanna Loeb

Tara Beteille

Demetra Kalogrides

The literature on effective schools emphasizes the importance of a quality teaching force in improving educational outcomes for students. In this paper, we use value-added methods to examine the relationship between a school’s effectiveness and the recruitment, assignment, development and retention of its teachers. Are effective schools effective because they happen to have recruited good teachers or do effective schools systematically recruit, develop and retain more effective teachers each year? Our results reveal four key findings. First, we find that more effective schools are able to attract and hire more effective teachers from other schools when vacancies arise. Second, we find that more effective schools assign novice teachers to students in a more equitable fashion. Across all schools we find that novice teachers are assigned lower achieving students than their more experienced colleagues at their school; however, the magnitude of this relationship is weaker in more effective schools. Third, teachers who work in schools that were more effective at raising achievement in a prior period improve more rapidly in a subsequent period than do those in less effective schools. Finally, we find that more effective schools are better able to retain higher-quality teachers. The results point to the importance of personnel, and perhaps, school personnel practices, for improving school outcomes.

Primary Research Area:

• Teaching and Leadership Effectiveness

Topic Areas:

• Educator Preparation and Development , Teacher Labor Markets , Teacher Quality

Education Level:

• School Leadership Research

APA Citation

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Samar Education

Assignment method of teaching, assignment method.

Assignment method as the name suggests students are assigned some tasks-theoretical as well as practical nature for being performed at their parts in the school, at the workshop or laboratory, library or at their home. They are provided necessary guidance instruction and also the specific outlines for completing their assignments in time.

Assignment is a necessary part of the teaching and learning process, helping us measure whether our students have really learned what we want them to learn. While exams and quizzes are certainly favorite and useful methods of assessment, out of class assignments (written or otherwise) can offer similar insights into our students' learning. And just as creating a reliable test takes thoughtfulness and skill, so does creating meaningful and effective assignments.

Undoubtedly, many instructors have been on the receiving end of disappointing student work, left wondering what went wrong, and often, those problems can be remedied in the future by some simple fine-tuning of the original assignment. This paper will take a look at some important elements to consider when developing assignments, and offer some easy approaches to creating a valuable assessment experience for all involved.

Features of the Assignment Method

• More emphasis is given on practical work.
• In this method all aspects of the subject matter are included.
• The teacher has to provide adequate guidance.
• Students get used to doing work on their own.
• Each student works according to his capacity.
• Students develop the habit of fulfilling their responsibilities.

Importance of Assignments

• Homework acts as a motivator of the students. This motivates the student to make maximum use of the acquired knowledge.
• Homework also saves time as it eliminates the need to re-read the lesson in class.
• Homework gives students opportunities to express their ideas through self-activity.
• Apart from the school, the home environment is also necessary to make the knowledge permanent, otherwise the ignorant will be unable to remember the absorbed knowledge.
• Properly planned homework helps in guidance.
• Through homework, students have to write their own answers to the questions. They bring books on various subjects from the library to read at home. This develops the habits of self-study in them.

Types of assignment method

1. page-by-page assignment.

This type is sometimes called the textbook assignment. It designates the number of pages to be covered. Page-by-page assignment is unsatisfactory, but recent studies have revealed that this type is still widely used in the elementary grades.

2. Problem assignment

This type of assignment gets away from the basic textbook idea. It encourages the use of references and stimulates reflective thinking. In this type the problem to be solved is the prime consideration. Special directions and suggestions are important in this type of assignment.

3. Topical assignment

In this kind of assignment the topic to be developed is the prime consideration. This is also a form of textbook assignment which is often given in social and natural science subjects.

4. Project assignment

This is a special type of assignment which is best adapted to vocational courses, to natural science subjects, and in some measure to social science subjects and other content subjects. In this type of assignment a project is considered a unit.

5. Contract assignment

This form of assignment is extensively used in individualized types of instruction with the main purpose of adjusting the task to the ability and interest of the individual.

6. Unit assignment

This type is associated with the Mastery Plan and the Cycle Plan of instruction. It is best adapted to the subjects which are divided into units. The so-called flexible assignment is used with the unit assignment plan.

7. Cooperative or group assignment

Cooperative assignment is most frequently utilized in a socialized type of recitation, or in a project method of instruction. Assignment of this type stimulates pupils to do their own thinking and to organize their materials. Here pupils also participate in determining desirable objectives and in deciding what should be done to attain them. Cooperative assignment can be utilized to advantage in many high school classes.

8. Syllabus assignment

Syllabus assignment is often utilized in the college or university. In this type of assignment, questions and references are given to guide the students. Here again guide questions and other suggestions are given to insure attention to the important points of the lesson.

9. Drill assignment

It is the purpose of this assignment to strengthen the connections formed in the process of growth in mental motor skills. Memorizing a poem or mastery of facts or simple combination facts in Arithmetic are good examples of this type of assignment. Drill assignment, like other type of assignment, should be motivated.

Merits of Assignment Method

1. Development of useful habit:- Assignment method helps in imbibing useful habits like below:

• (a) A sense of responsibility of finishing the task in hand.
• (b) Habit of self study and confidence in one's abilities.
• (c) Self dependency in action and thought.

2. Recognition of individual differences:- The assignment are alloted to the students on the basis of their mental abilities, capacities, interests and aptitudes. They are also allowed to execute their assignments according to their own pace. The brighter ones have not to wait for the slow learners as they can undertake next higher assignments after finishing the one in hand.

3. Provides freedom to work:- There is no restrictions of time both in term of starting and finishing with the assignment. The duration for the execution of the assignment depends upon the mental and physical stamina of the pupil. They may go to the library or work in the laboratory. according to their convenience.

Demerits of Assignment Method

1. Strain on the teacher:- The teacher is expected to work hard in the method for preparing the assignments, assigning these to the students individually or in groups, guiding the students at the proper time in a proper way and evaluating their work.

2. Not suitable to all types of learners:- This method does not suit student of low intelligence and also those having average capacities. Similarly, it cannot also work with the students who are irresponsible or careless and thus cannot be relied to finish their assignment properly in a specified time.

3. Provides stimulation for cheating:- Assignment method may provide temptation or compulsion to a number of students for copying the answers of the questions and results of the experiments from the readily available source or note book of their classmates. If it happens, the very purpose of these assignments is completely lost.

Precautions in the Planning of Assignments

• The selection of homework should be done keeping in view the prior knowledge of the students.
• Homework should be inspirational.
• In the planning of homework, the interests and respects of the students should be taken care of. 4. Homework should be definite and clear.
• Homework should be based on the teaching formula of 'from simple to complex'.
• There should be mutual harmony in homework.
• There should be variety in homework.
• Homework should be useful.
• Buzz Group Teaching Method
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• Discussion Method of Teaching
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MoSCoW Prioritization

What is moscow prioritization.

MoSCoW prioritization, also known as the MoSCoW method or MoSCoW analysis, is a popular prioritization technique for managing requirements. 

  The acronym MoSCoW represents four categories of initiatives: must-have, should-have, could-have, and won’t-have, or will not have right now. Some companies also use the “W” in MoSCoW to mean “wish.”

What is the History of the MoSCoW Method?

Software development expert Dai Clegg created the MoSCoW method while working at Oracle. He designed the framework to help his team prioritize tasks during development work on product releases.

You can find a detailed account of using MoSCoW prioritization in the Dynamic System Development Method (DSDM) handbook . But because MoSCoW can prioritize tasks within any time-boxed project, teams have adapted the method for a broad range of uses.

How Does MoSCoW Prioritization Work?

Before running a MoSCoW analysis, a few things need to happen. First, key stakeholders and the product team need to get aligned on objectives and prioritization factors. Then, all participants must agree on which initiatives to prioritize.

At this point, your team should also discuss how they will settle any disagreements in prioritization. If you can establish how to resolve disputes before they come up, you can help prevent those disagreements from holding up progress.

Finally, you’ll also want to reach a consensus on what percentage of resources you’d like to allocate to each category.

With the groundwork complete, you may begin determining which category is most appropriate for each initiative. But, first, let’s further break down each category in the MoSCoW method.

Start prioritizing your roadmap

Moscow prioritization categories.

1. Must-have initiatives

As the name suggests, this category consists of initiatives that are “musts” for your team. They represent non-negotiable needs for the project, product, or release in question. For example, if you’re releasing a healthcare application, a must-have initiative may be security functionalities that help maintain compliance.

The “must-have” category requires the team to complete a mandatory task. If you’re unsure about whether something belongs in this category, ask yourself the following.

If the product won’t work without an initiative, or the release becomes useless without it, the initiative is most likely a “must-have.”

2. Should-have initiatives

Should-have initiatives are just a step below must-haves. They are essential to the product, project, or release, but they are not vital. If left out, the product or project still functions. However, the initiatives may add significant value.

“Should-have” initiatives are different from “must-have” initiatives in that they can get scheduled for a future release without impacting the current one. For example, performance improvements, minor bug fixes, or new functionality may be “should-have” initiatives. Without them, the product still works.

3. Could-have initiatives

Another way of describing “could-have” initiatives is nice-to-haves. “Could-have” initiatives are not necessary to the core function of the product. However, compared with “should-have” initiatives, they have a much smaller impact on the outcome if left out.

So, initiatives placed in the “could-have” category are often the first to be deprioritized if a project in the “should-have” or “must-have” category ends up larger than expected.

4. Will not have (this time)

One benefit of the MoSCoW method is that it places several initiatives in the “will-not-have” category. The category can manage expectations about what the team will not include in a specific release (or another timeframe you’re prioritizing).

Placing initiatives in the “will-not-have” category is one way to help prevent scope creep . If initiatives are in this category, the team knows they are not a priority for this specific time frame. 

Some initiatives in the “will-not-have” group will be prioritized in the future, while others are not likely to happen. Some teams decide to differentiate between those by creating a subcategory within this group.

How Can Development Teams Use MoSCoW?

  Although Dai Clegg developed the approach to help prioritize tasks around his team’s limited time, the MoSCoW method also works when a development team faces limitations other than time. For example: 

Prioritize based on budgetary constraints.

What if a development team’s limiting factor is not a deadline but a tight budget imposed by the company? Working with the product managers, the team can use MoSCoW first to decide on the initiatives that represent must-haves and the should-haves. Then, using the development department’s budget as the guide, the team can figure out which items they can complete. 

Prioritize based on the team’s skillsets.

A cross-functional product team might also find itself constrained by the experience and expertise of its developers. If the product roadmap calls for functionality the team does not have the skills to build, this limiting factor will play into scoring those items in their MoSCoW analysis.

Prioritize based on competing needs at the company.

Cross-functional teams can also find themselves constrained by other company priorities. The team wants to make progress on a new product release, but the executive staff has created tight deadlines for further releases in the same timeframe. In this case, the team can use MoSCoW to determine which aspects of their desired release represent must-haves and temporarily backlog everything else.

What Are the Drawbacks of MoSCoW Prioritization?

  Although many product and development teams have prioritized MoSCoW, the approach has potential pitfalls. Here are a few examples.

1. An inconsistent scoring process can lead to tasks placed in the wrong categories.

  One common criticism against MoSCoW is that it does not include an objective methodology for ranking initiatives against each other. Your team will need to bring this methodology to your analysis. The MoSCoW approach works only to ensure that your team applies a consistent scoring system for all initiatives.

Pro tip: One proven method is weighted scoring, where your team measures each initiative on your backlog against a standard set of cost and benefit criteria. You can use the weighted scoring approach in ProductPlan’s roadmap app .

2. Not including all relevant stakeholders can lead to items placed in the wrong categories.

To know which of your team’s initiatives represent must-haves for your product and which are merely should-haves, you will need as much context as possible.

For example, you might need someone from your sales team to let you know how important (or unimportant) prospective buyers view a proposed new feature.

One pitfall of the MoSCoW method is that you could make poor decisions about where to slot each initiative unless your team receives input from all relevant stakeholders. 

3. Team bias for (or against) initiatives can undermine MoSCoW’s effectiveness.

Because MoSCoW does not include an objective scoring method, your team members can fall victim to their own opinions about certain initiatives. 

One risk of using MoSCoW prioritization is that a team can mistakenly think MoSCoW itself represents an objective way of measuring the items on their list. They discuss an initiative, agree that it is a “should have,” and move on to the next.

But your team will also need an objective and consistent framework for ranking all initiatives. That is the only way to minimize your team’s biases in favor of items or against them.

When Do You Use the MoSCoW Method for Prioritization?

MoSCoW prioritization is effective for teams that want to include representatives from the whole organization in their process. You can capture a broader perspective by involving participants from various functional departments.

Another reason you may want to use MoSCoW prioritization is it allows your team to determine how much effort goes into each category. Therefore, you can ensure you’re delivering a good variety of initiatives in each release.

What Are Best Practices for Using MoSCoW Prioritization?

If you’re considering giving MoSCoW prioritization a try, here are a few steps to keep in mind. Incorporating these into your process will help your team gain more value from the MoSCoW method.

1. Choose an objective ranking or scoring system.

Remember, MoSCoW helps your team group items into the appropriate buckets—from must-have items down to your longer-term wish list. But MoSCoW itself doesn’t help you determine which item belongs in which category.

You will need a separate ranking methodology. You can choose from many, such as:

• Weighted scoring
• Value vs. complexity
• Buy-a-feature
• Opportunity scoring

For help finding the best scoring methodology for your team, check out ProductPlan’s article: 7 strategies to choose the best features for your product .

2. Seek input from all key stakeholders.

To make sure you’re placing each initiative into the right bucket—must-have, should-have, could-have, or won’t-have—your team needs context. 

At the beginning of your MoSCoW method, your team should consider which stakeholders can provide valuable context and insights. Sales? Customer success? The executive staff? Product managers in another area of your business? Include them in your initiative scoring process if you think they can help you see opportunities or threats your team might miss. 

3. Share your MoSCoW process across your organization.

MoSCoW gives your team a tangible way to show your organization prioritizing initiatives for your products or projects. 

The method can help you build company-wide consensus for your work, or at least help you show stakeholders why you made the decisions you did.

Communicating your team’s prioritization strategy also helps you set expectations across the business. When they see your methodology for choosing one initiative over another, stakeholders in other departments will understand that your team has thought through and weighed all decisions you’ve made. 

If any stakeholders have an issue with one of your decisions, they will understand that they can’t simply complain—they’ll need to present you with evidence to alter your course of action.  

Related Terms

2×2 prioritization matrix / Eisenhower matrix / DACI decision-making framework / ICE scoring model / RICE scoring model

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The Ultimate Guide to Product Prioritization + 8 Frameworks

Lisa Dziuba

Updated: August 28, 2024 - 26 min read

One of the most challenging aspects of Product Management is prioritization. If you’ve transitioned to Product from another discipline, you might already think you know how to do it. You choose which task to work on first, which deadline needs to be met above all others, and which order to answer your emails in.

Priorities, right? Wrong!

In product management, prioritization is on a whole other level! The engineers are telling you that Feature A will be really cool and will take you to the next level. But a key stakeholder is gently suggesting that Feature B should be included in V1. Finally, your data analyst is convinced that Feature B is completely unnecessary and that users are crying out for Feature C.

Who decides how to prioritize the features? You do.

Prioritization is an essential part of the product management process and product development. It can feel daunting, but for a successful launch , it has to be done.

Luckily, a whole community of Product experts has come before you. They’ve built great things, including some excellent prioritization frameworks!

Quick summary

Here’s what we’ll cover in this article: 

The benefits and challenges of prioritization

The best prioritization frameworks and when to use them 

How real Product Leaders implement prioritization at Microsoft, Amazon, and HSBC

Common prioritization mistakes

Frequently Asked Questions

Benefits and challenges of prioritization

Before we dive into the different prioritization models, let’s talk about why prioritization is so important and what holds PMs back.

Benefits of effective feature prioritization

Enhanced focus on key objectives: Prioritization allows you to concentrate on tasks that align closely with your product's core goals. For example, when Spotify prioritized personalized playlists, it significantly boosted user engagement, aligning perfectly with its goal of providing a unique user experience.

Resource optimization: You can allocate your team’s time and your company’s resources more efficiently. Focusing on fewer, more impactful projects can lead to greater innovation and success.

Improved decision-making: When you prioritize, you're essentially making strategic decisions about where to focus efforts. This clarity in decision-making can lead to more successful outcomes, avoiding the pitfalls of cognitive biases like recency bias and the sunk cost fallacy .

Strategic focus: Prioritization aligns tasks with the company's broader strategic goals, ensuring that day-to-day activities contribute to long-term objectives.

Consider the example of Apple Inc. under the leadership of Steve Jobs. One of Jobs' first actions when he returned to Apple in 1997 was to slash the number of projects and products the company was working on.

Apple refocused its efforts on just a handful of key projects. This ruthless prioritization allowed Apple to focus on quality rather than quantity, leading to the development of groundbreaking products like the iPod, iPhone, and iPad. 

Stress reduction : From customer interactions to executive presentations, the responsibilities of a PM are vast and varied, often leading to a risk of burnout if not managed adeptly. For more on this, check out this talk by Glenn Wilson, Google Group PM, on Play the Long Game When Everything Is on Fire .

Challenges of prioritization

Managing stakeholder expectations: Different stakeholders may have varying priorities. For instance, your engineering team might prioritize feature development , while marketing may push for more customer-centric enhancements. Striking a balance can be challenging.

Adapting to changing market conditions: The market is dynamic, and priorities can shift unexpectedly. When the pandemic hit, Zoom had to quickly reprioritize to cater to a massive surge in users, emphasizing scalability and security over other planned enhancements.

Dealing with limited information: Even in the PM & PMM world, having a strong data-driven team is more often a dream rather than a current reality. Even when there is data, you can’t know everything. Amazon’s decision to enter the cloud computing market with AWS was initially seen as a risky move, but they prioritized the gamble and it paid off spectacularly.

Limited resources : Smaller businesses and startups don’t have the luxury of calmly building lots of small features, hoping that some of them will improve the product. The less funding a company has, the fewer mistakes (iterations) it can afford to make when building an MVP or figuring out Product-Market Fit.

Bias: If you read The Mom Test book, you probably know that people will lie about their experience with your product to make you feel comfortable. This means that product prioritization can be influenced by biased opinions, having “nice-to-have” features at the top of the list.

Lack of alignment: Different teams can have varying opinions as to what is “important”. When these differences aren’t addressed, product prioritization can become a fight between what brings Product-Led Growth, more leads, higher Net Promoter Score, better User Experience, higher retention, or lower churn. Lack of alignment is not the last issue startups face when prioritizing features.

Prioritization Frameworks

There are a lot of prioritization models for PMs to employ. While it’s great to have so many tools at your disposal, it can also be a bit overwhelming. You might even ask yourself which prioritization framework you should…prioritize. 

In reality, each model is like a different tool in your toolbox. Just like a hammer is better than a wrench at hammering nails, each model is right depending on the type of prioritization task at hand. The first step is to familiarize yourself with the most trusty frameworks out there. So, without further ado, let’s get started.

The MoSCoW method

Known as the MoSCoW Prioritization Technique or MoSCoW Analysis , MoSCoW is a method used to easily categorize what’s important and what’s not. The name is an acronym of four prioritization categories: Must have, Should have, Could have, and Won’t have .

It’s a particularly useful tool for communicating to stakeholders what you’re working on and why.

According to MoSCoW, all the features go into one of four categories:

Must Have These are the features that will make or break the product. Without them, the user will not be able to get value from the product or won’t be able to use it. These are the “painkillers” that form the why behind your product, and often are closely tied to how the product will generate revenue.

Should Have These are important features but are not needed to make the product functional. Think of them as your “second priorities”. They could be enhanced options that address typical use cases. 

Could Have Often seen as nice to have items, not critical but would be welcomed. These are “vitamins”, not painkillers. They might be integrations and extensions that enhance users’ workflow.

Won’t Have Similar to the “money pit” in the impact–effort matrix framework, these are features that are not worth the time or effort they would require to develop.

Pros of using this framework: MoSCoW is ideal when looking for a simplified approach that can involve the less technical members of the company and one that can easily categorize the most important features.

Cons of using this framework: It is difficult to set the right number of must-have features and, as a result, your Product Backlog may end up with too many features that tax the development team.

RICE scoring

Developed by the Intercom team, the RICE scoring system compares Reach, Impact, Confidence , and Effort.

Reach centers the focus on the customers by thinking about how many people will be impacted by a feature or release. You can measure this using the number of people who will benefit from a feature in a certain period of time. For example, “How many customers will use this feature per month?”

Now that you’ve thought about how many people you’ll reach, it’s time to think about how they’ll be affected. Think about the goal you’re trying to reach. It could be to delight customers (measured in positive reviews and referrals) or reduce churn.

Intercom recommends a multiple-choice scale:

3 = massive impact

2 = high impact

1 = medium impact

0.5 = low impact

0.25 = minimal impact

A confidence percentage expresses how secure team members feel about their assessments of reach and impact. The effect this has is that it de-prioritizes features that are too risky.

Generally, anything above 80% is considered a high confidence score, and anything below 50% is unqualified.

Considering effort helps balance cost and benefit. In an ideal world, everything would be high-impact/low-effort, although this is rarely the case. You’ll need information from everyone involved (designers, engineers, etc.) to calculate effort. 

Think about the amount of work one team member can do in a month, which will naturally be different across teams. Estimate how much work it’ll take each team member working on the project. The more time allotted to a project, the higher the reach, impact, and confidence will need to be to make it worth the effort.

Calculating a RICE score

Now you should have four numbers representing each of the 4 categories. To calculate your score, multiply Reach, Impact, and Confidence. Then divide by Effort.

Pros of using this framework:  

Its spreadsheet format and database approach are awesome for data-focused teams. This method also filters out guesswork and the “loudest voice” factor because of the confidence metric. For teams that have a high volume of hypotheses to test, having a spreadsheet format is quick and scalable.

Cons of using this framework: 

The RICE format might be hard to digest if your startup team consists mainly of visual thinkers. When you move fast, it’s essential to use a format that everyone will find comfortable. When there are 30+ possible features for complex products, this becomes a long spreadsheet to digest.

Impact–Effort Matrix 

The Impact-Effort Matrix is similar to the RICE method but better suited to visual thinkers. This 2-D matrix plots the “value” (impact) of a feature for the user vs the complexity of development, otherwise known as the “effort”. 

When using the impact–effort matrix, the Product Owner first adds all features or product hypotheses. Then the team that executes on these product hypotheses votes on where to place the features on the impact and effort dimensions. Each feature ends up in one of 4 quadrants:

Quick wins Low effort and high impact are features or ideas that will bring growth. 

Big bets High effort but high impact. These have the potential to make a big difference but must be well-planned. If your hypothesis fails here, you waste a lot of development time. 

Fill-ins Low value but also low effort. Fill-ins don’t take much time but they still should only be worked on if other more important tasks are complete. These are good tasks to focus on while waiting on blockers to higher priority features to be worked out. 

Money pit Low value and high effort features are detrimental to morale and the bottom line. They should be avoided at all costs.

Pros of using this framework:  It allows quick prioritization and works well when the number of features is small. It can be shared across the whole startup team, as it’s easy to understand at first glance.

Cons of using this framework:  If two product hypotheses are “quick wins”, which should go first? For this reason, it’s not the best framework when there are a lot of features. Also, beware of “fill-ins”, as they can take much more time and resources than expected and create loss of focus.

Professor Noriaki Kano, a Japanese educator and influential figure in quality management, developed the Kano model in the 1980s. Since then, it has been widely used by organizations seeking to prioritize customer satisfaction.

Delighters: The features that customers will perceive as going above and beyond their expectations. These are the things that will differentiate you from your competition.

Performance features: Customers respond well to high investments in performance features.

Basic features: The minimum expected by customers to solve their problems. Without these, the product is of little use to them.

The main idea behind the Kano model is that if you focus on the features that come under these three brackets, the higher your level of customer satisfaction will be.

To find out how customers value certain features, use questionnaires asking how their experience of your product would change with or without them.

As time goes along, you may find that features that used to be delighters move down closer towards ‘Basic Features’ as technology catches up and customers have come to expect them, so it’s important to reassess periodically.

Pros of using this framework: Because the model differentiates between basic needs and features that can delight customers, it prioritizes more customer-focused products and services.

Cons of using this framework: The categorization of features into Kano’s categories can be subjective, leading to inconsistencies. It doesn't directly address other crucial aspects like cost, time-to-market, or feasibility, which can also significantly impact product success.

Feasibility, Desirability, and Viability scorecard

Developed by IDEO in the early 2000s, this scorecard takes three core criteria — feasibility, desirability, and viability. It scores each criterion from 1 - 10 for every feature and takes a total to decide on the priority. 

Feasibility Can we build this feature with the skills and resources available? Is it possible to make this particular product hypothesis fast and without hiring extra people? Do you have an available tech stack/tools/cloud storage to do it?

Desirability Does this solve the pain for the customers? Do they want this feature enough to consider paying for it?

Viability How much will users pay for this feature? What’s the (ROI)? Is there any unit economy behind this feature?

Using this framework, your team creates a spreadsheet with product features and puts a score for each parameter. Another way to use this framework is to evaluate MVP ideas for feasibility, desirability, and viability via a team discussion. 

Ideas that have the most support from the team on those parameters can go right into the design sprint . Use the relevant people to help with the evaluation. For example, developers to look at feasibility or Product Marketing Managers to discuss desirability. This scorecard is pretty straightforward with clear pros and cons:

Pros of using this framework: The flexibility of the FDV scorecard means it can be used for evaluating marketing initiatives, hypotheses for customer success teams, or MVP concepts. It works well for teams that don’t find rigid frameworks helpful or for a workshop, or discussion on the executive level. 

Cons of using this framework: This approach relies a lot on knowledge of what the customer wants and how complex new features are. That is not always data that is readily available. 

Weighted Scoring Prioritization

This method follows a similar pattern to other frameworks on this list but with the significant addition of weighting how much of each category counts towards the final total. 

The process starts by selecting the criteria/categories you’ll be using to rate the features. For example, you might select “user experience”, “sales value”, “strategic impact”, “user adoption” or any of the Acquisition, Activation, Retention, Referral, Revenue (AARRR) metrics.

Next, you need to decide what importance you give to each category, adding a percentage value to each criterion (up to 100%). For example, during the early stages, you might focus on UX features that make an MVP usable. Each feature will have a score in those categories, from 1 (min impact) – 100 (max impact). Then you can now calculate the final score for each feature.

Pros of using this framework: The framework is customizable, which allows you to utilize the framework throughout an organization’s lifetime.

Cons of using this framework: Sometimes the weighting percentages can be hard to decide on. It requires PMMs & PMs to understand how each feature will influence user adoption across the whole product ecosystem. 

Cost of Delay

The Cost of Delay framework is unique in that it focuses exclusively on monetary value. The framework is designed to calculate the cost of not producing the feature immediately. It’s relatively straightforward to understand, although the calculation itself does require careful consideration. 

The calculation is as follows:

Estimated revenue per unit of time , for example, how much could be billed over a month-long period if the feature existed.

Estimated time it will take to complete the development of the feature.

Divide the estimated revenue by the estimated time to give you the cost of delay.

Pros of using this framework: This is a highly effective way of prioritizing feature backlogs. It is also useful in helping team members align around the value of features in terms of ROI.

Cons of using this framework: For new companies or brand-new features, the revenue estimate is very much based on a gut feeling as there is no hard data to base the estimates on.

Product Tree

Luke Hohmann introduced the concept of ‘Prune the Product Tree’, in his book Innovation Games: Creating Breakthrough Products Through Collaborative Play . During a Product Tree session, stakeholders use stickers, markers, or digital equivalents to place features, ideas, and enhancements on different parts of the tree according to where they think they belong in terms of product development priorities. 

Roots : Represent the core technologies, systems, and cap

abilities that support and enable the product's basic functions. These are fundamental aspects without which the product cannot function.

Trunk : Symbolizes the product's main functionalities or the current set of features. It is the stable and established part of the product that supports further growth.

Branches : Illustrate different areas of the product that can grow and expand, such as new feature sets, product lines, or major enhancements.

Leaves : Stand for specific features, ideas, or small enhancements that can be added to the product. These are often more visible to the end-users and can directly contribute to user satisfaction and product value.

Which model should I use?

Knowing which prioritization framework to use is tough! The Kano model is useful for making customer-centric decisions and focus on delight, but it can take time to carry out all the questionnaires needed for your insights to be accurate and fair.

Many people like the RICE scoring system as it takes confidence into account in a qualitative way, but there are still a lot of uncertainties.

MoSCoW focuses on what matters to both customers and stakeholders, which is particularly useful for Product Managers who struggle with managing stakeholder expectations. However, there’s nothing stopping you from putting too many items in ‘Must have’ and overextending your resources.

Of course, these aren’t the only prioritization techniques out there, and many talented Product Managers have their own ways of doing things. All you can do is test, test, and test again!

How to prioritize individual tasks: Tips from busy product leaders

Microsoft: applying the eisenhower matrix to a busy inbox.

Microsoft Product Manager Anusha Bahtnagar, uses a prioritization technique called The Eisenhower Matrix to prioritize what comes into her inbox. As a Product Manager working with cross-continental teams, it’s common to wake up to a full inbox.

The Eisenhower Matrix effectively sorts your tasks/emails into four categories, and presents a solution.

Important and Urgent: Top priority tasks that require your urgent attention (eg, crisis management tasks.)

Urgent and Not Important: Time-sensitive tasks that could be handled by someone else. Delegate these tasks.

Important and Not Urgent: Tasks that you definitely need to do, but they can wait. Schedule these for the future.

Not Important and Not Urgent: Declutter and eliminate tasks.

Amazon and Google: Making customer-focused prioritization decisions

A common theme across many companies is that the customer comes first. The same goes for prioritization.

Asal Elleuch, a Senior Product Manager for Amazon Prime, calls prioritization “a never-ending and iterative process.”

Focusing on the customer gives you an incredibly useful yardstick for prioritization. After all, your company’s values should already be customer focused. And most of your stakeholders should also be aligned on The Why. 

The Product vision should also be heavily influenced by customer needs.

Being customer-focused in your prioritization will help keep your decisions aligned with everything else. Like one big customer-centric puzzle!

Google product teams achieve this by using North Star Metrics . Your North Star Metric can be any metric or action that provides the most value to the customer. For instance, Spotify’s North Star Metric might be clicking ‘play’ on a song. Google Search’s North Star Metric might be clicking on a search result.

You can then base your prioritization decisions around that metric. Whichever updates/features/bug fixes will have a greater impact on that metric has priority.

HSBC: The art of making impossible product decisions

To help make decisions, with so many outside influences and an interlocking web of things to consider, Product Leader Mariano Capezzani came up with his own prioritization system.

Broken down into 4 steps, it gives you a solid footing for making quality prioritization decisions.

Know the context . Understand things like how this task/feature fits with the KPIs of the company, the market trends, and related upcoming regulations.

Understand the need. Learn to differentiate between what customers are asking for and what they really need.

Consider the execution. Are you aware of the intricate network of dependencies and their interlock that are needed to deliver something?

Arrange the sequence. Apply a quick acid test to ensure it fits your criteria (contributes to company goals, benefits a market, etc.)

Common Product Prioritization Mistakes

Mistake 1: no agreed-upon scoring guide.

What does an impact score of “5” mean? A 1% growth or 10%? In conversion rate or MRR? Do other teammates think the same?

Without an agreed-upon scoring guide, you can’t make an apples-to-apples comparison between initiatives. This makes prioritization pointless. To make matters worse, it increases the likelihood of conflicts between team members, as you are essentially disguising opinions as objective decisions. 

How to fix it

Develop a shared scoring guide for your prioritization criteria. Define what each level entails with a concrete description and examples. Here’s an example guide for determining the confidence level:

A scoring guide can be created for any prioritization method, as long as it is:

Specific to your product and team context

Objective and clear

It’s important to point out that even with a guideline, there will still be disagreements — and that’s okay. Team members should be comfortable explaining their decisions and giving feedback to others. These discussions will help your team uncover blind spots and build alignment.

Mistake 2: Mixing discovery and delivery

Software development isn’t the only thing that takes time when building a product. So do problem analysis and solution design, commonly referred to together as product discovery .

However, discovery tasks usually get either:

Lumped in with development work → Creates messy dependency issues.

Left out of the prioritization process → Introduces a selection bias from the start.

Divide your product development into discovery and delivery, and prioritize the two backlogs separately. This is called Dual Track Development . 

Do note that having separate tracks doesn’t mean you should have separate teams. For any given project, the same team should carry out both discovery and delivery work to maximize quality and velocity. 

Mistake 3: Recency bias

Your team will always add items to the backlog faster than it will clear them. Over time, you will build up a long backlog with items from the previous century (year). Because it’s human nature to favor shiny new ideas (a.k.a. recency bias), old items tend to get forgotten for no good reason. 

As new evidence emerges, situations change, and your team’s estimation skills improve, you must constantly review old items to correctly prioritize the backlog.

Track the “freshness” of each item. When something has not been updated for longer than X period of time, groom it again using the latest information. If it’s no longer relevant, it’s time to remove it permanently.

Mistake 4: Not considering constraints 

Product development is inherently messy. Besides the core value-vs-cost consideration, there are also dependencies, deadlines, skill fit, strategic fit, and other constraints that influence your prioritization decisions.

No matter how ruthless you are with prioritization, you can’t simply dismiss these constraints. However, you also shouldn’t let them override your core prioritization criteria every single time. 

Teams that lack a good system to deal with these external factors often end up losing confidence in their prioritization processes altogether. 

Define a set of rules to work with these constraints, and make them part of your prioritization system.

Here are a few examples:

Time-sensitive projects → Set aside a fixed amount of resources each month to fast-track projects with non-negotiable deadlines (e.g., scheduled launch events, seasonable campaigns). Everything else will follow the regular process, even if it means not getting done at all.

Dependencies → A project blocked by other tasks will resume its position in the backlog as soon as the blocker is removed. However, it shouldn’t interrupt projects that have already started.

Strategic alignment → Assign more weight to projects that align with the company’s strategic priorities. This can be done with the Weighted Scoring method.

When you have consistent guidelines, people will trust the system, knowing that every decision is made objectively. 

Mistake 5: Over-complicating the process

Perfect prioritization does not exist. The information you use for prioritization is simply a set of estimations and estimations are always wrong . There is no need to treat your prioritization process like you’re planning a rocket launch. 

Prioritization is an exercise that helps you maximize your execution value. If you constantly direct more resources toward prioritization than execution, you are doing it wrong. 

Sometimes product teams spend months debating the relative value between small features when they could have shipped them all in the time lost.

Timebox your prioritization discussion. If your team gets stuck comparing initiatives, introduce a tie-breaker rule. For example, items that entered the backlog first go first. 

The point is, trivial differences will not matter in the long run, and if you never decide what goes first you’ll never get started.

Mistake 6: Not iterating the prioritization system 

No one gets prioritization right the first time. Even if you are satisfied with your current system, there will always be room for improvement if you look hard enough. Additionally, just because something works today doesn’t mean it’ll continue to work as the company scales. It’s dangerous to think you can create a prioritization system that requires minimal iterations. 

Treat your prioritization system (and other internal processes) like your product. Monitor how it’s working and iterate continuously. Because the “users” in this case are your team members, there should be an open channel for everyone to give feedback.

Generally speaking, frequent and small iterations are better than drastic revamps. However, be aware that:

It takes time for a new process to show its effects.

A new process can hurt productivity in the short term.

Not every problem has an easy solution.

To avoid interrupting team momentum with ad-hoc fixes, I recommend doing a quarterly or bi-yearly process review to go over all the feedback and discuss solutions as a team.

Bonus: Management interference

Having to rearrange your backlog due to management input, usually without a convincing reason, is one of the most frustrating yet common things that can happen to a product team. This is often due to a disconnect between company strategy and product strategy.

Such a discrepancy exists for a combination of reasons:

Management mistakes tactics for strategies. It dictates solutions instead of creating a direction for potential solutions.

Management doesn’t explain the “why” behind a strategy.

There is no clear process for teams to share learnings and evidence (both horizontally and vertically).

There is no agility in the company strategy, even when it no longer makes sense.

If you are a product leader (CPO, director, team lead, etc.), you have a critical responsibility here to bridge the gap between individual teams and senior management. Make sure to communicate information bi-directionally and fix misalignment proactively. A good way to start is by examining:

How are we sharing insights other teams should know?

Does every team have the same access to key information (ICP, positioning, data dashboard, etc.)?

What information does my team want to know but is out of their reach?

What is the best framework for prioritizing product features?

There is no ‘best framework’. There is only the best framework for a given prioritization task. Now that you’re familiar with the frameworks that product experts use day-to-day, look back at your OKRs and decide which model will turn your backlog into the right product at this moment in time. 

Who prioritizes the backlog?

The Product Manager is typically responsible for finalizing the prioritization, balancing stakeholder interests, user value, and feasibility.

Developers provide input on feasibility and effort estimates to help the PM. Stakeholders help PMs and developers understand business value and promote strategic alignment.

What is the best prioritization tool? 

There are tons of great prioritization tools out there, like our free template pack , which includes templates for 5 prioritization models. 

Whatever tool you use, the most important thing is to align around the model you’ll use and make sure everyone is using the same model in pursuit of the same OKRs, and make sure to clarify priorities within the timeline of your product roadmap so everyone is aligned.

What are the steps involved in using a prioritization framework?

Follow these general steps whenever using a prioritization model: 

Identify the moment: Identify the tasks in the backlog, strategy, and current OKRs.

Decide on a framework that will help you reach your team’s goals and apply it to the tasks in the backlog.

Try other frameworks and see if the same features came in first place.

How often should you review your prioritization framework?

Your team should review its priorities regularly. The cadence of that review depends on your team’s needs. How often is not important as long as it’s consistent. Always re-evaluate your prioritization framework if business objectives change. 

Can you use multiple prioritization frameworks?

Yes! In fact, some frameworks pair together as well as a nice chablis and fresh oysters:

Pair subjective and quantitative frameworks for contrast. For example: Cost of Delay + Kano model will balance revenue and customer delight.

Pair bird’s eye views with detailed analysis. Some frameworks are based on a general sense of the market and user trends while others on careful research. Cover your bases by using both. For example: Weighted Scoring + MoSCoW.

Prioritization in product management is less about ticking off tasks and more about leading your product in the right direction. It is a crucial part of framing the priorities within your product roadmap. It is a continuous process of assessment, reassessment, and realignment with your product goals and market needs. 

Product Roadmapping Micro-Certification (PRC)™️

Product School has partnered with Productboard to create a micro-certification on how to build and maintain effective Roadmaps. Enroll for free to learn how to communicate the product vision and strategy to your stakeholders and customers.

Updated: August 28, 2024

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A Quick Guide to the MoSCoW Method Technique

January 12, 2022 - 10 min read

The MoSCoW method is a prioritization technique used by project and campaign managers to work smarter not harder. In this quick guide, we’ll explain exactly what the MoSCoW method is, how it works, and provide some examples you can use to inform your own analysis. Keep reading to better understand the various categories within the MoSCoW method, as well as an alternative prioritization tool for project managers.

What is the MoSCow method?

The MoSCoW method is a technique used by organizations to communicate the importance and priority of the various requirements being met in various projects. This method is also referred to as MoSCoW prioritization and MoSCoW analysis.

The term MoSCoW is an acronym that refers to the first letter of each of the four priority categories. It uses four categories, which are must-have, should-want, could-have, and will not have. While it’s meant to be used at the start of a project when time is on your side, it can also be adapted to work seamlessly for time constraints .

Software developer Dai Clegg originally created the MoScoW method. Since then, many other leading companies have used it to get their team on the same page, properly distribute resources, and achieve project goals. 

How does the MoSCow technique work?

The MoSCoW technique works by allowing teams to include multiple representatives from the organization in their project management discussions. This gives everyone a wider perspective on the organization's operations and where their collective priorities lie. 

Before you begin your MoSCoW method, think about which people can provide valuable context for your team. They can help you identify opportunities and threats, and they can help you make better decisions. Once finalized, the MoSCoW method will also force stakeholders to show evidence before they can submit additional work requests mid-project. 

Critics of MoSCoW often say that it does not include a comprehensive objective scoring system for all initiatives. This is a common mistake that many teams make. A weighted scoring method will more accurately measure the backlog against a set of predefined benefits and costs.

One of the most challenging aspects of the MoSCoW technique is learning which categories their initiatives should go in.  As the manager, you will need to know which of your team's initiatives are “must haves” for their product or which are merely “should haves”. 

You may even need to solicit feedback from a different department in order to get greater perspective on your current project prioritization. For example, a marketing department head may have greater insight into which selling points for your upcoming product launch are resonating more with buyers so that you can work on perfecting those components first. 

Another key idea about how the MoSCoW technique works is that it’s only effective if you follow it. This means that, once an initiative is placed into a category, the entire team needs to stick to that decision. Many beginner MoSCoW teams end up agreeing that an initiative should have been initiated, but they move on to the next step instead because it feels better or more familiar to them. 

Finally, when it comes to making decisions about prioritization, your team will need to have a consistent framework in place before you engage with this technique. A consistent framework for assessing and ranking all initiatives is critical if you want to avoid biases and falling into old patterns. 

Your team’s prioritization strategy helps set expectations across the organization. It lets them know that they have made the right decisions and weigh all the factors that go into making those decisions. Don’t be afraid to make your MoSCoW method results available to the rest of your organization if applicable. 

Understanding MoSCow prioritization categories

Before the MoSCoW analysis can begin, all participants need to agree on which initiatives will be prioritized. It's important to discuss how to resolve disagreements in order to prevent them from holding up progress during this preparation stage. This can help prevent issues from happening in the first place.

Once the framework has been established, it is time to start identifying the appropriate categories for each project. Here are the definitions and explanations of each of the MoSCoW prioritization categories: 

Musts are defined as initiatives that are critical to the success of a project or product. These are usually non-negotiable and can be used to describe specific functionalities or solutions that need to be implemented.

The “must have” category is challenging to define. Before you start, ask yourself if something is truly necessary in this category.

Should have

Although “should have” initiatives are not essential to a product or project, they may add significant value. A “should have” initiative is different from a “must have” initiative, which means it can be scheduled for a future release.

“Could haves” are initiatives that are not necessary to the core of a product. Projects that are placed in the “could have” category are often the first ones to be deprioritized when another project takes longer than expected.

Will not have

The MoSCoW method places several initiatives in a “will not have” category. This method allows you to manage expectations about what will not be included in a release or another timeframe.

Putting initiatives in the “will not have" category can help prevent scope creep . This category shows the team that the project is not a priority at this specific time frame. 

Some initiatives are prioritized in the “will not have” group, while others are likely to happen in the future. Some teams then decide to create a subcategory for these initiatives.

How is the MoSCoW method used in project management?

The concept of MoSCoW allows project managers to prioritize tasks that can be done efficiently even when they have limited time. For example, if the team has a tight budget, it can use MoSCoW to determine which initiatives can be completed within those limitations. 

This is especially useful for managers juggling more than project or leading cross-functional teams. This is because cross-functional teams are sometimes obligated to another company or department’s priorities. While your team is working on a new product release, another project manager may have them on a tight timeline for another client’s goal. 

And, as we all know, things come up throughout the lifespan of a project. Although efficient planning helps teams remain agile, the MoSCoW method can make even the biggest and most unexpected roadblocks more manageable. 

MoSCoW examples

This method can be used for nearly any industry or project type because it has to do more with project decision-making than the subject matter itself. Here are a couple of MoSCoW method examples you can use to get started with your first draft: 

1. National College of Ireland’s website project

In this example from a lecture on the MoSCoW analysis, Professor Eugene O’Loughlin demonstrates how to use this technique when building a website . 

The project goal in this example is to create a platform where users can securely log in and access files. Because of this, the tasks listed under their MoSCoW categories will look different from other standard website creation projects. 

For example, while another project may add “have an eye-catching design” to their should-have section, this particular website has added “password retrieval” because it directly applies to their security-oriented goal. 

Even if this website project could benefit from a great design, the MoSCoW method helps managers and teams laser focus on completing the highest priority activities first. If they have more time later on, they can potentially add a design improvement task to their “could haves” if they determine the ROI is high enough. 

Takeaway: Consider your project holistically when assigning priority. Your goals should be your north star for determining what is or is not truly important, regardless of what conventional wisdom says to do. 

2. Slideteam’s Assessing HR Requirements Template

This is one of the MoSCoW examples that shows how many different types of tasks this technique covers. Here, we see storing employee leave history as a must, leave letter printing a should, notifications for pending leave dates a could, and remote access a won’t. 

In HR, many of their decisions around prioritization will be made by compliance and legal counsel that they must adhere to. Still, it’s important to define these tasks and their MoSCoW label so that employees understand at a glance that it’s less important to set up leave notifications and more important that they update employment histories in their software. 

Takeaway: The MoSCoW method can be used to cover many different aspects of projects including compliance and procedure. 

How to undertake a MoSCoW analysis using Wrike

Wrike is a project management software that allows users to strategize how they prioritize their portfolio of projects as well as the tasks within each individual initiative. Using visual tools such as road maps that show what progress will look like from kickoff to completion, managers can easily see which of their chosen MoSCoW analysis configurations work best for achieving their goals. 

Wrike also allows you to centralize all of your project planning in one central location. You can view potential resource conflicts across projects, individual task progress statuses, and automate tasks from your should or could have categories that you otherwise wouldn’t have time for. 

Ready to get started with the MoSCoW method and Wrike? Sign up for a two-week free trial today. 

Maria Waida

Maria is a freelance content writer who specializes in blogging and other marketing materials for enterprise software businesses.

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An Introduction to Bullet Journal Project Management

Bullet journals are great tools to destress and organize various aspects of project management. In this guide, we’re diving deep into the pros and cons of using this method to organize projects of all kinds. Keep reading to discover what bullet journal project management is and how this practice can boost productivity to new levels.  What is a bullet journal? A bullet journal is a customized space to organize all of your personal projects and goals. It can also be used to track deadlines and prioritize tasks. Bullet journaling became popular thanks to the book Getting Things Done, which is about a project management technique that uses a bullet journal to manage different projects efficiently. Bullet journals are often used to create daily, weekly, and monthly project plans. They can also be home to your to-do lists, inspiration boards, and project notes. They’re relaxing to create and relatively easy to maintain.  If you have multiple projects to manage, then you may want to use more than one notebook. Or you can swap your physical journal for a professional services management software that has plenty of space for storing digital plans.  Software tools are also easy to customize, make collaboration easier, and help with turning the plan into reality through task creation and assignment tools. With Wrike, data from multiple users will automatically sync so that everyone is on the same page with new updates and responsibilities.  If you do use a physical journal, using loose leaf paper in a binder will allow you to add pages as you go. This is useful for keeping track of all the data in one place instead of switching to additional notebooks when you run out of room.  There are many elegant, decorated bullet journal page layouts out there. Many invest time into making them artistic with drawings, decorative tape, and cut-out images. This isn’t necessary for project management, but it may be a fun activity outside of work.  Bullet journals can use several different layouts. The most common is a two-page spread that includes a month-long calendar on one page and a breakdown of goals for that period on the other. The latter will help you keep track of all the dates and commitments that are important to you as you get closer to starting a new project. The two-page spread makes it easy to see where you'll be working most efficiently in the coming weeks. It's ideal for people who manage multiple projects simultaneously. You can also create a view of the next six months within your bullet journal project management layout. This is called a future log. A future log is a calendar that lets you keep track of important events and dates for long-term projects. How do you use a bullet journal in project planning? Projects are essentially collections of notes and tasks that are linked to a common goal. They can be pulled together in a bullet journal for you to easily see all of the work related to that specific project. To start, you’ll need to list out your goals.  Create a list that includes every project goal you or your team can think of. Sort them in order of importance. Ideally, these smaller project goals will align with your organization’s big-picture goals.  Once you know what you’d like to accomplish, you can begin your bullet journal. Start by breaking down your number one goal into a project action plan. This can span days, weeks, or months. Then, break down your project action plan into individual tasks. Determine what the task is, who will be in charge of getting it done, and when it needs to be completed.  After that, you’re ready to use your bullet journal for project planning.  Step 1: List out your sections Number your pages if they aren’t already. At the beginning of the bullet journal, write the name of the page on the left side and the page number on the right.  Step 2: Add your key You may use symbols and abbreviations throughout your project planning. Put these at the beginning of the journal either after or on the same page as your key. Use color coding to signify which symbols belong to each project if you have more than one.  Step 3: Write out your future log A future log is a list of key dates and tasks that aren’t part of your immediate three-to-six month plans but are important to keep in mind. Add this after your key and leave space for other items as they come up.  Step 4: Create your calendar This can be in the form of a traditional calendar page. Some people like to hand draw them. However, you can also print, cut out, and paste a blank monthly calendar page into your journal too.  Step 5: Track tasks Create sections for monthly, weekly, and daily task lists. You can organize these in a few ways. Some project managers prefer to do it by project or by person. You can also create one massive list with everything you’re personally responsible for so you have it all in one place. Or use a combination of any of these for your various projects.  Make sure to check in with your bullet journal weekly and monthly. Note any upcoming or past deadlines. Adjust your task list and schedule for unexpected issues as needed.  The benefits of using a bullet journal for work Project managers often have a hard time keeping track of their work activities without losing track of anything along the way. This is one of the reasons why the bullet journal is so useful. Not only does it give you a roadmap of your next projects, but it’s also good for daily use.  You can keep track of to-do lists, priorities, and daily reflections. You can also journal about your progress and realign with goals all in the same notebook or tool. You can also rapidly log your thoughts for the day to boost your creativity and clear out emotions that no longer serve the project.  Combine your bullet journal for work with your personal goals. It will be easier to prioritize and accurately schedule tasks when you have your entire life laid out in front of you on paper.  Another benefit of using a bullet journal for work is that you can either DIY a notebook or use a planner you already have. It’s not so much what you use but how you use it.  And bonus: bullet journaling only takes five to 15 minutes a day. Whether it’s reviewing tomorrow’s meetings or crossing off today’s tasks, a bullet journal practice is easy to build into your schedule no matter how busy you are.  The disadvantages of using a bullet journal in project management While bullet journaling project management is great for keeping track of key project details, many project managers need a separate system to manage their meetings and reports.  Having more than one journal or calendar to manage at one time can be confusing. Add more than one project to the mix, and it may be counterproductive to use a traditional pen and paper bullet journal to accomplish your goals.  Another disadvantage of using a bullet journal in project management is your lack of ability to collaborate with others. When writing on paper, you have to either show your team the notebook in person or scan the pages and share them online. Either way, it’s not ideal for large, remote, and/or revolving teams.  The other thing to know about bullet journaling before diving in headfirst is that it can be quite time-consuming. If you do a crafty layout with calligraphy and scrapbooking accessories, then it may even take several days to finish.  And once you do have your plans laid out, they can be hard to change. Rewriting, erasing, and making more space for things that come up are essential for project planning. For that reason, we suggest using an 11 inch by 7 inch grid lined notebook to give yourself extra space.  Also, you can outline headlines and calendars with a pen or marker if you like the look. But stick to pencil for any factual information that is subject to change throughout the lifetime of the project. If you don’t do this now, you may end up having to scrap entire pages and start over later on.  Bullet journal alternatives you should consider Bullet journals are fun, unique, and creative. But there are some projects where they just aren’t the best possible option for managing it all. The project may be too complex or too large for a single notebook. There may even be so many updates needed that a physical notebook doesn’t make sense for your project.  If you’re facing any of these issues, you can try any of the following bullet journal alternatives:  Digital calendar and list app combo Bulletin board, sticky notes, and shared files Project management software Project management software is the top choice for bullet journal alternatives. Not only is it flexible, but it can make project planning more productive.  Wrike is the ultimate platform for customizing your own bullet journal project management processes. With over 30 predefined apps you can use to sync all your project data in one place, it's the most versatile platform for managing complex tasks. As a single source of truth for a project, team, and entire organization, project management software offers more advanced features than a simple notebook can. Instead of writing everything down on a few sheets of paper, Wrike acts like a living document. And unlike other digital organization tools, Wrike is specifically built to optimize project performance and success.  Wrike's tools are designed to work seamlessly with any team. Anyone who has permission to access the project can share files and tasks quickly and easily. Once uploaded, collaborators can visually edit and obtain files.  They’ll also have access to reports and tasks that are simple to understand at a glance without losing the details in the process. This allows all managers to gain visibility across departments and groups. Wrike is the ideal solution for teams that want to grow and operate efficiently with the help of cutting edge technology. For example, Wrike’s Work Intelligence helps you get started with the next generation of work, with AI-powered projects and automation. Wrike also features a streamlined UI that lets you customize its features to work seamlessly with your team. Although bullet journaling allows you to customize your project planning, you’ll be able to get and implement feedback from partners faster with a digital project tool.  Here are some other stand out benefits of using a project management software over a physical or digital bullet journal:  It’s interactive. For example, Wrike offers Gantt charts that lets users visualize their plans and progress. It’s efficient. Kanban boards make it easy to work seamlessly with Agile teams by creating and sharing whenever needed.  It’s faster. Wrike's template library is designed to help you quickly create and manage complex projects. It’s customizable. With custom request forms, you can easily gather details for your intake, assign tasks to the right teams, and dynamically route questions and requests. It’s up to date. Wrike’s calendars are ideal for team members who want to keep up with the latest information. It’s repeatable. Most tasks go through the same steps before they are finished. In a project management solution, you build a path for yours that will automatically assign and notify people when it's ready to begin through Wrike’s Automation Engine.  It’s trackable. With timers, approvals, and visual task assignments, you can manage entire teams while streamlining your work. It’s transparent. Get a 360 view across all of your organizations with custom dashboards. It’s syncable. Wrike's 400+ app integrations make it possible to integrate hundreds of apps into one central hub.  It’s safe. A digital project management software can safeguard your data by enforcing rules and encryption key ownership. Ready to upgrade your project planning methods and tools? Check out Wrike’s two-week free trial for some more goal-achieving features. 

What Is The Pomodoro Technique and How Does it Work?

Endless tasks and expectations from colleagues and employers can make getting things done hard. There’s always something else to add to your to-do list and, as that list grows, it starts to feel like there’s never enough time to do it all. Productivity hacks can seem gimmicky and semi-helpful at best. But what if there was a time management strategy that could help you tackle your to-do list, meet others’ expectations, and help you feel more productive and balanced?  That’s where the Pomodoro Technique comes in. This popular time management strategy can help you better plan your workload, overcome distractions, and check tasks off your list. And it doesn’t require working overtime or jamming more work into your day. Instead, it encourages frequent breaks in between stints of work. Perhaps one of the best aspects about it is that it’s easy to use.  We’re here to help you make your workdays better and more productive. In this guide, we’re breaking down the Pomodoro method — how to use it, why it works, and its advantages and disadvantages. And don’t worry, we’ll cover what Pomodoro means while we’re at it. Add reading this guide to your list of to-dos for today, and let’s get started.  What is the Pomodoro Technique? The Pomodoro Technique is a productivity or time management method created in the early 1990s by Francesco Cirillo.  A university student at the time, Cirillo struggled to focus and get his assignments done. Feeling overwhelmed, he realized he needed to try a new way of working and held himself accountable for committing to 10 minutes of focused time while studying. As he committed to the challenge, he found a tomato-shaped timer (you guessed it, Pomodoro is “tomato” in Italian), and the Pomodoro Technique was born. Cirillo wrote an entire book about the Pomodoro Technique, but the gist of it is simple. The method encourages short bursts of manageable chunks of work with breaks built in between. With this method, you work for 25-minutes sessions separated by five-minute breaks. After every four or five Pomodoros (think of these as work sessions), you indulge in a more extended break for 15-20 minutes. With a sense of urgency built into it, the method forces you to think through your to-do list and eliminate distractions while progressing on your tasks for a limited amount of time. And you can eliminate distractions knowing that you have breaks built into your day to look forward to. Let’s start by understanding what exactly the word “Pomodoro” means and where it came from. What does Pomodoro mean? Pomodoro quite literally means “tomato” in Italian. But what does a tomato have to do with time management?  Like we mentioned earlier, Cirillo used a tomato-shaped timer to help him manage his focused work time. He later named his famous technique after the tomato-shaped kitchen timer that helped him do his best work.  When we talk about the Pomodoro Technique, a Pomodoro also refers to one 25-minute focused work session. You’ll use a timer to work for one Pomodoro. Get it? Don’t worry — we’ll walk you through the nitty-gritty of how to use the Pomodoro Technique next.  How to use the Pomodoro Technique One of the best parts of the Pomodoro Technique is that it’s super simple to use without any training. Depending on who you ask, these steps may vary slightly. But that’s one of the best parts about the method — you can customize it.  Here’s how Cirillo’s Pomodoro method works: 1. Make a list of the tasks you need to accomplish To make the best use of your Pomodoro sessions, consider starting your day by creating a to-do list and outlining the tasks you need to accomplish. Don’t panic if your list becomes lengthy! Remember, you’re going to split up your work so that it’s more manageable throughout the day. You just need to make a note of what you need to accomplish today.  Tip: When you make a list of your tasks, think about how much time you need to complete each task. For example, one task might take you a full 25-minute Pomodoro. Or you might have three short tasks that you can group during one Pomodoro. Write down how many minutes each task will take. That way, you can pair up tasks that will take less than 25-minutes to complete. Your estimations don’t have to be perfect, but you want to avoid having gaps of time to fill or going past time during your Pomodoro sessions. 2. Set a timer for 25 minutes You don’t have to mimic Cirillo exactly and use a tomato-shaped kitchen timer, but to live the complete Pomodoro Technique experience, give a real timer a try. It doesn’t matter if you use a virtual or physical timer; any will do. Here are a few options to choose from when selecting a Pomodoro Technique timer: Pomodoro tomato timer Online tomato timer Focus Keeper app Pomodoro Timer Lite app The timer you use doesn’t need to be overly cumbersome or have any fancy capabilities, so don’t get caught up in the details. Keep it simple to make it most effective.  3. Focus on your tasks until the timer goes off This is the tricky part. Once you’ve set your timer, you need to work on the task or tasks you’ve chosen for 25 minutes without any interruptions throwing you off track. Combating distractions is no easy feat, and it may take practice to nail this step.  Tip: If possible, alert those around you when you’re using the Pomodoro method. This can help reduce interruptions and external distractions.  If you find yourself with spare time during a Pomodoro and aren’t sure what to focus on, Cirillo recommends taking advantage of the opportunity for overlearning. Use the time to make improvements and tidy up your work, reflect on the tasks you completed, or make a note of what you’ve learned until the timer goes off. Use the 25 minutes as best you can and avoid starting your break early if possible. 4. Enjoy a short break for five minutes You made it! Time is up and you can enjoy a break for five minutes or so. Consider using this time to use the restroom, grab a snack, or fill up your water bottle. Give your eyes a break and try to limit screen time if you can. Get up and stretch your legs or move your body around. Taking care of your well-being will help you stay motivated throughout the remainder of the day. 5. Repeat steps the first four steps Are you getting the hang of it? Rinse and repeat the above steps. After you’ve completed four Pomodoros, skip step four and jump straight to step six. 6. After every four or five Pomodoros, enjoy a more extended break You’ve earned it! Enjoy a longer, restorative break this time. Take 15-20 minutes to rejuvenate yourself. Maybe it’s time for breakfast or lunch. Or perhaps you want to spend a few minutes outside in the sun. Whatever the case may be, use your break wisely and prepare to jump into more Pomodoros after the break. That’s it. The Pomodoro Technique is an easy-to-use system, which means there isn’t much of a learning curve to start using it to your advantage. Does the Pomodoro Technique work? It sounds simple, right? That means you might be asking yourself whether the Pomodoro method truly works or not.  Reviews of the method spread amongst the internet suggest that many have seen success when using the technique. One person found that the Pomodoro Technique was a great solution for monotonous tasks on the to-do list. Knowing that they only needed to work on a task for 25 minutes encouraged them to get started on those dreaded, tedious to-do’s. Another person found success using the Pomodoro Technique and later adapted the method to fit their specific needs. The Pomodoro Technique helped them define a practice of self-discipline to expand on and boost productivity.  But what is it about the Pomodoro Technique that makes it work? Studies suggest that brief mental breaks help keep you focused. Frequent distractions rob us of productivity at work, but the Pomodoro method helps eliminate distractions for more focus in the workplace.  As with any time management strategy, what works best for some may not work well for others. Give the Pomodoro Technique a try and tailor it to your individual needs to ensure it has the most payoff for you.  The advantages and disadvantages of the Pomodoro method As with any time management strategy, the Pomodoro Technique has both benefits and drawbacks to consider before experimenting with it. Let’s take a look at both, starting with the advantages. Advantages of the Pomodoro Technique Break the habit of multitasking  When you follow the Pomodoro Technique, you’ll break the habit of multitasking. While multitasking might seem like a great way to get more done, it’s distracting and actually hinders your productivity. With the Pomodoro method, your goal is to dedicate your focus to any given task at hand — and save the rest of the items on your to-do list for another Pomodoro.  Reduce or prevent feelings of burnout Looking at your neverending to-do list can feel overwhelming and stressful, and working through that list without a strategic plan in place can cause feelings of burnout. The Pomodoro Technique not only encourages frequent breaks but it builds them directly into your schedule for you. You can reduce or prevent stress and burnout by taking full advantage of your breaks when you have them. Reduce procrastination We all procrastinate now and then, but the Pomodoro Technique ignites a sense of urgency in the day, which reduces or eliminates procrastination. There isn’t any time to scroll through your favorite social media platform, grab another snack, stare out the window, or engage in another distraction when you know you only have 25 minutes to complete a task. (Don’t beat yourself up — we’re all guilty of these things!) Disadvantages of the Pomodoro Technique Some tasks take more than 25 minutes  The Pomodoro method is said to be beneficial for tasks like writing, coding, and studying. It also comes in handy when needing to work through some monotonous to-dos like cleaning out your inbox or digging into some administrative items. But some tasks are bound to take more than 25 minutes to complete, which means the Pomodoro Technique may not always work for every type of project or task. If you’re in the middle of a project and are in a solid flow state, you might want to keep working past the 25-minute timer mark, which will interrupt all subsequent Pomodoro scheduling. You know your work styles and productivity best, so you’ll be in charge of making the judgment call on whether you need to work past the timer’s buzz.  Meetings could interfere with your Pomodoro planning  The Pomodoro method sounds particularly beneficial to those who have full control over their schedules. But many career professionals are bound to be interrupted by planned and unexpected meetings. Your meeting schedule could interfere with how you plan your Pomodoros or could interrupt you in the middle of a Pomodoro session.  Every time management strategy comes with advantages and disadvantages, and no method is guaranteed to be one-size-fits-all. Since the Pomodoro method is easy and comes without cost, consider giving it a try to see if it works for you. Remember, you can always tweak it to suit you best.  How to use Wrike to plan your Pomodoros  To set yourself up for success when using the Pomodoro Technique, you’ll want to have a to-do list prepared. A project management tool like Wrike can help you organize your tasks so that you can dive right into your Pomodoros (without wondering what you should start with).  With Wrike, you can: Manage and prioritize your work Use templates to organize and break your projects down into manageable tasks Track your time to understand how you’re spending it Manage workloads with resource management capabilities  You’re on your way to a more productive workday. Start your free trial of Wrike and begin planning your Pomodoros today.

Moore’s Law and the Productivity Problem

As the year draws to a close, developing strategies for how to be more productive and finish the year off strong is on every team’s mind — regardless of department or industry.  According to a study by California-based management platform Redbooth, the month of the year that we are at our most productive is October, followed by November, then September. The fall provides a feeling of a new start for many businesses, with the desire for shiny new productivity tools and aids bringing us back to our school days. But, while a new pencil case or a multi-colored pen can work wonders, today’s organizations are looking to much more sophisticated tools to boost their productivity. Note-taking apps, instant messaging platforms, virtual to-do lists, calendar tools — our desktops are overflowing with software designed to make us our most productive selves. But, with so many conflicting apps clouding our vision, it can often be difficult to get anything done at all.  So, why are we so inclined to constantly invest in new technology, believing it will exponentially increase our productivity levels? This concept is commonly referred to as Moore’s Law, and it’s important to understand it if you’re concerned about your team’s or your own productivity levels. What is Moore’s Law? Let’s start off with a simple enough question: what is Moore’s Law? The origins of Moore’s Law lie in IT and computer hardware. It is the principle that the speed and efficiency of a computer can be expected to double every two years, while the cost decreases by half. Moore’s Law is named after Gordon E. Moore, the co-founder of Intel, who made this observation of exponential growth in 1965.  You will have no doubt experienced Moore’s Law for yourself over the last decade, as the need to purchase a new phone or laptop normally begins to creep up every two years or so. While the technical capabilities of your gadget will have grown hugely, the price largely remains standard. We then begin to fall into a cycle of purchasing new technology as a habit, stretching our view to include phones, computers, exercise aids, entertainment systems, and, yes, productivity tools. Moore’s Law and endless productivity tools Of course, Moore’s Law has huge benefits for the technologically-driven society that we live in. The standards of the technology that we rely on can even be linked to Moore’s Law. The overarching idea of Moore’s Law — that speed, efficiency, and cost-effectiveness of technology is constantly evolving at a rapid pace — could apply to productivity tools and solutions. The need to update and reinvest in the ever-growing ecosystem of productivity tools and software every few years sees many teams losing themselves to too many apps.  In 2015, the average number of cloud applications per company was 73. In 2020, that number had increased to 163. So much so, that 56% of IT executives are now reporting having to use manual spreadsheets to keep track of all their SaaS apps — defeating their productivity goals before they’ve even started. This concept is commonly known as ‘SaaS sprawl,’ a term that refers to the dilemma of an organization’s tech stack being so expansive that it becomes unmanageable and causes visibility problems across departments. $40 billion is estimated to be spent on unused software each year, and the number of apps we are downloading continues to rise.  Many teams believe themselves to be more productive than ever, when really, spending so much time flicking between apps, tools, and software stifles creativity and raises burnout to an all-time high. How your team can effectively invest in productivity If your organization has fallen foul to overindulgence in productivity tools and gadgets, don’t worry. There are plenty of ways to empower your teams and teach them how to be more productive without overwhelming themselves with dozens of productivity platforms.  Consider toxic productivity The concept of toxic productivity relates to an unattainable desire for increased productivity, at the expense of other priorities, such as family or health. Toxic productivity is a real issue for many teams, especially if both our personal and work devices are overrun with technology that is constantly drawing us back to working mode. Consider whether your team could benefit from a digital detox of work-related technology, and set boundaries for after-hours work communication. Turn your attention to other methods of increasing productivity There are plenty of ways to increase productivity and wellbeing at work that have nothing to do with technology. For example, has your organization invested in a flexible work structure, allowing employees to choose where they work best? Could your business go the extra mile and trial a four-day workweek? Could your employee recognition programs use some extra love? These are all areas to consider when brainstorming how to be more productive across the board. Making the most of all-in-one technology like Wrike Of course, technology will always be a cornerstone of a successful business, and continuing to use productivity tools in some way at work is non-negotiable. But which tools should you invest in? What are the most important features of work management software that can actually increase productivity by up to 40%? Workflow automation: With Wrike’s custom request forms and automated task assignment, your team will never miss important tasks and details because of a cluttered workspace. App integration: Using so many apps can be tiresome and inefficient, with details and updates often being missed by team members. Wrike’s work management includes over 400 app integrations, so the constant context switching can stop. Single source of truth: Trawling through emails and messaging apps to find important documents and updates is time-consuming and frustrating for teams. Keeping everything organized in one centralized hub, where users can comment, edit, and give feedback, is a life-saver for teams who wish to be more productive. Collaborative features: Whether your team works in-office, remotely, or under a hybrid model, breakdowns in communication are one of the most common challenges to successful projects. Wrike’s collaborative features, including @mentions, real-time editing, and email and chat app integrations means that your team all have the same view, no matter where they are. Want to know more about how Wrike can boost your team’s productivity? Try out a free two-week trial today.

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Product Prioritization Frameworks

What is prioritization in product management.

Prioritization in product management is the disciplined process of evaluating the relative importance of work, ideas, and requests to eliminate wasteful practices and deliver customer value in the quickest possible way, given a variety of constraints.

The reality of building products is that you can never get everything done — priorities shift, resources are reallocated, funding is scarce. As product managers, it’s our job to make sure we’re working on the most important things first. We need to ruthlessly prioritize features before we run out of resources.

“Opportunity cost is when you never get the chance to do something important because you chose to work on something else instead.” — Product Roadmaps Relaunched by C. Todd Lombardo, Bruce McCarthy, Evan Ryan, Michael Connors

An effective product prioritization process garners support from stakeholders, inspires a vision in your team, and minimizes the risk of working on something that nobody wants.

What are product prioritization frameworks?

In a 2016 survey conducted by Mind the Product, 47 product managers named the most significant challenge they face at work. While this data sample is too small to make this a statistically significant report, the results will sound painfully familiar to you if you are a product manager.

The biggest challenge for product managers is: Prioritizing the roadmap without market research.

A staggering 49% of respondents indicated that they don’t know how to prioritize new features and products without valuable customer feedback. In other words, product managers are not sure if they’re working on the right thing .

Due to the lack of customer data, we often fall into the pitfall of prioritizing based on gut reactions, feature popularity, support requests or even worse—going into an uphill feature parity battle with our competitors.

Luckily for us, there is a more scientific way to prioritize our work. 

Product prioritization frameworks are a set of principles; a strategy to help us decide what to work on next. 

The right prioritization framework will help you answer questions such as:

• Are we working on the highest business value item?
• Are we delivering the necessary value to customers?
• Does our work contribute to the broader business objectives?
• Can we get this product to the market?

In this post, we’re going to introduce you to seven of the most popular prioritization frameworks. 

Value vs. Complexity Quadrant 

The Kano Model

Weighted scoring prioritization, the rice framework, ice scoring model, the moscow method.

Opportunity Scoring

Value vs. Complexity Quadrant

A value vs. Complexity Quadrant is a prioritization instrument in the form of a matrix. It is a simple 2 x 2 grid with “Value” plotted against “Complexity.”

To make this framework work, the team has to quantify the value and complexity of each feature, update, fix, or another product initiative.

• Value is the benefit your customers and your business get out of the feature. Is the feature going to alleviate any customers’ pains, improve their day-to-day workflow, and help them achieve the desired outcome? Also, is the feature going to have a positive impact on the bottom line of your business? 
• Complexity (or Effort) is what it takes for your organization to deliver this feature. It’s not enough that we create a feature that our customers love. The feature or product must also work for our business. Can you afford the cost of building and provisioning the feature? Operational costs, development time, skills, training, technology, and infrastructure costs are just some of the categories that you have to think about when estimating complexity.

If you can get more value with fewer efforts, that’s a feature you should prioritize.

Value/Complexity = Priority 

When aligned together, the criteria makes up several groups (or quadrants) that objectively show which set of features to build first, which to do next, and which to not do at all.

The quadrants created by this matrix are: 

• Quick Wins (upper-left). Due to their high value and low complexity, these features are the low-hanging-fruit opportunities in our business that we must execute with top priority.
• Major Projects, Big Bets, or Potential Features (upper-right). The initiatives that fall into this block are the big project releases that we know are valuable but are too risky to take on because of the resources and costs involved with them.
• Fill-Ins or Maybes (lower-left). In this quadrant are usually positioned the “nice to have” features. Things like small improvements to the interface and one day, maybe ideas.
• Time Sink Features (lower-right). Time sinks are the initiatives that we never want our team to be working on.

The Value vs. Complexity Quadrant is an excellent framework to use for teams working on new products. Due to its simplicity, this framework is helpful if you need to make objective decisions fast. Also, if your team lacks resources, the Value vs. Complexity Quadrant is an easy way to identify low-hanging-fruit opportunities.

The drawback of the Value vs. Complexity diagram is that it can get quite busy if you’re working on a super mature product with a long list of features.

In Productboard, the Prioritization matrix is an interactive visualization that helps you prioritize features within an objective by visualizing each feature’s value and effort. Just drag and drop features vertically to indicate their value to an objective, and horizontally to indicate estimated effort.

Developed by Japanese professor Noriako Kano and his team in 1984, the Kano model is a set of guidelines and techniques used to categorize and prioritize customer needs, guide product development and improve customer satisfaction.

The idea behind the Kano model is that Customer Satisfaction depends on the level of Functionality that a feature provides (how well a feature is implemented).

The model contains two dimensions:

Satisfaction, also seen as Delight or Excitement (Y-axis) that goes from Total Satisfaction ( Delighted or Excited ) to Total Dissatisfaction ( Frustrated or Disgusted ).

Functionality, also seen as Achievement , Investment , Sophistication or Implementation (X-axis) that shows how well we’ve executed a given feature. It goes from Didn’t Do It at All ( None or Done Poorly ) to Did It Very Well .

Kano classifies features into four broad categories depending on the customer’s expectations (or needs):

• Expected (Must-Be or Basic) . Some product features are simply expected. For example, being able to import your contacts into a CRM system. You must include these in your product requirements.
• Normal (or Performance) . The more of these features we build, the more satisfied customers we get. Choose the right set of performance features to create an attractive product.
• Exciting (or Attractive) . Some unspoken features, when presented, could create a delightful customer experience. Pick a few of these from your customer feedback and implement them for competitive differentiation.
• Indifferent . The presence or absence of some features doesn’t impact the customer value in any way.

Let’s take a restaurant business, for example:

• An Expected (or Basic) need is that the restaurant is clean and delivers the food on time. Without this, customers would be dissatisfied.
• A Normal (or Performance) requirement is that the food in the restaurant is tasty.
• An Exciting (or Attractive) requirement is that the restaurant offers an extra free meal with your order.
• An Indifferent need is that the restaurant is using a proprietary POS terminal.

The Kano model is useful when you’re prioritizing product features based on the customer’s perception of value:

Perception is the key word here. If the customer lives in an arid climate, rain-sensing wipers may seem unimportant to them, and there will be no delight. Using the Kano model (or any other model incorporating customer value) requires you to know your customer well. — Product Roadmaps Relaunched by C. Todd Lombardo, Bruce McCarthy, Evan Ryan, Michael Connors

To determine what’s your customers’ perception of your product, you must ask them a set of questions for each of the features they use:

• If you had (feature), how do you feel?
• If you didn’t have (feature), how do you feel?

Users are asked to answer with one of five options:

• I expect it
• I’m neutral
• I can tolerate it
• I dislike it

An example Kano questionnaire:

Then, we collect the functional and dysfunctional answers in what is called an evaluation table. 

To learn more about categorizing features in the evaluation table, you can check Daniel Zacarias’ post on the topic.

Weighted Scoring Prioritization is another framework that helps you decide what to put on your product roadmap.

The prioritization score is a weighted aggregation of drivers that are used to quantify the importance of a feature. It is calculated using a weighted average of each feature’s score across all drivers, which can serve to represent any prioritization criteria you’d like.

The weight given to each driver (out of a total of 100%) determines the driver’s relative contribution to the final score.

You can use a simple spreadsheet to create a scorecard or a robust product management system like Productboard  to visualize and automate the scoring process.

Here’s how to use the Weighted Scoring Prioritization framework:

• Start with a clear strategic overview of your next product release.
• Compile a list of product features that are related to that release. You don’t want to score every single feature in your backlog. Identify and group only the most relevant features for that release theme.
• Define the scoring criteria and assign weights to each driver. Come up with a list of drivers (or parameters) and decide their importance by giving each driver a specific weight from 0% (smallest contribution to the overall score) to 100% (biggest contribution to the score). Make sure all of the stakeholders agree on each criterion.
• Go through each feature and assign a score from 1 to 100 for each driver. The higher the score, the higher the impact that that feature has on that driver.

Here’s an example scorecard:

Each feature’s score is multiplied by the driver’s weight, then added to the total Priority score. For example: 90*20% + 90*10% + 50*30% + 20*40% = 50 Total Priority.

productboard makes the weighted scoring process intuitive by providing you with a visual interface to define the drivers’ weights. You can also filter features based on their prioritization score.

Weighting drivers in Productboard

Scoring features in Productboard

The RICE framework is a straightforward scoring system developed by the brilliant product management team at Intercom.

RICE stands for the four factors that Intercom uses to evaluate product ideas.

• Confidence 

How many people will be affected by that feature in a given time? For example, “users per month” or “conversions per quarter.”

Example: 1000 of our user base open this page every month, and from that, 20% of people select this feature. The total Reach is going to be 200 people.

Intercom scores the impact of a specific feature on an individual person level on a scale from 0.5 to 3.

• 3 – massive impact
• 2 – high 
• 1 – medium
• 0.5 – low impact

As we previously mentioned in this guide, the number one problem for product managers is prioritizing features without customer feedback. The Confidence score in the RICE method takes into account this problem and allows you to score features based on your research data (or lack of it).

Confidence is a percentage value:

• 100% – high confidence in your data
• 80% – medium confidence in your data
• 50% – low confidence in your data or lack of data

Example: “I have data to support the reach and effort, but I’m unsure about the impact. This project gets an 80% confidence score.”

Effort is the total amount of time a feature will require from all team members. Effort is a negative factor, and it is measured in “person-months.”

Example: This feature will take 1 week of planning, 4 weeks of design, 3 weeks of front-end development, and 4 weeks of back-end development. This feature gets an effort score of 3 person-months.

Once you have all of the four factors scored, you use the following formula to calculate the RICE score for each feature:

Intercom has made our life easier by providing a spreadsheet that we can use to calculate the RICE score automatically. You want to work on the features with the highest RICE score first!

If you’re looking for a speedy prioritization framework, look no further because the ICE Scoring Model is even more straightforward than the RICE framework.

In the words of Anuj Adhiya, author of “Growth Hacking for Dummies”: think of the ICE scoring model as a minimum viable prioritization framework. 

It’s an excellent starting point if you’re just getting into the habit of prioritizing product initiatives, but it lacks the data-informed objectivity of the rest of the frameworks in this guide.

The model was popularized by Sean Ellis, the person credited for coining the term “growth hacking.” It was initially used to score and prioritize growth experiments but later became popular among the product management community.

ICE is an acronym for:

• Impact – how impactful do we expect this initiative to be?
• Confidence – how confident we are that this initiative will prove our hypothesis and deliver the desired results? 
• Ease – how easy is this initiative to build and implement? What are the costs of the resources that are going to be needed?

Each of these factors is scored from 1–10, and the total average number is the ICE score.

You can use this simple spreadsheet built by a member of the Growth Hackers community to calculate your ICE scores.

One of the issues with that model is that different people could score the same feature differently based on their own perceptions of impact, confidence, and ease. The reality is that the goal of the ICE model is to provide you with a system for relative prioritization, not a rigorous data-informed calculator.

“The point is that the “good enough” characteristic of the ICE score works well BECAUSE it is paired with the discipline of a growth process.” —Anuj Adhiya, The Practical Advantage Of The ICE Score As A Test Prioritization Framework

To minimize inconsistent product assessments, make sure to define what the ICE rankings mean. What does Impact 5, Confidence 7, Ease 3, and so on, mean for you and your team.

The MoSCoW prioritization framework was developed by Dai Clegg while working at Oracle in 1994 and first used in the Dynamic Systems Development Method (DSDM)—an agile project delivery framework.

The MoSCoW method helps you prioritize product features into four unambiguous buckets typically in conjunction with fixed timeframes.

This quirky acronym stands for:

• Must have (Mo)
• Should have (S)
• Could have (Co)
• Won’t have (W)

Features are prioritized to deliver the most immediate business value early. Product teams are focused on implementing the “Must Have” initiatives before the rest of them. “Should Have” and “Could Have” features are important, but they’re the first to be dropped if resources or deadline pressures occur.

“ Must Have ” features are non-negotiable requirements to launch the product. An easy way to identify a “Must Have” feature is to ask the question, “What happens if this requirement is not met?” If the answer is “cancel the project,” then this needs to be labeled as a “Must Have” feature. Otherwise, move the feature to the “Should Have” or “Could Have” boxes. Think of these features as minimum-to-ship features.

“ Should Have ” features are not vital to launch but are essential for the overall success of the product. “Should Have” initiatives might be as crucial as “Must Haves” but are often not as time-critical.

“ Could Have ” features are desirable, but not as critical as “Should Have” features. They should only be implemented if spare time and budget allow for it. You can separate them from the “Could Have” features by the degree of discomfort that leaving them out would cause to the customer.

“ Won’t Have ” features are items considered “out of scope” and not planned for release into the schedule of the next product delivery. In this box, we classify the least-critical features or tasks with the smallest return on investment and value for the customer.

When you start prioritizing features using the MoSCoW method, classify them as “Won’t Haves” and then justify why they need a higher rank.

People often find pleasure in working on pet ideas that they find fun instead of initiatives with higher impact. The MoSCoW method is a great way to establish strict release criteria and prevent teams from falling into that trap.

The roots of Opportunity Scoring, also known as a gap analysis or opportunity analysis , trace back to the 1990s and the concept of Outcome-Driven Innovation (ODI), popularized by the researcher Anthony Ulwik.

Opportunity scoring is a prioritization framework that evaluates the feature importance and satisfaction for customers. This method allows us to identify features that customers consider essential but are dissatisfied with. 

To use the Opportunity Scoring method, you must conduct a brief survey asking customers to rank each feature from 1 to 10 according to two questions:

• How important is this feature or outcome to you?
• How satisfied are you with the existing solution today?

Then, you use your aggregated numbers in the following formula:

Importance + (Importance – Satisfaction) = Opportunity

The features with the highest importance score and lowest satisfaction will represent your biggest opportunities.

“If 81% of surgeons, for example, rate an outcome very or extremely important, yet only 30% percent rate it very or extremely satisfied, that outcome would be considered underserved. In contrast, if only 30% of those surveyed rate an outcome very or extremely important, and 81% rate it very or extremely satisfied, that outcome would be considered over-served.” —Eric Eskey, Quantify Your Customer’s Unmet Needs

Once you know your most viable opportunities, determine what it takes to connect these gaps. You need to take into consideration any resources required to deliver the improved feature. 

The opportunity scoring formula is an effective way to discover new ways to innovate your product and low-hanging-fruit opportunities to improve satisfaction metrics such as a Net Promoter Score (NPS)

Prioritization frameworks — putting it all together

Here is a relative overview of each framework and how you can decide which one to use that best suits your needs:.

• Choose when : Working on a new product, building an MVP or when development resources are scarce
• Pros: Great for identifying quick wins and low-hanging-fruit opportunities
• Cons: Hard to navigate when there’s an extensive list of features
• Choose when: You need to make better decisions for product improvements and add-ons
• Pros: Prioritizing features based on the customers’ perception of value 
• Cons: It doesn’t take into account complexity or effort; customer surveys can be time-consuming

Weighted Scoring

• Choose when: Weighting a long list of feature drivers and product initiatives
• Pros: Quantifies feature importance and ROI
• Cons: Drivers’ weights can be manipulated to favor political decisions; requires full team alignment on the different drivers and features involved in the scoring process
• Choose when: You need an objective scoring system that has been proved instead of developing one from scratch
• Pros: Quantifies total impact per time worked
• Cons: Its predefined scoring factors don’t allow for customization. May not be the perfect fit for your organization
• Choose when: You’re just starting or need to exercise the discipline of prioritization in your team
• Pros: A simple scoring model that is “good enough” for relative prioritization
• Cons: Subjective; lacks data viability
• Choose when: You need to communicate what needs to be included (or excluded) in a feature release
• Pros: Identities product launch criteria
• Cons: Doesn’t set prioritization between features grouped in the same bucket
• Choose when: Finding innovative ways to improve existing solutions
• Pros: Great for finding gaps in your value delivery; identify features that customers consider important but are dissatisfied with. 
• Cons: Does not work for new products or features due to the lack of customer data and market research

.     .     .

Productboard is a product management system that enables teams to get the right products to market faster. Built on top of the Product Excellence framework, Productboard serves as the dedicated system of record for product managers and aligns everyone on the right features to build next. Access a free trial of Productboard today .

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