Effectively assigning content is crucial for achieving your course goals. Within Achieve Macmillan Learning, thoughtfully planned assignment settings can significantly enhance student learning and course management. This guide explores key considerations for configuring assignments to create a structured and supportive learning environment.
One of the foundational steps is establishing consistent assignment due dates. Predictability is key for students to manage their workload effectively and avoid surprises. Many instructors find setting a recurring weekly deadline, such as Sunday at 11:59 pm, to be a practical approach. However, the ideal timing should align with your teaching style and course structure. For instance, readings and adaptive quizzes might be best completed just before each class session, while homework assignments could be due the day after a lecture. For example, in a Monday/Wednesday/Friday class starting at 10 am, pre-class assignments could be due at 9:45 am, and homework for that week could be set for Tuesday or Thursday at 11:59 pm. The most important factor is to establish a consistent pattern that you clearly outline in your syllabus, ensuring students are well-informed and can plan accordingly within Achieve Macmillan Learning.
Beyond due dates, assignment settings within Achieve Macmillan Learning offer further customization to tailor assessments to your pedagogical approach. Consider the number of attempts allowed for different assignment types. For quizzes designed to assess initial understanding, limiting students to a single attempt might be appropriate. Conversely, for homework assignments intended for practice and deeper learning, allowing multiple attempts, such as three, can provide valuable opportunities for students to learn from their mistakes and improve their performance. Furthermore, Achieve Macmillan Learning’s gradebook settings allow for flexibility in how grades are calculated. You might choose to drop the lowest grade in a category, such as dropping the lowest quiz grade or several low homework grades, particularly if you assign a higher volume of homework throughout the course. Weighting assignment categories is another essential setting. For example, adaptive quizzing could contribute 25% to the overall Achieve grade, homework 25%, and summative quizzes or tests the remaining 50%. Finally, it is vital to determine the overall contribution of Achieve Macmillan Learning activities to the final course grade. All of these settings, encompassing due dates, attempts, grade dropping, category weighting, and overall course grade contribution, should be clearly communicated to students in the course syllabus, setting clear expectations and promoting transparency in your assessment strategy within Achieve Macmillan Learning.
For detailed guidance on assignment settings and gradebook settings within Achieve Macmillan Learning, refer to the comprehensive knowledge base articles provided by Macmillan.
By carefully considering and configuring these assignment settings in Achieve Macmillan Learning, instructors can create a well-structured, transparent, and effective learning environment that supports student success and aligns with course objectives. Good luck implementing these strategies to enhance your teaching with Achieve!
