Article(s): Self- and Peer-Assessment Online - 1 views
-
Encourages student involvement and responsibility.
-
hansenn on 12 Feb 18I think students value learning more if they take part in assessing their own learning. Instead of just thinking they were given a grade, they know what they earned and if they reached the learning goal.
-
krcouch on 17 Feb 18Agreed. Students learn more and care more when they are in charge of your learning.
-
-
Can help reduce the ‘free rider’ problem as students are aware that their contribution will be graded by their peers.
-
Students also get to see examples of what to do and what not to do by looking at their peer's work. I agree students will often try harder if they know their peers will see their work.
-
Sometimes peer motivation is more powerful than any motivation that teachers or other adults can/will provide.
-
Peer motivation is a very powerful tool. Students can sometimes be harder on each other than an adult so that is why it is important to stick to agreed marking criteria so that they stay focused.
-
-
Students feel ill equipped to undertake the assessment.
- ...90 more annotations...
-
shirking’ their responsibilities by having students undertaking peer assessments.
-
It is considered fair by some students, because each student is judged on their own contribution.
-
When learners are mature, self-directed and motivated.
-
This is the greatest challenge for me teaching Middle School and having them evaluate each others work with maturity and staying focused on student's writing not their personal opinions.
-
Yes- I worry about this as well in special education. The skill deficits are large, and I worry about how to do this effectively so it's meaningful to both student evaluating and the student's work.
-
Amen Noel! I mentioned in a previous post that this is difficult amongst adult learners. Adolescents take this concept to a whole new level .... 180 degrees in the other direction!
-
I also think this can be a challenge for adults. I know for myself personally, my mindset plays a huge role in my motivation and effectiveness when peer grading.
-
-
When they self-assessed, these students reported that they checked their work, revised it, and reflected on it more generally.
-
The student's final project should be improved if they self evaluate. Students must be motivated to reflect and revise their own work. It is difficult sometimes to even get students to reread their work.
-
I also wanted to highlight this sentence. I employ this process in my class, but too many of my students take advantage of it by simply stating 'they understood the material by redoing their incorrect work." I think I need to require the last part ... a general reflection. Tell me what you got wrong, why you got it wrong, and what you did to fix it. Food for thought..
-
What I really like to see is the student who can self evaluate throughout the process. This not only helps them to learn the process, but it helps them to produce a better final product.
-
Dykstra, I agree with you. It seems to me that the reflective part is the most effective. I have students do a self reflection edit sheet, but I think if I had them really write a reflection instead, students would take the time to really think about their work.
-
-
determined that students involved in peer review perform better academically than peers graded only by their instructors
-
And, isn't that the purpose and job of the instructor to support the academic performance of ALL students.
-
I like that it says only by instructors. It is great to have peer review, but it should not always take the place of instructor feedback.
-
I like that research indicates that peer reviews teach students to perform better academically than graded only by instructors. It supports the peer review and self reflections topics.
-
-
feedback from an instructor, or mentor that is qualified
-
This makes sense to me. It is sort of like a coach of a basketball team (especially beginning basketball.) The reason there is a coach is because they have knowledge beyond what the player does and is necessary for the player to grow. I do know that players can learn from each other, but there are situations when the coach or instructor is the expert and students will learn best when evaluated by the instructor.
-
Yes! At least in high school, many students need the teacher to provide them with additional feedback.
-
-
review their own work with an eye for improvement
-
I do not recommend including an option on the peer evaluation for team members to make comments about their peers.
-
Potentially increases lecturer workload by needing to brief students on the process as well as on-going guidance on performing self evaluation.
-
It seems that in some situations it would be beneficial to take the time to teach students how to self-assess and peer-assess because it would save time in the future so that students ha more than one resource to help them improve.
-
I agree that sometimes the extra time taken to teach self-assess and peer-assess skills can be a life-long benefit because they will be required to do this as an adult. Real world jobs require people to assess their performance and their co-workers performance daily. It is part of being a responsible and respectful citizen.
-
-
The process has a degree of risk with respect to reliability of grades as peer pressure to apply elevated grades or friendships may influence the assessment, though this can be reduced if students can submit their assessments independent of the group.
-
I have some students on the autism spectrum who really struggle with this- that people don't like them or are mean or are "stuck up" if they give constructive feedback... accepting criticism is a difficult skill for them.
-
Agreed. This even applies to the students that are just awkward and have a hard time interacting with their peers. I think this has to be groups that the teacher initially chooses until the students are comfortable with the process.
-
-
I believe the learner will benefit far more by completing a self evaluation (that is well crafted to include focused self reflection questions) that forces him or her, to examine how he or she contributed [or did not] to the group process.
-
Is there a difference between "high achievers" and "not high achievers" here? My experience is often that the high achievers score themselves worse, although they worry about how that will affect their grade. The not high achievers sometimes inflate their score- I'm not sure if they do it on purpose or struggle to self-evaluate. These might just be my own biases, however, and not actually scientific :) I like self-reflection- I think there is meaning, especially if it opens up conversation.
-
-
There are ways of framing and then using self-assessment that can help students develop that all-important ability of looking objectively at their work and then making changes that improve its quality.
-
How many times did I read a paper that I turned in from college that had so many proofreading errors? It was obvious I needed to proofread, but often I just wanted to get it done and turned in. Had I been "forced" to self- asses and go back through, I'm guessing my product would have improved. Sometimes forcing the process helps...
-
-
Encourages student involvement and responsibility.
-
Focuses on the development of student’s judgment skills.
-
Furthermore, there are many students that need remedial support in writing and communications skills, some require support in how to learn online, and how to be responsible for their own learning.
-
They were required to submit their self-assessments with the completed work, but their assessments were not graded.
-
I have completed self-assessments in past courses in a similar manner. It can be valuable to reflect on one's work and continual improvement. As educators, reflection is a part of our practice every day. I think it is important to provide opportunities for students to see the benefits of self-assessment for the purpose of reflection.
-
I think that self assessment is a valuable tool. As an instructor I have looked at self assessments done by students as I grade their work. It is interesting that at times the students are harder on themselves than I would have been when I graded their work.
-
-
Showing students examples of effective and ineffective pieces of work can help to make those definitions real and relevant.
-
Samples are key to assist students in understanding the expectations; I mentioned this previously in a different article. I have noticed students' writing, for example, grow significantly as a result of frequent exposure to mentor texts and both peer- and self- reflection that was formative in nature. It relieves the pressure, and students begin to see the benefits.
-
Sometimes as teachers we feel that if we give too many examples we are just showing students how to do things and not allowing them to think for themselves. It is all about using the examples for relevance and not images to just copy.
-
-
estimate what percentage of the work he or she contributed to the project
-
I think having individual students estimate what percentage of the work he or she contributed to the project would be beneficial. It could help with future projects as well, in that the students who do not contribute as much or in a timely manner will be more cognizant of that in the future.
-
I had not considered this technique previously, that is, having students estimate contribution in terms of percentage. I think that would be an excellent strategy for individuals and team's to understand fact versus perception. I also think that designing group activities effectively helps balance workload evenly amongst participants. The instructional designer has a role in this too. If done properly, the group can still move on with the project should someone not be carrying their load, it becomes blatantly obvious however if a certain portion is not complete or is of lower quality.
-
-
Portfolios
-
This section really got me thinking! My first year teaching I kept every students' assessments in a folder in a file cabinet, thinking their parents would like to see it at conferences, and the kids would like to see it at the end of the year. Little did I know parents didn't care and the kids just threw them away. But now ... with standards based grading, I might bring portfolios back. I have kids go through several 'tiers' of instructions to meet expectations ... but I keep giving them their work back. SBAR is all about evidence ... but i have none. They do it, I modify their grade in the grade book, and give back the evidence. Maybe, just maybe, I should keep it in a portfolio????
-
I have just begun scratching the surface of portfolios again with my students. For me, the portfolio is about empowered learners and showing evidence of progress. Having students post the drafts of a creative work is a very powerful tool for them and others to see growth. to me, the growth is more important than the finished product. Regarding empowerment, I am finding that the conversations in my classroom are changing. We are migrating away from student submit to classroom to teacher goes to student portfolio website to access work. It's a major shift in thinking and helps the student take more responsibility and ownership for their work and the display of what they've learned.
-
-
Encourages students to reflect on their role and contribution to the process of the group work.
-
Encourages students to reflect on their role and contribution to the process of the group work.
-
Otherwise known as positive peer pressure, which I don't necessarily consider bad. One role as a facilitator in group projects is not not micromanage and assign tasks, but rather let the group dynamics control the situation. Doing a self assessment on ones own contributions as compared to the rest of the group might inspire one to 'step it up.'
-
-
the quality of comments that he felt was lacking
-
It's hard to evaluate or even comment on a peer's work, don't you all agree? At least for me, unless the work is in a field I am comfortable with, Mathematics (or sports), I feel awkward making even required suggestions for improvement.
-
It is a difficult task. When I'm presented with feedback from a peer, I find myself thinking...well, this is how they would do it...I"m not them. However, if the rubric serves as the official guide, I am more apt to make the changes rightfully so.
-
Comments and suggestions can be difficult to make especially if it is in a content area outside of one's comfort zone. However, I think it is important to read or hear comments from others because it provides a different point of view on a subject. Sometimes people are so familiar with a topic that they assume everyone else has the same knowledge. Peer feedback can help bring reality back to a person's mindset.
-
I agree with these comments about ones comfort zone. That is realistic I think for most people. But also agree with Mike about if there is a rubric to follow if might make for comments to be a bit easier to make.
-
-
For peer evaluation to work effectively, the learning environment in the classroom must be supportive.
-
Without a learning environment that is supportive, students might not want to say anything that would upset the student being evaluated. Also, when students feel comfortable in the classroom, then they know that comments are constructive and not degrading.
-
I agree! This may take time to develop and specific lessons on the expectations of how to give peer feedback. We can't expect students to just know how to do this if they have never been taught.
-
-
Such self assessment encourages students to become independent learners and can increase their motivation.
-
To help students develop realistic, short-term, attainable goals, instructors can use a framework like SMART goals
-
Teachers in my district have used SMART goals when developing their professional goals. I think this would really help students when they are developing a goal for themselves. Instead of just stating a goal, students can see how to make their goal specific, measurable, attainable, relevant and time-bound. Students can then lay out a plan to attain all of them.
-
We use SMART goals with our PLC or CTT's each week with what the teachers want the students to learn. We use SMART goals personally on our PD plans. These SMART goals would be extremely helpful for students to use in their own learning.
-
-
A product portfolio is more summative in nature. It is intended for a major evaluation of some sort and is often accompanied by an oral presentation of its contents.
-
When I taught at the junior high, we used portfolios to show to students parents at conferences. The student would present each item in the portfolio to their parents. I think the students liked showing their parents their work, usually their best work, and the parents enjoyed looking and listening to their child present the contents of the portfolio. I think it made the students feel like they did a good job and proud of themselves for their hard work.
-
This is a huge component. In this day in age students need to be able to market themselves to standout from the other job applicants. Portfolios done well can help a student to do this.
-
This is something that is more often seen in college or later high school. Though some elementary teachers use the process portfolio like this during conferences to have students run the conference.
-
-
Emphasize what students can do rather than what they cannot do
-
When we used portfolios at conferences, I think it did make the conference run more smoothly because the student was showing their parents what they have done and have learned. Without portfolios, conferences at times could be a little uncomfortable because the student and the parents were upset because of a bad grade, bad behavior, etc. The conference wasn't always showing what the student was doing right or learning. So, I agree that it does emphasize what the student can do rather than what they cannot do. The student is more motivated to try harder and learn more when they are proud of their work and what they have learned and can do.
-
I believe this is such an important statement! Yes, we do need to emphasize what students can do! They are all learning. Some may not be progressing as quickly as others but hopefully they are all learning. Giving students the opportunity to demonstrate their learning in a portfolio can be motivating, especially when they know that others will see it.
-
I moved to a portfolio assessment for the semester exam last semester and the stress/anxiety level went down because students felt confident in what they knew instead of being punished for what they don't know.
-
-
The instructor provides a sample writing or speaking assignment. As a group, students determine what should be assessed and how criteria for successful completion of the communication task should be defined. Then the instructor gives students a sample completed assignment. Students assess this using the criteria they have developed, and determine how to convey feedback clearly to the fictitious student.
-
This is definitely an example of modeling. The instructor is giving the students and example and then using the criteria that has been developed for the feedback. I think this helps both the student and instructor to catch any issues with the criteria before the assignment is done.
-
I can also see where this could be a good example of scaffolding for students who need extra support with peer evaluation.
-
-
At first these can be provided by the instructor; once the students have more experience, they can develop them themselves.
-
This is a definite example of levels of DOK. Once a student is able to create a rubric on their own the student has moved up on the levels of knowledge.
-
I agree Kim. This is definitely high level and pushes people to the next lesson. I think this would create a lot of modeling/scaffodling together to get a product that you would like to see in the elementary. During rubric training years ago, it was always suggested you start with the kids. It is developed together. This would work the same as checklists. I am starting to use checklists a ton more in my classes. Even with 2nd graders...the trick is to get them to internalize it and really use them. I need to model this more.
-
-
Self evaluation has a risk of being perceived as a process of presenting inflated grades and being unreliable. • Students feel ill equipped to undertake the assessment.
-
Many of these disadvantages happen because modeling how it should be done has not happened or happened well enough that the students understood the process. As with anything we want students to do it must be modeled and repeated with the students until the light bulb goes on!
-
A problem I have with self assessment is sometimes I don't see the errors in my writing. I may write something and wait a few days before I come back to it. If it is a project they have been spending so much time on, they might over look glaring errors just because they've seen them so many times before assessment time.
-
I completely agree that the modeling of these skills is important. We also cannot assume that students will catch on after only one example, some students will need to see the modeling many times over.
-
-
One of Rees’ comments within the essay “Professors in the trenches tend to hold their monopoly on evaluating their students’ work dearly, since it helps them control the classroom better by reinforcing their power and expertise,” supports a cognitive and instructor-focused learning orientation. The concept of peer review, which leaves for the most part the instructor out of the equation, aligns with the social constructivist learning orientation. There is strong support in constructivist theories for the peer review which is grounded in student-centered learning where students learn as much from the review process itself as from the final grade on an assignment.
-
This is the old archaic way of thinking. One of the old sayings that I remember is that "you are no longer the sage on stage, but a guide on the side" as a teacher. The thinking for some giving up that power or control is very difficult, but it should be what's best for students.
-
Reaching all learners is always going to be difficult. As Kim pointed out, not being "the sage on the stage" mentality is important. Then there is reality. Not all teachers/students have the growth set mindset and want to learn for learning sake. I can see how Rees side about peer review doesn't always produce high quality. As we discussed in the last module, modeling and scaffolding is the key to make it work well.
-
-
A process portfolio serves the purpose of classroom-level assessment on the part of both the instructor and the student
-
I believe portfolios are a great way to see student work throughout a unit, semester, or year. I've had students create a portfolio using two different methods -- as a review for a final test using a Google site and for a unit using Google slides. Both worked to demonstrate student learning but I believe I need to continue working on more ideas in this area.
-
-
Students can become better language learners when they engage in deliberate thought about what they are learning and how they are learning it.
-
The instructor models the technique (use of a checklist or rubric
-
For example, as adults we use checklists for this online class to be certain that we complete everything. Our students are busy people learning about several subjects each day. I believe if we can provide students with checklists and rubrics to remind them of where they are at in their learning, it will make the transition better.
-
-
increase student responsibility and autonomy
-
I see this as an important issue in the classroom today. Call it what you will...autonomy, initiative, empowered...students taking charge of their own learning is easier said than done. They have to be taught, it cannot be assumed. Unfortunately, learning how to be autonomous is usually accompanied by pain. Pain in the sense that some students won't grasp the concept until they experience failure because no one was there to bail them out in the end. As a teacher, at times, I find myself swooping in to save the day and be the hero...the student's won't learn autonomy until taught how and given the opportunity to be.
-
I agree with you Mike, but I also feel that parents need to be taught to let their student learn autonomy. Failure is not something bad unless it becomes consistent. Learning from one's mistakes is a lifelong skill that everyone needs to learn. Parents need to learn to let students do their own work and learn from their mistakes.
-
-
students that cannot provide feedback due to the lack of necessary skills, whether it be education background or language.
-
What I find interesting with this discussion is the amount of time and scaffolding that needs to occur to help students become effective "assessors" both of themselves and of others. Rees points out in his blog how he spends more time teaching skills than he does content. Frankly, to successfully implement peer and self grading you have to commit to it and devote the time necessary to do it right. Teachers that only intermittently and inconsistently use peer/self assessment are often dissatisfied with the results. The problem is they are getting out of it what they put into it.
-
-
Such self assessment encourages students to become independent learners and can increase their motivation.
-
Students must feel comfortable and trust one another in order to provide honest and constructive feedback.
-
Students definitely need to trust each other in order to even begin the process of a peer edit. In my Writer's Studio class, there were a couple students who were writing some very personal memoirs. In order to allow them to do that, I did their first peer edit for them. Students need to feel safe when they are writing. Peer editing for those students came for the next writing.
-
It's awesome that you build your relationships with students and your classroom environment that they are able to share those memoirs even with you. I like how you scaffold the peer review process.
-
This creation of comfort with and between students supports an optimal learning environment for everyone. It will also help each student in feeling like they belong in the classroom.
-
A safe environment is crucial for all learners and increases the productivity in the learning curve.
-
I feel like the environment is something I have in place but I haven't built in the routine.
-
-
Noteworthy was the fact that none of this sample reported having any previous experiences with academic self-assessment. Not surprisingly, they didn’t value their opinions about their work and saw self-assessment as a vehicle for figuring out the teacher’s expectations.
-
Agreed marking criteria
-
When operating successfully can reduce a lecturer's marking load.
-
introduce students to the concepts and elements of assessment against specified criteria in the first weeks
-
with instructions that they compare their impressions with other criteria such as test scores, teacher evaluations, and peers' opinions
-
I think this portion of the statement is crucial in facilitating student success with self or peer evaluation. Assigning students to a partner or small groups and saying now discuss and evaluate is not productive. Providing clear directives and expected outcomes creates the foundation. Students then need to take the responsibility to complete the task in order for this to be successful.
-
-
Address improvement, effort, and achievement
-
Test scores were the only way to gauge success when I was earning my college degree. Years later I was intrigued to learn (during my master's program) portfolios had become an expected assessment in higher education. Daily struggles. illness, and/or tragedies can impact results of a test. I think portfolios are effective because they can show improvement, effort, and achievement over time. Some school districts have portfolios that span the student's academic life K-12. I think depending on the intent they represent the student better than a letter grade.
-
Agreed! I even think about the idea of students starting a portfolio in grade school and having it follow them throughout their K-12 education to be given to them as a resume/networking portfolio upon entering the work force or when pursuing programs or further education. I'd rather see someone's portfolio than their score on a test any day.
-
-
students' progress, processes, and performance over time.
-
I feel like this is so important in so many classrooms but especially in a project-based class. I would be curious to see if Moodle and other LMS has a student portfolio section. I know that Schoology does and I am currently getting it ready to use for next year. Students would be able to put projects into a portfolio for a class and/or throughout their four years with myself in art as a final portfolio.
-
-
involve students in critical reflection
-
rame self-assessment as an opportunity for students to reflect on their own work with the goal of learning more, making the work better, and thereby improving the chances for a good grade
-
Over and over again, students rejected their own judgments of their work in favor of guessing how their teacher or professor would grade it.
-
I can see this being a larger problem if they are using a rubric and the criteria are not well defined or the students have a poor understanding of what/they are doing what they are doing.
-
I can see this. Sometimes students just want to have the teachers tell them specifically what they are supposed to do. Is this a product of being in the system and programmed before they get a chance to self assess?
-
-
Also, there are other factors that can sabotage its effectiveness, including an assignment that requires a high level of critical thinking skills, or when there are students in the mix that are non-participative, or have intentions that don’t align with the course.
-
I applaud Morrison for including this aspect in her article. I think many educators find this to be a challenging issue when implementing peer grading. We can model and facilitate while they are in groups, but disruptive students can unbalance the whole experience. Willing and productive participants benefit from this form of assessment.
-
-
“They cited a lack of motivation and a lack of support for self-assessment among the reasons that ‘we slip.’”
-
This makes my educator's heart hurt. What is happening to our children? I hear it from my friends with teenagers and "adult-eens", I see it in our students, and weep for parents struggling with younger children… lack of motivation, failure to thrive or even try. Through discussions with children of all ages I'm disturbed to find many don't want to try because they fear failure. I'm an intrinsic learner. My parents had high expectations but also instilled the concept that at the end of the day we are all responsible for our own actions and outcomes. Slipping is a choice, but I want to continue to be the educator to help students rise above.
-
-
However this approach runs counter to the principles of individual accountability in group learning….
-
I agree. Giving every member in a group the same grade should not be done to make grading easier or take less time for the teacher. Group work usually produces at least one leader, followers and a few that lag or slack off. In previous course we discussed ways to help all students be productive, effective members in a group assignment. I found that information very helpful. Useful in a classroom setting (face to face or online) as well as with colleagues.
-
-
this tool is not a constructive venue
-
I would hope it is explained to the students if the instructor chooses to use this evaluation. Emphasze what peers are supposed to be rating group members and themselves can decrease or eliminate negative comments.
-
I agree with the focus on constructive feedback; however, I have been on a huge project in coursework and had one person do nothing the bulk of the time. It was very stressful, and the girl that didn't do the work was sweet and person I knew somewhat well. I didn't have the chance to rate our group using a sample like above. I did eventually say something to the professor. I don't know what happened after that. Modeling is the key!
-
-
Goal setting is essential because students can evaluate their progress more clearly when they have targets against which to measure their performance. In addition, students' motivation to learn increases when they have self-defined, and therefore relevant, learning goals.
-
Portfolios are purposeful, organized, systematic collections of student work that tell the story of a student's efforts, progress, and achievement in specific areas.
-
In the NIET rubric for the Assessment indicator, the language for the "rock star" teacher includes providing support for student portfolios.
-
I can see where the goal setting piece mentioned earlier would work well with students creating and collecting artifacts for their portfolio. The goal they create would support them in determining which items they would put in their portfolio and would help them to see growth in their learning toward their goal over time.
-
Love portfolios. With Google a student could save work over their school career and evaluate their writing/art/music...whatever to determine what they have improved on.
-
-
take part ownership of this process.
-
When I taught ELA in middle school, I would spend hours providing feedback. Most would throw it away and not even read it as there wasn't ownership on their end or they just did it for the grade. Google docs has allowed feedback to be more timely and allowed personal ownership as well as feedback from other staff and students. The power is the ownership for the student.
-
I have had some success having students complete anonymous Google Forms - students felt empowered to be honest and I didn't run into issues with students ganging up on one or being mean.
-
-
Students will have a tendency to award everyone the same mark.
-
If assessment criteria for each element are set up and clearly communicated, your role will also change to one of facilitator.
-
Before this class their self-assessment efforts were “relatively mindless.”
-
hopelessly naïve to imagine them being able to look at anything beyond the desired grade
-
This bothers me a lot. If we have bare minimum expectations and hopes, then we do we get what we deserve? I understand there are students out there doing just that; however, perhaps those same students need the chance to reflect to see that it is not just about their grade. If students do this more and more often in K-12 world, wouldn't it start to become a part of the college world expectation? Perhaps all education levels need to get together to evaluate how to best attack this systemically!
-
-
lift the role and status of the student from passive learner to active leaner and assessor (this also encourages a deeper approach to learning)
-
A student who is an active participant in their learning will develop a deeper understanding of the content and take more pride in their work. Self and peer assessments take that understanding to another level because students have to think about how to provide feedback and explain their thinking to others.
-
-
Learners have a developed set of communication skills.
-
internalize the characteristics of quality work is by evaluating the work of their peers
-
they need to be taught strategies for self monitoring and self assessment
-
Engage students in establishing ongoing learning goals and assessing their progress towards those goals
-
students must have a clear understanding of what they are to look for in their peers' work.
-
rubrics or checklists to guide their assessments
-
become more comfortable with each other and leads to better peer feedback.
-
students step back from the learning process to think about their language learning strategies and their progress as language learners.
-
broader self-assessment tools
-
Link teaching and assessment to learning
-
Provides more relevant feedback to students as it is generated by their peers.
-
students assess their own contribution
-
little exposure to different forms of assessment
-
guidelines were clearly outlined as to how to grade
-
Where credit is not granted.
-
Students in this sample reported that their attitudes toward self-assessment became more positive as their experiences with the process accumulated.
-
tool I suggest for evaluating the completed team project itself
-
student participates
-
rubrics
-
aware of their learning
-
Preparing students for self or peer assessment
-
The Loafers and Others
-
the ability to self-assess skills and completed work is important
-
feedback for oneself from oneself
-
self-assessment need not necessarily be about self-grading
-
what are we evaluating and why?
-
Effective group collaboration begins with a well defined assignment that has clear goals and expectations.