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What is the Difference Between Assignment and Assessment

The main difference between assignment and assessment is that assignments refer to the allocation of a task or set of tasks that are marked and graded while a ssessment refers to methods for establishing if students have achieved a learning outcome, or are on their way toward a learning objective.  

Assignments and assessment are two important concepts in modern education. Although these two words are similar, they have different meanings. Assignments are the pieces of coursework or homework students are expected to complete. Assessment, on the other hand, refer to the method of assessing the progress of students. Sometimes, assignments can act as tools of assessment.

Key Areas Covered

1. What is an Assignment       – Definition, Goals, Characteristics 2. What is an Assessment      – Definition, Characteristics 3. Difference Between Assignment and Assessment      – Comparison of Key Differences

What is an Assignment

Assignments are the pieces of coursework or homework given to the students by teachers at school or professors at university. In other words, assignments refer to the allocation of a task or set of tasks that are marked and graded. Assignments are essential components in primary, secondary and tertiary education.

Assignments have several goals, as described below:

– gives students a better understanding of the topic being studied

– develops learning and understanding skills of students

– helps students in self-study

– develops research and analytical skills

– teaches students time management and organization

– clear students’ problems or ambiguities regarding any subject

– enhance the creativity of students

Generally, educators assign such tasks to complete at home and submit to school after a certain period of time. The time period assigned may depend on the nature of the task. Essays, posters, presentation, annotated bibliography, review of a book, summary, charts and graphs are some examples of assignments. Writing assignments develop the writing skills of students while creative assignments like creating posters, graphs and charts and making presentation enhance the creativity of students. Ultimately, assignments help to assess the knowledge and skills, as well as the students’ understanding of the topic.

What is an Assessment

Assessment refers to methods for establishing if students have achieved a learning outcome, or are on their way toward a learning objective. In other words, it is the method of assessing the progress of students. Assessment helps the educators to determine what students are learning and how well they are learning it, especially in relation to the expected learning outcomes of a lesson. Therefore, it helps the educator to understand how the students understand the lesson, and to determine what changes need to be made to the teaching process. Moreover, assessment focuses on both learning as well as teaching and can be termed as an interactive process. Sometimes, assignments can act as tools of assessment.

There are two main types of assessment as formative and summative assessment . Formative assessments occur during the learning process, whereas summative assessments occur at the end of a learning unit. Quizzes, discussions, and making students write summaries of the lesson are examples of formative assessment while end of unit tests, term tests and final projects are examples of summative assessment. Moreover, formative assessments aim to monitor student learning while summative assessments aim to evaluate student learning.

Difference Between Assignment and Assessment

Assignments refer to the allocation of a task or set of tasks that are marked and graded while assessment refers to methods for establishing if students have achieved a learning outcome, or are on their way toward a learning objective. 

Assignments are the pieces of coursework or homework students have to complete while assessment is the method of assessing the progress of students

Goal                

Moreover, assignments aim to give students a more comprehensive understanding of the topic being studied and develop learning and understanding skills of students. However, the main goal of assessment is monitoring and evaluating student learning and progress.

Assignments are the pieces of coursework or homework students have to complete while assessment refers to the method of assessing the progress of students. This is the main difference between assignment and assessment. Sometimes, assignments can also act as tools of assessment.

Image Courtesy:

1. “Focused schoolgirl doing homework and sitting at table” (CC0) via Pexels 2. “Assessment” By Nick Youngson (CC BY-SA 3.0) Alpha Stock Images

About the Author: Hasa

Hasanthi is a seasoned content writer and editor with over 8 years of experience. Armed with a BA degree in English and a knack for digital marketing, she explores her passions for literature, history, culture, and food through her engaging and informative writing.

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Differences between Testing, Assessment, and Evaluation

What do we mean by testing, assessment, and evaluation, why is assessment important, student dialog - learning to bake cookies.

When defined within an educational setting, assessment, evaluation, and testing are all used to measure how much of the assigned materials students are mastering, how well student are learning the materials, and how well student are meeting the stated goals and objectives. Although you may believe that assessments only provide instructors with information on which to base a score or grade, assessments also help you to assess your own learning.

Education professionals make distinctions between assessment, evaluation, and testing. However, for the purposes of this tutorial, all you really need to understand is that these are three different terms for referring to the process of figuring out how much you know about a given topic and that each term has a different meaning. To simplify things, we will use the term "assessment" throughout this tutorial to refer to this process of measuring what you know and have learned.

In case you are curious, here are some definitions:

• A test or quiz is used to examine someone's knowledge of something to determine what he or she knows or has learned. Testing measures the level of skill or knowledge that has been reached.
• Evaluation is the process of making judgments based on criteria and evidence.
• Assessment is the process of documenting knowledge, skills, attitudes and beliefs, usually in measurable terms. The goal of assessment is to make improvements, as opposed to simply being judged. In an educational context, assessment is the process of describing, collecting, recording, scoring, and interpreting information about learning.

Hopefully by this point in your life you have discovered that learning can be fun! You have probably also realized that you are constantly learning, whether you are in a classroom, a car, or a kitchen.

Assessment helps you build confidence in your ability to learn.

Perhaps you have heard that the global work culture is changing. Unlike your grandfather, you will probably have a number of different jobs and careers during your lifetime. In order to be successful, you will need to have confidence in your ability to learn and you will need to become a lifelong learner. Assessment plays a key role in developing your confidence in your ability to learn, as well as in developing your lifelong learning skills.

[ top of page ]

Jose : Hi, Brian. What's in the bag?

Brian : These are my world famous chocolate chip cookies. Here, try one.

Sage : Hey guys! What'cha doing?

Jose : Brian made some cookies. Here, try one.

Sage : Wow, Brian! These are great. How did you learn to make these?

Brian : I used to help my mom bake cookies when I was a kid. Then, when I came to college, I brought the recipe with me and started making them for myself. At first they didn't turn out very well, but the more I practiced, the better I got. I have even made some changes to the recipe that I think have improved the taste.

You may be thinking that learning to bake cookies and learning something like chemistry aren't the same at all, and, in a way, you are right. But, the information you get from assessing what you have learned is the same. Brian used what he learned from each batch of cookies to improve the next batch. You learn from every homework assignment you complete and every quiz you take what you still need to study in order to know the material.

Another really good way to understand the importance of assessment is to think about learning skills. When playing basketball, for example, you get immediate feedback about how well you are doing, and this tells you how to adjust to get the ball in the hoop next time. When you are learning a skill, feedback (assessment) is automatic. When you are learning chemistry, the feedback process needs to be made visible through assessment.

Assessment doesn't have to be a written exam. You can determine if you have successfully learned something in a number of different ways, depending on what you are trying to learn. Recognizing that there are many different ways to assess learning and becoming skillful at self-assessment are important lifelong learning skills.

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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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The Difference Between an Assessment and an Assignment

Posted 4 jun '20.

Every school has a unique method of setting work, tasks and assessing the level their students are at, but mostly these tests come in the forms of an assessment or an assignment. However, the difference between the two of these can be hard to spot - both receive task sheets, both can usually be worked on at home, they can contain some of the same content. So, how do we tell the difference and how can this help your child?

The Assignment

So, your child has come home brandishing an assignment task sheet. What does this mean exactly? An assignment is all in the name; it is the act of assigning. It is an allocation of a task or set of tasks that are marked and graded for the report card (but does not have to be). The purpose of an assignment is to give your child a more comprehensive understanding of the topic being studied and can include questions, long-form writing tasks or a more tactile and interactive activity. An assignment is usually completed at home and submitted to the school after a certain period.

The Assessment

An assessment may not come in a much different form to the assignment, but they are usually considered more important. This is because an assessment is the act of assessing the progress of your child. The assessment may be a take-home task, an exam/test, speech or something more hands-on. An assessment can be both in-class or at home. Usually, your child will get an assessment notification that is given approximately 2 weeks before the assessment is due. Particularly for Year 12s, assessments are incredibly important as they contribute to their overall internal mark.

Why It Is Important To Know The Difference

With this information, you are now able to help your child prioritise their work. Although the tasks given can look similar, knowing the weighted importance of both can help you help them to plan out when they will complete these tasks.

If you or your child require further assistance in completing schoolwork, visit www.fsedu.com.au where you can be provided personalised, one-on-one education with an experienced, dedicated teacher with an in-depth understanding of the Australian curriculum.

Written by Ben Maher - Founder and Director of Education at Full Spectrum Education

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Writing Assignments

Kate Derrington; Cristy Bartlett; and Sarah Irvine

Introduction

Assignments are a common method of assessment at university and require careful planning and good quality research. Developing critical thinking and writing skills are also necessary to demonstrate your ability to understand and apply information about your topic.  It is not uncommon to be unsure about the processes of writing assignments at university.

• You may be returning to study after a break
• You may have come from an exam based assessment system and never written an assignment before
• Maybe you have written assignments but would like to improve your processes and strategies

This chapter has a collection of resources that will provide you with the skills and strategies to understand assignment requirements and effectively plan, research, write and edit your assignments.  It begins with an explanation of how to analyse an assignment task and start putting your ideas together.  It continues by breaking down the components of academic writing and exploring the elements you will need to master in your written assignments. This is followed by a discussion of paraphrasing and synthesis, and how you can use these strategies to create a strong, written argument. The chapter concludes with useful checklists for editing and proofreading to help you get the best possible mark for your work.

Task Analysis and Deconstructing an Assignment

It is important that before you begin researching and writing your assignments you spend sufficient time understanding all the requirements. This will help make your research process more efficient and effective. Check your subject information such as task sheets, criteria sheets and any additional information that may be in your subject portal online. Seek clarification from your lecturer or tutor if you are still unsure about how to begin your assignments.

The task sheet typically provides key information about an assessment including the assignment question. It can be helpful to scan this document for topic, task and limiting words to ensure that you fully understand the concepts you are required to research, how to approach the assignment, and the scope of the task you have been set. These words can typically be found in your assignment question and are outlined in more detail in the two tables below (see Table 19.1 and Table 19.2 ).

Table 19.1 Parts of an Assignment Question

Make sure you have a clear understanding of what the task word requires you to address.

Table 19.2 Task words

The criteria sheet , also known as the marking sheet or rubric, is another important document to look at before you begin your assignment. The criteria sheet outlines how your assignment will be marked and should be used as a checklist to make sure you have included all the information required.

The task or criteria sheet will also include the:

• Word limit (or word count)
• Referencing style and research expectations
• Formatting requirements

Task analysis and criteria sheets are also discussed in the chapter Managing Assessments for a more detailed discussion on task analysis, criteria sheets, and marking rubrics.

Preparing your ideas

Brainstorm or concept map:  List possible ideas to address each part of the assignment task based on what you already know about the topic from lectures and weekly readings.

Finding appropriate information: Learn how to find scholarly information for your assignments which is

See the chapter Working With Information for a more detailed explanation .

What is academic writing?

Academic writing tone and style.

Many of the assessment pieces you prepare will require an academic writing style.  This is sometimes called ‘academic tone’ or ‘academic voice’.  This section will help you to identify what is required when you are writing academically (see Table 19.3 ). The best way to understand what academic writing looks like, is to read broadly in your discipline area.  Look at how your course readings, or scholarly sources, are written. This will help you identify the language of your discipline field, as well as how other writers structure their work.

Table 19.3 Comparison of academic and non-academic writing

Thesis statements

Essays are a common form of assessment that you will likely encounter during your university studies. You should apply an academic tone and style when writing an essay, just as you would in in your other assessment pieces. One of the most important steps in writing an essay is constructing your thesis statement.  A thesis statement tells the reader the purpose, argument or direction you will take to answer your assignment question. A thesis statement may not be relevant for some questions, if you are unsure check with your lecturer. The thesis statement:

• Directly  relates to the task .  Your thesis statement may even contain some of the key words or synonyms from the task description.
• Does more than restate the question.
• Is specific and uses precise language.
• Let’s your reader know your position or the main argument that you will support with evidence throughout your assignment.
• The subject is the key content area you will be covering.
• The contention is the position you are taking in relation to the chosen content.

Your thesis statement helps you to structure your essay.  It plays a part in each key section: introduction, body and conclusion.

Planning your assignment structure

When planning and drafting assignments, it is important to consider the structure of your writing. Academic writing should have clear and logical structure and incorporate academic research to support your ideas.  It can be hard to get started and at first you may feel nervous about the size of the task, this is normal. If you break your assignment into smaller pieces, it will seem more manageable as you can approach the task in sections. Refer to your brainstorm or plan. These ideas should guide your research and will also inform what you write in your draft. It is sometimes easier to draft your assignment using the 2-3-1 approach, that is, write the body paragraphs first followed by the conclusion and finally the introduction.

Writing introductions and conclusions

Clear and purposeful introductions and conclusions in assignments are fundamental to effective academic writing. Your introduction should tell the reader what is going to be covered and how you intend to approach this. Your conclusion should summarise your argument or discussion and signal to the reader that you have come to a conclusion with a final statement.  These tips below are based on the requirements usually needed for an essay assignment, however, they can be applied to other assignment types.

Writing introductions

Most writing at university will require a strong and logically structured introduction. An effective introduction should provide some background or context for your assignment, clearly state your thesis and include the key points you will cover in the body of the essay in order to prove your thesis.

Usually, your introduction is approximately 10% of your total assignment word count. It is much easier to write your introduction once you have drafted your body paragraphs and conclusion, as you know what your assignment is going to be about. An effective introduction needs to inform your reader by establishing what the paper is about and provide four basic things:

• A brief background or overview of your assignment topic
• A thesis statement (see section above)
• An outline of your essay structure
• An indication of any parameters or scope that will/ will not be covered, e.g. From an Australian perspective.

The below example demonstrates the four different elements of an introductory paragraph.

1) Information technology is having significant effects on the communication of individuals and organisations in different professions. 2) This essay will discuss the impact of information technology on the communication of health professionals.   3)  First, the provision of information technology for the educational needs of nurses will be discussed.  4)  This will be followed by an explanation of the significant effects that information technology can have on the role of general practitioner in the area of public health.  5)  Considerations will then be made regarding the lack of knowledge about the potential of computers among hospital administrators and nursing executives.  6)   The final section will explore how information technology assists health professionals in the delivery of services in rural areas .  7)  It will be argued that information technology has significant potential to improve health care and medical education, but health professionals are reluctant to use it.

1 Brief background/ overview | 2 Indicates the scope of what will be covered |   3-6 Outline of the main ideas (structure) | 7 The thesis statement

Note : The examples in this document are taken from the University of Canberra and used under a CC-BY-SA-3.0 licence.

Writing conclusions

You should aim to end your assignments with a strong conclusion. Your conclusion should restate your thesis and summarise the key points you have used to prove this thesis. Finish with a key point as a final impactful statement.  Similar to your introduction, your conclusion should be approximately 10% of the total assignment word length. If your assessment task asks you to make recommendations, you may need to allocate more words to the conclusion or add a separate recommendations section before the conclusion. Use the checklist below to check your conclusion is doing the right job.

Conclusion checklist 

• Have you referred to the assignment question and restated your argument (or thesis statement), as outlined in the introduction?
• Have you pulled together all the threads of your essay into a logical ending and given it a sense of unity?
• Have you presented implications or recommendations in your conclusion? (if required by your task).
• Have you added to the overall quality and impact of your essay? This is your final statement about this topic; thus, a key take-away point can make a great impact on the reader.
• Remember, do not add any new material or direct quotes in your conclusion.

This below example demonstrates the different elements of a concluding paragraph.

1) It is evident, therefore, that not only do employees need to be trained for working in the Australian multicultural workplace, but managers also need to be trained.  2)  Managers must ensure that effective in-house training programs are provided for migrant workers, so that they become more familiar with the English language, Australian communication norms and the Australian work culture.  3)  In addition, Australian native English speakers need to be made aware of the differing cultural values of their workmates; particularly the different forms of non-verbal communication used by other cultures.  4)  Furthermore, all employees must be provided with clear and detailed guidelines about company expectations.  5)  Above all, in order to minimise communication problems and to maintain an atmosphere of tolerance, understanding and cooperation in the multicultural workplace, managers need to have an effective knowledge about their employees. This will help employers understand how their employee’s social conditioning affects their beliefs about work. It will develop their communication skills to develop confidence and self-esteem among diverse work groups. 6) The culturally diverse Australian workplace may never be completely free of communication problems, however,   further studies to identify potential problems and solutions, as well as better training in cross cultural communication for managers and employees,   should result in a much more understanding and cooperative environment. 

1  Reference to thesis statement – In this essay the writer has taken the position that training is required for both employees and employers . | 2-5 Structure overview – Here the writer pulls together the main ideas in the essay. | 6  Final summary statement that is based on the evidence.

Note: The examples in this document are taken from the University of Canberra and used under a CC-BY-SA-3.0 licence.

Writing paragraphs

Paragraph writing is a key skill that enables you to incorporate your academic research into your written work.  Each paragraph should have its own clearly identified topic sentence or main idea which relates to the argument or point (thesis) you are developing.  This idea should then be explained by additional sentences which you have paraphrased from good quality sources and referenced according to the recommended guidelines of your subject (see the chapter Working with Information ). Paragraphs are characterised by increasing specificity; that is, they move from the general to the specific, increasingly refining the reader’s understanding. A common structure for paragraphs in academic writing is as follows.

Topic Sentence 

This is the main idea of the paragraph and should relate to the overall issue or purpose of your assignment is addressing. Often it will be expressed as an assertion or claim which supports the overall argument or purpose of your writing.

Explanation/ Elaboration

The main idea must have its meaning explained and elaborated upon. Think critically, do not just describe the idea.

These explanations must include evidence to support your main idea. This information should be paraphrased and referenced according to the appropriate referencing style of your course.

Concluding sentence (critical thinking)

This should explain why the topic of the paragraph is relevant to the assignment question and link to the following paragraph.

Use the checklist below to check your paragraphs are clear and well formed.

Paragraph checklist

• Does your paragraph have a clear main idea?
• Is everything in the paragraph related to this main idea?
• Is the main idea adequately developed and explained?
• Do your sentences run together smoothly?
• Have you included evidence to support your ideas?
• Have you concluded the paragraph by connecting it to your overall topic?

Writing sentences

Make sure all the sentences in your paragraphs make sense. Each sentence must contain a verb to be a complete sentence. Avoid sentence fragments . These are incomplete sentences or ideas that are unfinished and create confusion for your reader. Avoid also run on sentences . This happens when you join two ideas or clauses without using the appropriate punctuation. This also confuses your meaning (See the chapter English Language Foundations for examples and further explanation).

Use transitions (linking words and phrases) to connect your ideas between paragraphs and make your writing flow. The order that you structure the ideas in your assignment should reflect the structure you have outlined in your introduction. Refer to transition words table in the chapter English Language Foundations.

Paraphrasing and Synthesising

Paraphrasing and synthesising are powerful tools that you can use to support the main idea of a paragraph. It is likely that you will regularly use these skills at university to incorporate evidence into explanatory sentences and strengthen your essay. It is important to paraphrase and synthesise because:

• Paraphrasing is regarded more highly at university than direct quoting.
• Paraphrasing can also help you better understand the material.
• Paraphrasing and synthesising demonstrate you have understood what you have read through your ability to summarise and combine arguments from the literature using your own words.

What is paraphrasing?

Paraphrasing is changing the writing of another author into your words while retaining the original meaning. You must acknowledge the original author as the source of the information in your citation. Follow the steps in this table to help you build your skills in paraphrasing (see Table 19.4 ).

Table 19.4 Paraphrasing techniques

Example of paraphrasing

Please note that these examples and in text citations are for instructional purposes only.

Original text

Health care professionals   assist people often when they are at their most  vulnerable . To provide the best care and understand their needs, workers must demonstrate good communication skills .  They must develop patient trust and provide empathy   to effectively work with patients who are experiencing a variety of situations including those who may be suffering from trauma or violence, physical or mental illness or substance abuse (French & Saunders, 2018).

Poor quality paraphrase example

This is a poor example of paraphrasing. Some synonyms have been used and the order of a few words changed within the sentences however the colours of the sentences indicate that the paragraph follows the same structure as the original text.

Health care sector workers are often responsible for vulnerable  patients.   To understand patients and deliver good service , they need to be excellent communicators .  They must establish patient rapport and show empathy if they are to successfully care for patients from a variety of backgrounds  and with different medical, psychological and social needs (French & Saunders, 2018).

A good quality paraphrase example

This example demonstrates a better quality paraphrase. The author has demonstrated more understanding of the overall concept in the text by using the keywords as the basis to reconstruct the paragraph. Note how the blocks of colour have been broken up to see how much the structure has changed from the original text.

Empathetic   communication is a vital skill for health care workers.   Professionals in these fields   are often responsible for patients with complex medical, psychological and social needs. Empathetic   communication assists in building rapport and gaining the necessary trust   to assist these vulnerable patients  by providing appropriate supportive care (French & Saunders, 2018).

The good quality paraphrase example demonstrates understanding of the overall concept in the text by using key words as the basis to reconstruct the paragraph.  Note how the blocks of colour have been broken up, which indicates how much the structure has changed from the original text.

What is synthesising?

Synthesising means to bring together more than one source of information to strengthen your argument. Once you have learnt how to paraphrase the ideas of one source at a time, you can consider adding additional sources to support your argument. Synthesis demonstrates your understanding and ability to show connections between multiple pieces of evidence to support your ideas and is a more advanced academic thinking and writing skill.

Follow the steps in this table to improve your synthesis techniques (see Table 19.5 ).

Table 19.5 Synthesising techniques

Example of synthesis

There is a relationship between academic procrastination and mental health outcomes.  Procrastination has been found to have a negative effect on students’ well-being (Balkis, & Duru, 2016). Yerdelen, McCaffrey, and Klassens’ (2016) research results suggested that there was a positive association between procrastination and anxiety. This was corroborated by Custer’s (2018) findings which indicated that students with higher levels of procrastination also reported greater levels of the anxiety. Therefore, it could be argued that procrastination is an ineffective learning strategy that leads to increased levels of distress.

Topic sentence | Statements using paraphrased evidence | Critical thinking (student voice) | Concluding statement – linking to topic sentence

This example demonstrates a simple synthesis. The author has developed a paragraph with one central theme and included explanatory sentences complete with in-text citations from multiple sources. Note how the blocks of colour have been used to illustrate the paragraph structure and synthesis (i.e., statements using paraphrased evidence from several sources). A more complex synthesis may include more than one citation per sentence.

Creating an argument

What does this mean.

Throughout your university studies, you may be asked to ‘argue’ a particular point or position in your writing. You may already be familiar with the idea of an argument, which in general terms means to have a disagreement with someone. Similarly, in academic writing, if you are asked to create an argument, this means you are asked to have a position on a particular topic, and then justify your position using evidence.

What skills do you need to create an argument?

In order to create a good and effective argument, you need to be able to:

• Read critically to find evidence
• Plan your argument
• Think and write critically throughout your paper to enhance your argument

For tips on how to read and write critically, refer to the chapter Thinking for more information. A formula for developing a strong argument is presented below.

A formula for a good argument

What does an argument look like?

As can be seen from the figure above, including evidence is a key element of a good argument. While this may seem like a straightforward task, it can be difficult to think of wording to express your argument. The table below provides examples of how you can illustrate your argument in academic writing (see Table 19.6 ).

Table 19.6 Argument

Editing and proofreading (reviewing)

Once you have finished writing your first draft it is recommended that you spend time revising your work.  Proofreading and editing are two different stages of the revision process.

• Editing considers the overall focus or bigger picture of the assignment
• Proofreading considers the finer details

As can be seen in the figure above there are four main areas that you should review during the editing phase of the revision process. The main things to consider when editing include content, structure, style, and sources. It is important to check that all the content relates to the assignment task, the structure is appropriate for the purposes of the assignment, the writing is academic in style, and that sources have been adequately acknowledged. Use the checklist below when editing your work.

Editing checklist

• Have I answered the question accurately?
• Do I have enough credible, scholarly supporting evidence?
• Is my writing tone objective and formal enough or have I used emotive and informal language?
• Have I written in the third person not the first person?
• Do I have appropriate in-text citations for all my information?
• Have I included the full details for all my in-text citations in my reference list?

There are also several key things to look out for during the proofreading phase of the revision process. In this stage it is important to check your work for word choice, grammar and spelling, punctuation and referencing errors. It can be easy to mis-type words like ‘from’ and ‘form’ or mix up words like ‘trail’ and ‘trial’ when writing about research, apply American rather than Australian spelling, include unnecessary commas or incorrectly format your references list. The checklist below is a useful guide that you can use when proofreading your work.

Proofreading checklist

• Is my spelling and grammar accurate?
•  Are they complete?
• Do they all make sense?
• Do they only contain only one idea?
• Do the different elements (subject, verb, nouns, pronouns) within my sentences agree?
• Are my sentences too long and complicated?
• Do they contain only one idea per sentence?
• Is my writing concise? Take out words that do not add meaning to your sentences.
• Have I used appropriate discipline specific language but avoided words I don’t know or understand that could possibly be out of context?
• Have I avoided discriminatory language and colloquial expressions (slang)?
• Is my referencing formatted correctly according to my assignment guidelines? (for more information on referencing refer to the Managing Assessment feedback section).

This chapter has examined the experience of writing assignments.  It began by focusing on how to read and break down an assignment question, then highlighted the key components of essays. Next, it examined some techniques for paraphrasing and summarising, and how to build an argument. It concluded with a discussion on planning and structuring your assignment and giving it that essential polish with editing and proof-reading. Combining these skills and practising them, can greatly improve your success with this very common form of assessment.

• Academic writing requires clear and logical structure, critical thinking and the use of credible scholarly sources.
• A thesis statement is important as it tells the reader the position or argument you have adopted in your assignment. Not all assignments will require a thesis statement.
• Spending time analysing your task and planning your structure before you start to write your assignment is time well spent.
• Information you use in your assignment should come from credible scholarly sources such as textbooks and peer reviewed journals. This information needs to be paraphrased and referenced appropriately.
• Paraphrasing means putting something into your own words and synthesising means to bring together several ideas from sources.
• Creating an argument is a four step process and can be applied to all types of academic writing.
• Editing and proofreading are two separate processes.

Academic Skills Centre. (2013). Writing an introduction and conclusion . University of Canberra, accessed 13 August, 2013, http://www.canberra.edu.au/studyskills/writing/conclusions

Balkis, M., & Duru, E. (2016). Procrastination, self-regulation failure, academic life satisfaction, and affective well-being: underregulation or misregulation form. European Journal of Psychology of Education, 31 (3), 439-459.

Custer, N. (2018). Test anxiety and academic procrastination among prelicensure nursing students. Nursing education perspectives, 39 (3), 162-163.

Yerdelen, S., McCaffrey, A., & Klassen, R. M. (2016). Longitudinal examination of procrastination and anxiety, and their relation to self-efficacy for self-regulated learning: Latent growth curve modeling. Educational Sciences: Theory & Practice, 16 (1).

Writing Assignments Copyright © 2021 by Kate Derrington; Cristy Bartlett; and Sarah Irvine is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

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Assessment support

What to consider when using assignments as an assessment method for a course.

An assignment is a piece of (academic) work or task. It provides opportunity for students to learn, practice and demonstrate they have achieved the learning goals. It provides the evidence for the teacher that the students have achieved the goals. The output can be judged using sensory perception (observing, reading, tasting etc.). The assignment can focus on a product as output (e.g. research report, design, prototype, etc.) and/or a process (e.g. research process, group process) and/or the performance of individual skills or competences (e.g. professional skills, communications skills).

When assessing with assignments, we should pay attention to:  >>  validity : we really test what we want to test; the assignment and the way we assess the results are aligned with the learning goals. >> reliability : based on the results, we make a right, just, fair, objective distinction between pass/fail or provide the just grade. Our scoring or grading is done in a consistent way and the  judgments or the grades are meaningful. >> transparency : it clear upfront for the students what they will learn, what they have to do (as evidence; what to deliver or show), how they will be assessed and what to expect during the process. >> the assignment and the feedback provided will support the learning process .  

With the toolbox below, related to the questions and issues mentioned above, we hope to offer you useful tips and guidelines for designing and assessing assignments.

• Top 10 tips on designing assessment tasks with particular focuses on learning outcomes, and assessment criteria. Resource: Learnhigher .   Resource picture: Nick Youngson - link to - http://nyphotographic.com/

• Assessment Criteria . About: characteristics; threshold or marking criteria; hidden criteria.(University of Kent) 
• Know what it is that you are assessing: writing assessment criteria . Things to remember when writing assessment criteria and an example format.(University of Reading) 

Useful resources to learn more about rubrics, to find templates or examples:

• What are rubrics and why are they important?  Explanation about the purpose of rubrics and about different types of rubrics. (ASCD, by Susan M. Brookhart)  
• Introduction to Rubrics . By Danielle Stevens and Antonia Levi from Portland State University. Including templates and examples.
• Grading and Performance Rubrics . Explanation and some very nice examples. Eberly Center.
• More Examples of Rubrics and Other Resources . Examples for specific purposes, like class participation, team work, multidisciplinary work, research papers and more. DePaul university Teaching Commons.    

The disadvantage of assignments is, most of the time, that scoring and grading will take a lot of time. Especially if you want to give the students detailed feedback. The resources below may give you some (new) ideas and tips to assess and provide feedback in an efficient as well as an effective way.      

• Clare Furneaux of the University of Reading (UK) offers her tip for assessing large numbers of students and at the same time provide elaborate feedback. Short video . 
• Stimulate success.  Tips on providing ‘Feed Forward’ guidance  (tips from the University of Reading, UK).  
• Grading Student Papers: Reducing Faculty Workload While Improving Feedback to Students . An article by Kathy Pezdek with tips (e.g. using a coding system).  
• If you are working at the University of Twente and would like some support or just discuss your ideas or plans, please turn to the Technology Enhanced Learning & Teaching group .  
• The Centre for Teaching Excellence of the University of Waterloo developed a usefull webpage about fast and equitable grading. 

• Helping Students to Reflect on their Group Work .  With useful instruments and tips.(UNSW)  
• Methods for Assessing Group Work . A very  worthwhile site about ways to assess group work. With advantages and disadvantages for different methods and formula to provide scores/grades. (University of Waterloo; Centre for Teaching Excellence)   
• Group Work and Group Assessment . Handbook / guidelines and some useful instruments. (Centre for Academic Development; Victoria University of Wellington) 

Academic integrity is important and most students will agree and act accordingly. But nevertheless fraud occurs occasionally and as an examiner you are expected to detect fraud, whether it is real cheating, like delivering work someone else made, or plagiarism or free-riding. But how can you detect it? And what to do next? In case of plagiarism or free-riding, it might not always happen with the wrong intentions or circumstances may have influenced what happened. Better to look for ways to prevent it, but what can be done? Below you will find some useful resources dealing with these issues.   NB. Specific rules and regulations may apply for your educational programme. For the University of Twente you have to check the Educational Examination Rules (EER) for your own educational programme and the  Rules & Regulations of the Examination Board for your programme or faculty. Be aware that you have to report fraud to the Examination Board!

• Top10 tips on deterring plagiarism . (LearnHigher site).This resource includes tips on how to prevent and eradicate the appeal for plagiarism. Ideas for task and assessment design are suggested, with a particular focus on the research process.
• Reduce the risk of plagiarism in just 30 minutes!   Leaflet with tips. (ASKe; Oxford Brookes University)   
• A short note with 10 tips to prevent freeriding . 

This exercise is especially developed for the course Testing & Assessment. This course is offered by the Centre of Expertise in Learning and Teaching (CELT), University of Twente. The course is part of the UTQ (BKO) and UEQ (BKE) trajectory. Copyright  CELT-UT / Expertise team T&A.  The material may be used by other parties provided that reference is made. If you would like us to give a workshop on this subject, either in English or Dutch, face-to-face or online, please contact us: [email protected] 

Learn about the differences between a test and an assignment

Overview of differences (in more detail below)

*See the article here to learn how to set up a test that can be paused.

Learn more: ​ How to set up an assignment ​ How to set up a test.

Assignments

An Assignment is similar to traditional homework. Students get a section of the course that they have to prepare until the set deadline. This includes theory and exercise pages. While doing the assignment, students can use feedback, hints, and have multiple attempts to solve an exercise.

Students can start and pause an assignment as many times as they want, until the deadline. Once the deadline is reached, the assignment is submitted and their score is graded.

This is what an assignment looks like for students:

Teachers can't grade assignments - they are automatically graded by the computer. Instead, you can set up the passing score when you set up the assignment .

You can find the results of the assignments in the Reporting environment, but only after the deadline has passed. Learn more about how assignment scores are calculated here .

A test emulates an exam, and depending on the setting can be formative or summative. Students don't have access to theory pages, and only have one answer attempt per question (unless you set up the practice mode in Test settings), so there is no feedback/hint system.

Tests can't be paused- once the student starts the test, their time starts counting down and they have to finish it and submit it.

This is what a test looks like for students: ​

Assessment Rubrics

A rubric is commonly defined as a tool that articulates the expectations for an assignment by listing criteria, and for each criteria, describing levels of quality (Andrade, 2000; Arter & Chappuis, 2007; Stiggins, 2001). Criteria are used in determining the level at which student work meets expectations. Markers of quality give students a clear idea about what must be done to demonstrate a certain level of mastery, understanding, or proficiency (i.e., "Exceeds Expectations" does xyz, "Meets Expectations" does only xy or yz, "Developing" does only x or y or z). Rubrics can be used for any assignment in a course, or for any way in which students are asked to demonstrate what they've learned. They can also be used to facilitate self and peer-reviews of student work.

Rubrics aren't just for summative evaluation. They can be used as a teaching tool as well. When used as part of a formative assessment, they can help students understand both the holistic nature and/or specific analytics of learning expected, the level of learning expected, and then make decisions about their current level of learning to inform revision and improvement (Reddy & Andrade, 2010). 

Why use rubrics?

Rubrics help instructors:

Provide students with feedback that is clear, directed and focused on ways to improve learning.

Demystify assignment expectations so students can focus on the work instead of guessing "what the instructor wants."

Reduce time spent on grading and develop consistency in how you evaluate student learning across students and throughout a class.

Rubrics help students:

Focus their efforts on completing assignments in line with clearly set expectations.

Self and Peer-reflect on their learning, making informed changes to achieve the desired learning level.

Developing a Rubric

During the process of developing a rubric, instructors might:

Select an assignment for your course - ideally one you identify as time intensive to grade, or students report as having unclear expectations.

Decide what you want students to demonstrate about their learning through that assignment. These are your criteria.

Identify the markers of quality on which you feel comfortable evaluating students’ level of learning - often along with a numerical scale (i.e., "Accomplished," "Emerging," "Beginning" for a developmental approach).

Give students the rubric ahead of time. Advise them to use it in guiding their completion of the assignment.

It can be overwhelming to create a rubric for every assignment in a class at once, so start by creating one rubric for one assignment. See how it goes and develop more from there! Also, do not reinvent the wheel. Rubric templates and examples exist all over the Internet, or consider asking colleagues if they have developed rubrics for similar assignments. 

Sample Rubrics

Examples of holistic and analytic rubrics : see Tables 2 & 3 in “Rubrics: Tools for Making Learning Goals and Evaluation Criteria Explicit for Both Teachers and Learners” (Allen & Tanner, 2006)

Examples across assessment types : see “Creating and Using Rubrics,” Carnegie Mellon Eberly Center for Teaching Excellence and & Educational Innovation

“VALUE Rubrics” : see the Association of American Colleges and Universities set of free, downloadable rubrics, with foci including creative thinking, problem solving, and information literacy. 

Andrade, H. 2000. Using rubrics to promote thinking and learning. Educational Leadership 57, no. 5: 13–18. Arter, J., and J. Chappuis. 2007. Creating and recognizing quality rubrics. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall. Stiggins, R.J. 2001. Student-involved classroom assessment. 3rd ed. Upper Saddle River, NJ: Prentice-Hall. Reddy, Y., & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation In Higher Education, 35(4), 435-448.

Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

• Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
• Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

• What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

• define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
• describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
• explain —give reasons why or examples of how something happened
• illustrate —give descriptive examples of the subject and show how each is connected with the subject
• summarize —briefly list the important ideas you learned about the subject
• trace —outline how something has changed or developed from an earlier time to its current form
• research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

• compare —show how two or more things are similar (and, sometimes, different)
• contrast —show how two or more things are dissimilar
• apply —use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
• cause —show how one event or series of events made something else happen
• relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

• assess —summarize your opinion of the subject and measure it against something
• prove, justify —give reasons or examples to demonstrate how or why something is the truth
• evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
• support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
• synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
• analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
• argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

• What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
• In lecture, does your instructor ask your opinion, try to prove their point of view, or use keywords that show up again in the assignment?
• What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
• How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

• Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
• The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and they already know everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

• spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
• use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
• use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
• get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Assignation or Assignment – Difference, Meaning & Examples

Marcus Froland

July 15, 2024

When learning English, it’s natural to find words that seem very similar, but have entirely different meanings. That’s just one of the many challenges that language learners face. Two such words are assignation and assignment . They sound so alike, you might think they’re interchangeable. Yet, they are not.

In this article, we are going to put these two under the spotlight. Our focus is to help you understand the difference between assignation and assignment , provide their meanings, and offer clear examples. It’s about getting you comfortable with these words and helping you use them correctly in your English journey. So, let’s get started!

The critical difference between Assignation and Assignment lies in their usage and context. Assignation primarily refers to an agreement or appointment for a meeting. For instance, “They had an assignation at the coffee shop.” On the other hand, an Assignment refers to a task or duty assigned to someone. For instance, “He completed his math assignment.”

Both terms originate from the verb ‘assign’ but are utilized differently. Assignation is more often used in legal or formal settings, but assignment is common in educational or work contexts. So, if you’re scheduling a secretive meeting, use assignation. But if you’re handing out tasks or duties, use assignment.

Understanding the Meaning of Assignation

The word assignation is rich in meaning, covering everything simple to secret. At its basic level, it means assigning tasks or property. But, it has a more exciting side in stories. Here it often means secret meetings , tied to love or forbidden activities.

Definition of Assignation

Traditionally, assignation is about giving out duties or rights. It’s used in law and history to talk about dividing up or handing out responsibilities. This is like using the word assign in everyday situations. But add a dash of mystery or love, and assignation takes on a new life. It then means secret meetings or private moments.

Examples of Assignation in Sentences

Let’s look at some examples of assignation to get a clear picture:

• In books, an assignation can mean secret meetings between lovers, adding mystery.
• News stories might hint at illicit relationships by mentioning assignation, adding a thrill.
• Old documents might talk about assignation when they discuss dividing land rights, in a more straightforward sense.
• In romantic stories today, a secret meeting in a cafe could be an assignation, hinting at hidden love.

Understanding the Meaning of Assignment

The word assignment holds great importance in various areas. These include education, work, and law. Exploring its meanings helps us understand its wide use and importance.

Definition of Assignment

In schools, an assignment is the work teachers give to students. It helps to check how much students understand and how they perform. At work, assignments are tasks given to employees. These tasks keep the business running smoothly and productively.

In the legal world, an assignment means transferring rights or property . This is key to understand how people can give or receive ownership and duties legally.

Examples of Assignment in Sentences

• For their big project, the students got an academic work challenging them to research and present their findings.
• The boss gave a hard task to the new employee to test how well they manage work under pressure.
• With the contract signed, the ownership officially changed hands through a property transfer .

Understanding assignment in its various forms is crucial. It allows us to be more effective in school, at work, and in legal matters. Recognizing these differences ensures we communicate and act clearly and confidently.

Assignation or Assignment: Key Differences

It’s vital to understand the difference between assignation and assignment for clear communication. The term assignation brings to mind secret or romantic meetings. It can also mean the act of assigning something. Meanwhile, assignment is about giving out tasks, duties, or responsibilities. This is common in school or work.

Assignation and assignment have different uses. Assignation suggests secrecy and is linked with private meetings. On the opposite side, assignment talks about clear duties or legal handovers. It doesn’t have the secret flavor that assignation does.

To avoid confusion, it’s key to know when to use each term. Calling a work task an assignation could suggest something secret or wrong. So, choosing the right word matters:

• Use assignation for secret or love meetings done quietly.
• Use assignment when you mean work tasks or handing over property, in formal or work settings.

Using the right term, assignation or assignment, makes your meaning clear. This way, you won’t confuse anyone.

Using Assignation and Assignment Correctly

It’s key to know how assignation and assignment differ. Each word has its own meaning. Using them right is key to avoid mix-ups.

When to Use Assignation

The word assignation is about secret meetings. These are often for romantic reasons. Books use it to talk about meetings held in private.

It hints at something hidden or confidential. This makes it perfect for talks that need to stay under wraps.

When to Use Assignment

Assignment , on the other hand, is about giving tasks. It’s used in schools, work, and law. For example, it can mean homework or handing over property rights.

This word doesn’t suggest secrets like assignation does. It’s all about structured, formal tasks.

Knowing these differences helps you communicate clearly. Use assignment for tasks, and assignation for secret meet-ups. This keeps your meaning clear and stops any confusion. It’s especially important in professional settings to avoid the wrong idea about secret meetings.

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/əˈsaɪnmənt/.

Other forms: assignments

Whether you’re an international spy with a new mission or a high school student with math homework — when you get an assignment , you’d better do it! An assignment is a task that someone in authority has asked you to do.

The word assignment is just the noun form of the common verb assign , which you use when you want to give someone a duty or a job. When you assign something, that something is called an assignment . The word can also refer to the act of distributing something. If you are distributing new office furniture at work, you might say, “ Assignment of the new chairs will begin tomorrow.”

• noun an undertaking that you have been assigned to do (as by an instructor) see more see less types: show 6 types... hide 6 types... school assignment , schoolwork a school task performed by a student to satisfy the teacher writing assignment , written assignment an assignment to write something classroom project a school task requiring considerable effort classwork the part of a student's work that is done in the classroom homework , prep , preparation preparatory school work done outside school (especially at home) lesson a task assigned for individual study type of: labor , project , task , undertaking any piece of work that is undertaken or attempted
• noun a duty that you are assigned to perform (especially in the armed forces) “a hazardous assignment ” synonyms: duty assignment see more see less types: show 10 types... hide 10 types... guard , guard duty , sentry duty , sentry go the duty of serving as a sentry fatigue , fatigue duty labor of a nonmilitary kind done by soldiers (cleaning or digging or draining or so on) charge , commission , mission a special assignment that is given to a person or group reassignment assignment to a different duty sea-duty , service abroad , shipboard duty naval service aboard a ship at sea shore duty naval service at land bases fool's errand a fruitless mission mission impossible an extremely dangerous or difficult mission martyr operation , sacrifice operation , suicide mission killing or injuring others while annihilating yourself; usually accomplished with a bomb secondment the detachment of a person from their regular organization for temporary assignment elsewhere type of: duty work that you are obliged to perform for moral or legal reasons
• noun the act of putting a person into a non-elective position synonyms: appointment , designation , naming see more see less types: show 6 types... hide 6 types... nomination the act of officially naming a candidate co-optation , co-option the act of appointing summarily (with or without the appointee's consent) delegacy the appointment of a delegate ordinance , ordination the act of ordaining; the act of conferring (or receiving) holy orders recognition designation by the chair granting a person the right to speak in a deliberative body laying on of hands laying hands on a person's head to invoke spiritual blessing in Christian ordination type of: conclusion , decision , determination the act of making up your mind about something
• noun the act of distributing something to designated places or persons “the first task is the assignment of an address to each datum” synonyms: assigning see more see less types: allocation , storage allocation (computer science) the assignment of particular areas of a magnetic disk to particular data or instructions type of: distribution the act of distributing or spreading or apportioning
• noun (law) a transfer of property by deed of conveyance synonyms: grant see more see less types: apanage , appanage a grant (by a sovereign or a legislative body) of resources to maintain a dependent member of a ruling family land grant a grant of public land (as to a railway or college) type of: transferred possession , transferred property a possession whose ownership changes or lapses
• noun the instrument by which a claim or right or interest or property is transferred from one person to another see more see less type of: instrument , legal document , legal instrument , official document (law) a document that states some contractual relationship or grants some right

Vocabulary lists containing assignment

The Dawes Act, or General Allotment Act of 1887, was a law that allowed the U.S. government to take Native American tribal lands and divide them into 40 acre lots for individual Native Americans. The goal was to break up communal tribal lands and speed the assimilation of Native Americans into American society. The Dawes Act caused great suffering with much of the land winding up in the hands of white settlers.

Learn these words from the autobiography by David Lubar (Inside: Level B, Unit 4). Here are our links to the selections of "Every Body Is a Winner": The Human Machine; My Fabulous Footprint , The Beat Goes On; All Pumped Up , Two Left Feet, Two Left Hands , How Coach Told Me; Bionics Here are our links to the units of Level B: Unit 1 , Unit 2 , Unit 3 , Unit 4 , Unit 5 , Unit 6 , Unit 7 , Unit 8 Here are our links to the Inside books: Level A , Level B , Level C Here is our link to a list of academic vocabulary for Inside: Academic Vocabulary

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Definition of assignment noun from the Oxford Advanced Learner's Dictionary

• Students are required to complete all homework assignments.
• You will need to complete three written assignments per semester.
• a business/special assignment
• I had set myself a tough assignment.
• on an assignment She is in Greece on an assignment for one of the Sunday newspapers.
• on assignment one of our reporters on assignment in China
• The students handed in their assignments.
• The teacher gave us an assignment on pollution.
• Why did you take on this assignment if you're so busy?
• He refused to accept the assignment.
• assignment on

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Teaching excellence & educational innovation, what is the difference between formative and summative assessment, formative assessment.

The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments:

• help students identify their strengths and weaknesses and target areas that need work
• help faculty recognize where students are struggling and address problems immediately

Formative assessments are generally low stakes , which means that they have low or no point value. Examples of formative assessments include asking students to:

• draw a concept map in class to represent their understanding of a topic
• submit one or two sentences identifying the main point of a lecture
• turn in a research proposal for early feedback

Summative assessment

The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.

Summative assessments are often high stakes , which means that they have a high point value. Examples of summative assessments include:

• a midterm exam
• a final project
• a senior recital

Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses.

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placement test

Definition of placement test

Examples of placement test in a sentence.

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'placement test.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

1924, in the meaning defined above

Dictionary Entries Near placement test

place-money

Cite this Entry

“Placement test.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/placement%20test. Accessed 21 Aug. 2024.

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Meaning of assignment in English

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• It was a plum assignment - more of a vacation really.
• He took this award-winning photograph while on assignment in the Middle East .
• His two-year assignment to the Mexico office starts in September .
• She first visited Norway on assignment for the winter Olympics ten years ago.
• He fell in love with the area after being there on assignment for National Geographic in the 1950s.
• act as something
• all work and no play (makes Jack a dull boy) idiom
• be at work idiom
• be in work idiom
• housekeeping
• in the line of duty idiom
• join duty idiom
• undertaking

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assignment | Intermediate English

Assignment | business english, examples of assignment, collocations with assignment.

These are words often used in combination with assignment .

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compassionate grounds

a reason, especially in law, to allow someone to do something out of sympathy for their suffering

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Created by the Great Schools Partnership , the GLOSSARY OF EDUCATION REFORM is a comprehensive online resource that describes widely used school-improvement terms, concepts, and strategies for journalists, parents, and community members. | Learn more »

In education, the term  assessment  refers 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.

While assessments are often equated with traditional tests—especially the standardized tests  developed by testing companies and administered to large populations of students—educators use a diverse array of assessment tools and methods to measure everything from a four-year-old’s readiness for kindergarten to a twelfth-grade student’s comprehension of advanced physics. Just as academic lessons have different functions, assessments are typically designed to measure specific elements of learning—e.g., the level of knowledge a student already has about the concept or skill the teacher is planning to teach or the ability to comprehend and analyze different types of texts and readings. Assessments also are used to identify individual student weaknesses and strengths so that educators can provide specialized  academic support , educational programming, or social services. In addition, assessments are developed by a wide array of groups and individuals, including teachers, district administrators, universities, private companies, state departments of education, and groups that include a combination of these individuals and institutions.

While assessment can take a wide variety of forms in education, the following descriptions provide a representative overview of a few major forms of educational assessment.

Assessments are used for a wide variety of purposes in schools and education systems :

• High-stakes  assessments  are typically standardized tests used for the purposes of accountability—i.e., any attempt by federal, state, or local government agencies to ensure that students are enrolled in effective schools and being taught by effective teachers. In general, “high stakes” means that important decisions about students, teachers, schools, or districts are based on the scores students achieve on a high-stakes test, and either punishments (sanctions, penalties, reduced funding, negative publicity, not being promoted to the next grade, not being allowed to graduate) or accolades (awards, public celebration, positive publicity, bonuses, grade promotion, diplomas) result from those scores. For a more detailed discussion, see  high-stakes test .
• Pre-assessments  are administered before students begin a lesson, unit, course, or academic program. Students are not necessarily expected to know most, or even any, of the material evaluated by pre-assessments—they are generally used to (1) establish a baseline against which educators measure learning progress over the duration of a program, course, or instructional period, or (2) determine general academic readiness for a course, program, grade level, or new academic program that student may be transferring into.
• Formative  assessments  are in-process evaluations of student learning that are typically administered multiple times during a unit, course, or academic program. The general purpose of formative assessment is to give educators in-process feedback about what students are learning or not learning so that instructional approaches, teaching materials, and academic support can be modified accordingly. Formative assessments are usually not scored or graded, and they may take a variety of forms, from more formal quizzes and assignments to informal questioning techniques and in-class discussions with students.

Formative assessments are commonly said to be  for  learning because educators use the results to modify and improve teaching techniques during an instructional period, while summative assessments are said to be  of  learning because they evaluate academic achievement at the conclusion of an instructional period. Or as assessment expert Paul Black put it, “When the cook tastes the soup, that’s formative assessment. When the customer tastes the soup, that’s summative assessment.”

• Interim assessments   are used to evaluate where students are in their learning progress and determine whether they are on track to performing well on future assessments, such as standardized tests, end-of-course exams, and other forms of “summative” assessment. Interim assessments are usually administered periodically during a course or school year (for example, every six or eight weeks) and separately from the process of instructing students (i.e., unlike formative assessments, which are integrated into the instructional process).
• Placement assessments  are used to “place” students into a course, course level, or academic program. For example, an assessment may be used to determine whether a student is ready for Algebra I or a higher-level algebra course, such as an honors-level course. For this reason, placement assessments are administered before a course or program begins, and the basic intent is to match students with appropriate learning experiences that address their distinct learning needs.
• Screening assessments  are used to determine whether students may need specialized assistance or services, or whether they are ready to begin a course, grade level, or academic program. Screening assessments may take a wide variety of forms in educational settings, and they may be developmental, physical, cognitive, or academic. A preschool screening test, for example, may be used to determine whether a young child is physically, emotionally, socially, and intellectually ready to begin preschool, while other screening tests may be used to evaluate health, potential learning disabilities, and other student attributes.

Assessments are also designed in a variety of ways for different purposes:

• Standardized assessments  are designed, administered, and scored in a standard, or consistent, manner. They often use a multiple-choice format, though some include open-ended, short-answer questions. Historically, standardized tests featured rows of ovals that students filled in with a number-two pencil, but increasingly the tests are computer-based. Standardized tests can be administered to large student populations of the same age or grade level in a state, region, or country, and results can be compared across individuals and groups of students. For a more detailed discussion, see  standardized test .
• Standards-referenced or standards-based  assessments  are designed to measure how well students have mastered the specific knowledge and skills described in local, state, or national  learning standards . Standardized tests and high-stakes tests may or may not be based on specific learning standards, and individual schools and teachers may develop their own standards-referenced or standards-based assessments. For a more detailed discussion, see  proficiency-based learning .
• Common  assessments  are used in a school or district to ensure that all teachers are evaluating student performance in a more consistent, reliable, and effective manner. Common assessments are used to encourage greater consistency in teaching and assessment among teachers who are responsible for teaching the same content, e.g. within a grade level, department, or  content area . They allow educators to compare performance results across multiple classrooms, courses, schools, and/or learning experiences (which is not possible when educators teach different material and individually develop their own distinct assessments). Common assessments share the same format and are administered in consistent ways—e.g., teachers give students the same instructions and the same amount of time to complete the assessment, or they use the same scoring guides to interpret results. Common assessments may be “formative” or “summative .” For more detailed discussions, see coherent curriculum  and  rubric .
• Performance assessments  typically require students to complete a complex task, such as a writing assignment, science experiment, speech, presentation, performance, or long-term project, for example. Educators will often use collaboratively developed common assessments, scoring guides, rubrics, and other methods to evaluate whether the work produced by students shows that they have learned what they were expected to learn. Performance assessments may also be called “authentic assessments,” since they are considered by some educators to be more accurate and meaningful evaluations of learning achievement than traditional tests. For more detailed discussions, see authentic learning ,  demonstration of learning , and  exhibition .
• Portfolio-based  assessments  are collections of academic work—for example, assignments, lab results, writing samples, speeches, student-created films, or art projects—that are compiled by students and assessed by teachers in consistent ways. Portfolio-based assessments are often used to evaluate a “body of knowledge”—i.e., the acquisition of diverse knowledge and skills over a period of time. Portfolio materials can be collected in physical or digital formats, and they are often evaluated to determine whether students have met required learning standards . For a more detailed discussion, see  portfolio .

The purpose of an assessment generally drives the way it is designed, and there are many ways in which assessments can be used. A standardized assessment can be a high-stakes assessment, for example, but so can other forms of assessment that are not standardized tests. A portfolio of student work can be a used as both a “formative” and “summative” form of assessment. Teacher-created assessments, which may also be created by teams of teachers, are commonly used in a single course or grade level in a school, and these assessments are almost never “high-stakes.” Screening assessments may be produced by universities that have conducted research on a specific area of child development, such as the skills and attributes that a student should have when entering kindergarten to increase the likelihood that he or she will be successful, or the pattern of behaviors, strengths, and challenges that suggest a child has a particular learning disability. In short, assessments are usually created for highly specialized purposes.

While educational assessments and tests have been around since the days of the one-room schoolhouse, they have increasingly assumed a central role in efforts to improve the effectiveness of public schools and teaching. Standardized-test scores, for example, are arguably the dominant measure of educational achievement in the United States, and they are also the most commonly reported indicator of school, teacher, and school-system performance.

As schools become increasingly equipped with computers, tablets, and wireless internet access, a growing proportion of the assessments now administered in schools are either computer-based or online assessments—though paper-based tests and assessments are still common and widely used in schools. New technologies and software applications are also changing the nature and use of assessments in innumerable ways, given that digital-assessment systems typically offer an array of features that traditional paper-based tests and assignments cannot. For example, online-assessment systems may allow students to log in and take assessments during out-of-class time or they may make performance results available to students and teachers immediately after an assessment has been completed (historically, it might have taken hours, days, or weeks for teachers to review, score, and grade all assessments for a class). In addition, digital and online assessments typically include features, or “analytics,” that give educators more detailed information about student performance. For example, teachers may be able to see how long it took students to answer particular questions or how many times a student failed to answer a question correctly before getting the right answer. Many advocates of digital and online assessments tend to argue that such systems, if used properly, could help teachers “ personalize ” instruction—because many digital and online systems can provide far more detailed information about the academic performance of students, educators can use this information to modify educational programs, learning experiences , instructional approaches, and  academic-support strategies  in ways that address the distinct learning needs, interests, aspirations, or cultural backgrounds of individual students. In addition, many large-scale standardized tests are now administered online, though states typically allow students to take paper-based tests if computers are unavailable, if students prefer the paper-based option, or if students don’t have the technological skills and literacy required to perform well on an online assessment.

Given that assessments come in so many forms and serve so many diverse functions, a thorough discussion of the purpose and use of assessments could fill a lengthy book. The following descriptions, however, provide a brief, illustrative overview of a few of the major ways in which assessments—especially assessment results—are used in an attempt to improve schools and teaching:

• System and school accountability : Assessments, particularly standardized tests, have played an increasingly central role in efforts to hold schools, districts, and state public-school systems “accountable” for improving the academic achievement of students. The most widely discussed and far-reaching example, the 2001 federal law commonly known as the No Child Left Behind Act, strengthened federal expectations from the 1990s and required each state develop  learning standards   to govern what teachers should teach and students should learn. Under No Child Left Behind, standards are required in every grade level and  content area  from kindergarten through high school. The law also requires that students be tested annually in grades 3-8 and at least once in grades 10-12 in reading and mathematics. Since the law’s passage, standardized tests have been developed and implemented to measure how well students were meeting the standards, and scores have been reported publicly by state departments of education. The law also required that test results be tracked and reported separately for different “subgroups” of students, such as minority students, students from low-income households, students with special needs, and students with  limited proficiency in English . By publicly reporting the test scores achieved by different schools and student groups, and by tying those scores to penalties and funding, the law has aimed to close  achievement gaps  and improve schools that were deemed to be underperforming. While the No Child Left Behind Act is one of the most controversial and contentious educational policies in recent history, and the technicalities of the legislation are highly complex, it is one example of how assessment results are being used as an accountability measure.
• Teacher evaluation and compensation : In recent years, a growing number of elected officials, policy makers, and education reformers have argued that the best way to improve educational results is to ensure that students have effective teachers, and that one way to ensure effective teaching is to evaluate and compensate educators, at least in part, based on the test scores their students achieve. By basing a teacher’s income and job security on assessment results, the reasoning goes, administrators can identify and reward high-performing teachers or take steps to either help low-performing teachers improve or remove them from schools. Growing political pressure, coupled with the promise of federal grants, prompted many states to begin using student test results in teacher evaluations. This controversial and highly contentious reform strategy generally requires fairly complicated statistical techniques—known as  value-added measures   or  growth measures —to determine how much of a positive or negative effect individual teachers have on the academic achievement of their students, based primarily on student assessment results.
• Instructional improvement : Assessment results are often used as a mechanism for improving instructional quality and student achievement. Because assessments are designed to measure the acquisition of specific knowledge or skills, the design of an assessment can determine or influence what gets taught in the classroom (“teaching to the test” is a common, and often derogatory, phrase used to describe this general phenomenon). Formative assessments, for example, give teachers in-process feedback on student learning, which can help them make instructional adjustments during the teaching process, instead of having to wait until the end of a unit or course to find out how well students are learning the material. Other forms of assessment, such as standards-based assessments or common assessments, encourage educators to teach similar material and evaluate student performance in more consistent, reliable, or comparable ways.
• Learning-needs identification : Educators use a wide range of assessments and assessment methods to identify specific student learning needs, diagnose learning disabilities (such as autism, dyslexia, or nonverbal learning disabilities), evaluate language ability, or determine eligibility for specialized educational services. In recent years, the early identification of specialized learning needs and disabilities, and the proactive provision of educational support services to students, has been a major focus of numerous educational reform strategies. For a related discussion, see  academic support .

In education, there is widespread agreement that assessment is an integral part of any effective educational system or program. Educators, parents, elected officials, policy makers, employers, and the public all want to know whether students are learning successfully and progressing academically in school. The debates—many of which are a complex, wide ranging, and frequently contentious—typically center on how assessments are used, including how frequently they are being administered and whether assessments are beneficial or harmful to students and the teaching process. While a comprehensive discussion of these debates is beyond the scope of this resource, the following is a representative selection of a few major issues being debated:

• Is high-stakes testing, as an accountability measure, the best way to improve schools, teaching quality, and student achievement? Or do the potential consequences—such as teachers focusing mainly on test preparation and a narrow range of knowledge at the expense of other important skills, or increased incentives to cheat and manipulate test results—undermine the benefits of using test scores as a way to hold schools and educators more accountable and improve educational results?
• Are standardized assessments truly  objective  measures of academic achievement? Or do they reflect intrinsic biases—in their design or content—that favor some students over others, such wealthier white students from more-educated households over minority and low-income students from less-educated households? For more detailed discussions, see  measurement error and  test bias .
• Are “one-size-fits-all” standardized tests a fair way to evaluate the learning achievement of all students, given that some students may be better test-takers than others? Or should students be given a variety of assessment options and multiple opportunities to demonstrate what they have learned?
• Will more challenging and  rigorous   assessments lead to higher educational achievement for all students? Or will they end up penalizing certain students who come from disadvantaged backgrounds? And, conversely, will less-advantaged students be at an even greater disadvantage if they are not held to the same high educational standards as other students (because lowering educational standards for certain students, such as students of color, will only further disadvantage them and perpetuate the same cycle of low expectations that historically contributed to racial and socioeconomic  achievement gaps )?
• Do the costs—in money, time, and human resources—outweigh the benefits of widespread, large-scale testing? Would the funding and resources invested in testing and accountability be better spent on higher-quality educational materials, more training and support for teachers, and other resources that might improve schools and teaching more effectively? And is the pervasive use of tests providing valuable information that educators can use to improve instructional quality and student learning? Or are the tests actually taking up time that might be better spent on teaching students more knowledge and skills?
• Are technological learning applications, including digital and online assessments, improving learning experiences for students, teaching them technological skills and literacy, or generally making learning experiences more interesting and engaging? Or are digital learning applications adding to the cost of education, introducing unwanted distractions in schools, or undermining the value of teachers and the teaching process?

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Did you just get mogged by a skibidi rizzler? Gen Alpha slang explained

Do you have the skibidi Ohio rizz?

Or do you even know what that means? As the newest school year begins, the latest wave of youth slang is upon us, making some Millennial and Gen X people question whether it's time to check into the nursing home.

School start dates: Franklin County kids are headed back to the classroom

Many of the slang included on this list fall under to what some might call "brain rot," referring to the frame of mind of someone who is chronically online and consumes low quality content, according to The New York Times . While some of the slang used by Gen Alpha has a logical explanation, others included on this list have a certain surrealist bent or are characterized by popular online influencers.

The Dispatch picked terms frequently seen online and through informally surveying high schoolers about words they and others use.

Do you have brain rot? Here's your guide to some of the slang you might hear from Gen Alpha this year:

What are those darn kids saying?

Ate/eats : If you say someone "ate," it means you are saying that they did something exceptionally well or deserving of praise, according to Keyhole . "Did you hear Charli XCX's latest album? She ate."

Aura points: "Aura points" refer to a lighthearted way of measuring coolness, based on a TikTok trend, according to Polygon . " Did you see her new shoes? She definitely just gained some aura points."

Cap/No cap : To "cap" means to "lie, to boast, or to front," according to the Merriam-Webster Dictionary (although this meaning hasn't officially made it yet). "No cap" means you are being truthful or honest. "Joe said he didn't take my food but I think that's cap."

Drip : Drip means cool, stylish or fashionable clothing, according to Arizona State University . If someone is "dripped out," it means they are dressed stylishly. "I just went to the mall and bought some new drip."

Fanum tax : The act of stealing someone's food without their permission.  The origin comes from online comedy creator Fanum, who is a part of streamer and Youtuber Kai Cenat's "influencer crew," according to Business Insider . Fanum is known for jokingly taking other's food and calling it a "tax." "I took his fries when he wasn't looking — he had to pay the Fanum tax."

Goat: An acronym meaning "Greatest of all time." LeBron James is the goat. He's been goated since he was in Cleveland.

Gyatt/Gyat : Gyatt or gyat (Ge-yaht) is used to express strong excitement, surprise, or admiration, often in reference to seeing a large butt, according to Dictionary.com . It can also be used as term by itself for a large butt.

Looksmaxxing : "Looksmaxxing" is an online movement dedicated to maximizing your physical appearance, often through a variety of techniques including improving your jawline, skincare and muscles, according to The BBC . "Riley's been obsessed with looksmaxxing videos on TikTok lately."

Mewing : Mewing is looksmaxxing technique aimed at improving your jawline by holding your tongue on the roof of your mouth, according to The BBC.  Mewing comes from a controversial British orthodontist named John Mew. who developed a practice called "orthotropics." According to The BBC, there is little evidence supporting its effectiveness. "Dude, are you seriously mewing right now? Are you looksmaxxing?"

Mog : To "mog" someone is to be significantly more attractive than them, and thereby lower their attractiveness in comparison, according to Vice News . "He mogged everyone else at the party with his drip."

Ohio : No, they aren't really talking about the Buckeye state. Unfortunately for Ohioans, "Ohio" has a slang meaning of strange, weird, cringe or dumb . The origin likely originates from a number of memes like "it's all Ohio," or "Can't even X in Ohio" that circulated online culture in the 2020s, according to Know Your Meme . "Did you see how she was dressed at school today? She's so Ohio."

Rizz : A shortening of the word "charisma," used to state that someone has success in attracting romantic partners, according to Merriam-Webster . "He spent the entire party rizzing up the girls."

Rizzler : A rizzler is someone who is successful at flirting with people, according to The New York Times .

Sigma: A "sigma" (based on the Greek alphabet) is a male who has overcome the hierarchy of "alpha" and "beta" males, often characterized by silent success, or someone is a social outcast by choice and "plays by their own rules," according to Know Your Meme . Colloquially, it can just mean good or best.

Skibidi (Skibidi toilet) : "Skibidi" refers to a series of surrealist videos popular on Youtube , which features an army of human-headed toilets fighting a war against another army of camera-headed men, according to Forbes . Skibidi as a slang word is largely meaningless and is a simple reference to the video series.

Slay : If you "slay" something, it means you do it particularly well, according to Dictionary.com . ""Did you hear Charli XCX's latest album? She's slay."

Stand on business : Standing on business (sometimes spelled 'standing on bidness), means to take care of your responsibilities or put your money where your mouth is, according to USA TODAY . "I told you I was going to to that, I stand on business."

What's up brother? : Saying "what's up brother," accompanied with raising your index finger upward, is a reference to the popular streamer Sketch, who uses the expression as a sort of catchphrase, according to USA TODAY .

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Understanding your lab values and other CKD health numbers

Last Updated: September 05, 2023

Medically reviewed by NKF Patient Education Team

Table of Contents

About your lab values and other ckd health numbers, measuring your general health, measuring your kidney health, measuring your balance of important minerals and acidity, measuring ckd complications: nutrition & malnourishment, measuring ckd complications: anemia, measuring ckd complications: mineral and bone disorder (ckd-mbd), measuring ckd complications: cardiovascular disease (cvd), measuring ckd risk factors: diabetes, questions for your healthcare team, more resources.

It is normal to feel like living with chronic kidney disease (CKD) sometimes means you need to learn a new language. CKD is a complex condition that worsens over time. Early on, only a small number of tests may be needed. As CKD gets worse, your kidneys have a harder time doing all their jobs like helping make red blood cells, balancing important minerals, and keeping your bones healthy. So, you may notice more tests being checked and/or checked more often as your CKD gets worse. You may also need extra tests to monitor for other health conditions that are related to kidney disease.

Having regular visits with your healthcare professionals and getting your recommended lab work done can help you stay up to date with your health. But you may not be familiar with why some of these measures of your kidney-related health and wellbeing are used. So, the information below serves as a quick guide to the different types of health information that you may see in your medical record that is important for people living with CKD. Some of these tests require a blood or urine sample (also called “lab tests” or “labs”) – these are usually sent to a laboratory for measurement. Other measures, like weight or blood pressure, are usually done in an exam room.

If you have questions about your results, always talk with your healthcare professional first before taking any action.

Everybody's situation is different - some of these tests may not apply to you. Similarly, your situation may need a test that is not included in this list. Also, having test results that are not in the "normal" range (as provided on your lab sheet) doesn't always mean there is a problem or concern.

Blood pressure

A healthy blood pressure is very important for your kidneys and overall health.

• High blood pressure puts extra stress on your kidneys, heart, and blood vessels - increasing your risk for heart attack, stroke, and worsening kidney disease.
• Low blood pressure makes it hard for your blood to deliver oxygen and nutrients to all the different parts of your body. This increases your risk for acute kidney injury . It can also increase your risk for dizziness and falling.

Your blood pressure is reported as 2 separate numbers – for example “120/80” or “120 over 80”. The first/top number (called “systolic pressure”) is the pressure in your blood vessels during each heartbeat - when blood is actively pumped out of your heart to the rest of your body. The second/bottom number (called “diastolic pressure”) is the pressure in your blood vessels when your heart is resting between each beat.

The recommended blood pressure target may vary depending on factors like your age, other health conditions, risk of falling, and whether you are on dialysis . Ask your healthcare professional what your goal blood pressure should be.

Maintaining a healthy weight is important for your overall health. The definition of healthy weight depends on many other factors like your height, age, and other health conditions. So, ask your healthcare professional what a healthy body weight is for you.

• If you are underweight or losing weight without trying, you may not be getting the right nutrition to stay healthy.
• If you are overweight or slowly gaining weight, you may be getting too many calories and/or not enough physical activity.

In either of these situations, working with a dietitian can help you find ways to safely add or remove extra calories to your diet and make sure you get the right nutrition.

• Sudden weight gain can also be a serious problem, especially if you are on dialysis and/or have heart failure. It may be a sign of too much fluid in your body, especially if it also comes with symptoms like swelling, shortness of breath, and/or a rise in blood pressure.

If you are on dialysis and/or living with heart failure, it is important to ask your healthcare professional what your dry weight is – your “normal” weight without any extra fluid in your body. As part of your treatment plan, your healthcare professional may recommend weighing yourself at a certain time every day. After you check your weight, compare the number to your dry weight number. If your weight has gone up or down by too much (as defined by your healthcare professional’s directions), contact your dialysis center or clinic for further instructions.

Serum (blood) creatinine

Creatinine  is a waste product in your blood that comes from the digestion of protein in your food and the normal breakdown of muscle tissue. It is removed from your body through the kidneys. If you have kidney disease, the kidneys can have trouble removing creatinine from your blood. So, the level of creatinine in your blood starts to go up. High creatinine levels can be a sign of  acute kidney injury  and/or  chronic kidney disease . A “normal” creatinine level in the blood is hard to define because it can change depending on your age, sex, body size, and other factors.

Cystatin C is a protein that is produced by the cells in your body. Like creatinine, it is also removed from the body through the kidneys. If you have kidney disease, the kidneys can have trouble removing cystatin C from your blood. So, the level of cystatin C in your blood starts to go up. For some people, this blood test can be helpful to measure instead of (or in addition to) your serum creatinine to check your kidney health. This test is not as common as the creatinine test and can be more expensive.

Estimated glomerular filtration rate (eGFR)

The estimated glomerular filtration rate (eGFR) is an estimate of how well your kidneys are removing waste products from the blood. It is calculated using your serum (blood) creatinine level, age, and sex. It can also be calculated using your cystatin C level instead of, or in addition to, your serum (blood) creatinine level. A “normal” eGFR varies according to age – it naturally decreases as you get older. For this test, a higher number is better .

If you have chronic kidney disease (CKD) , the eGFR is used to determine your CKD stage . In general, an eGFR value lower than 60 is a sign that the kidneys may not be working properly. An eGFR lower than 15 is a marker of kidney failure .

Measured glomerular filtration rate (mGFR)

In less common situations where a more accurate measure of your kidney function is needed, your healthcare provider may order a measured glomerular filtration rate (mGFR) . The mGFR is a direct measure of how well your kidneys are removing waste products from the blood. It can be a complicated and lengthy process. So, it is not used as often as the estimated GFR (eGFR).

Your healthcare professional may recommend this test if a more accurate measure of your kidney function is needed. There are many ways to complete this test – some involve collecting all the urine you make in 24 hours; others involve multiple blood samples taken from your arm over several hours. The mGFR is sometimes called a different name - measured creatinine clearance (mCrCl).

Blood urea nitrogen (BUN)

Urea nitrogen is a waste product in your blood that comes from the breakdown of protein in the foods you eat. It is removed from the body through the kidneys. A “normal” BUN level varies, and usually increases as you get older. Checking your BUN level is usually not very helpful by itself. So, your healthcare provider will likely compare your BUN level to your creatinine and eGFR levels when evaluating your kidney health.

Urine albumin-creatinine ratio (uACR)

The urine albumin-creatinine ratio (uACR) test measures the amount of two different substances in your urine (pee) – albumin (protein) and creatinine. Healthy kidneys keep the albumin in your blood while filtering the creatinine out into the urine. So, this test checks to see how well your kidneys are keeping albumin in your body and sending creatinine out.

The uACR is calculated by comparing the amount of albumin in your urine with the amount of creatinine in your urine to find the ratio. A “normal” uACR level is less than 30 mg/g. For this test, a lower number is better . A uACR level of 30 mg/g or more can be a sign of albuminuria .

When you check the results from this test on your lab report, you may see many different numbers. Focus on the result that has the word ratio in the name. For example, the name on your report may be “alb/creat ratio”, “albumin/creat ratio”, or “albumin/creat ratio, random urine”.

Urine protein-creatinine ratio (uPCR)

This test is very similar to the uACR test described above. But instead of measuring only the amount of albumin in your urine (pee), it measures all the different proteins that may be present. In some forms of kidney disease (like IgA nephropathy , lupus nephritis , or glomerulonephritis ) or when testing children for protein in their urine , your healthcare professional may choose to measure your uPCR instead of uACR. A “normal” uPCR level is less than 150 mg/g. For this test, a lower number is better . A uPCR level of 150 mg/g or more can be a sign of proteinuria .

Potassium is an important mineral found throughout your body. It is needed for many of your body’s functions – like keeping your heart beating regularly and muscles working properly. Your kidneys help keep the right amount of potassium in the blood.

In more advanced stages of chronic kidney disease , your kidneys may have a hard time removing extra potassium from the blood, especially if you are on dialysis. People living with CKD can also be at risk for low potassium, especially during earlier stages of CKD. The recommended goal potassium level for most people is between 3.5 and 5.

Sodium is an important mineral that helps balance the amount of fluid in your body. It also helps your nerves and muscles to work properly. Your kidneys play an active role in keeping your fluid levels balanced, partly by helping get rid of any extra sodium in your body through your urine.

In more advanced stages of chronic kidney disease , your kidneys may have a hard time balancing your fluid and blood sodium levels. This can increase your risk of high blood pressure, edema (swelling), and/or heart failure.

Having a sodium level higher or lower than the goal range can be a result of many things. So, your healthcare professional will likely compare your results from this test with your other test results (such as serum creatinine, glucose, potassium, carbon dioxide, and/or urine tests). When looked at together, your healthcare professional can provide you with custom guidance for resolving the issue (if applicable).

However, it is also possible to have a normal sodium level while still consuming too much sodium (salt). When your blood sodium level goes up, your body tries to balance it out by holding on to extra water. This is what causes symptoms like thirst, swelling, high blood pressure, and/or shortness of breath. It is important to limit your sodium (salt) intake to less than 2300 mg per day. Your healthcare professional may advise an even lower target depending on your other health conditions.

Serum (blood) bicarbonate / carbon dioxide (CO2)

Bicarbonate is needed in your blood to stop it from getting too acidic. Most of the bicarbonate in your body is in the form of carbon dioxide (CO2), a waste product from when your body turns food into energy. So, another name for this blood test is your “serum carbon dioxide (CO2)” level.

The kidneys work together with the lungs to keep your bicarbonate (carbon dioxide) level in your blood in the goal range. In more advanced stages of chronic kidney disease , your kidneys may have a hard time removing extra acidic waste products from the blood. This is also known as metabolic acidosis . A bicarbonate/CO2 level less than 22 mEq/L can be a sign your blood has too much acid – talk with your healthcare professional about a treatment plan if your labs show a CO2 (bicarbonate) level less than 22.

Serum albumin

Good nutrition is important for providing your body with the resources to fight infections, repair body tissue, and build new muscle. Having a more advanced stage of chronic kidney disease increases your risk of problems with your nutritional health and malnourishment, especially for people who are on dialysis . It is not possible to measure your nutritional health directly, so a variety of tests can be used to check the highest risk areas for health problems.

Albumin is an important protein normally found in the blood that serves many roles in the body. These roles include building muscle, repairing tissue, and fighting infection. A low level of albumin in your blood may be caused by not getting enough protein or calories in your diet, especially if you are on hemodialysis . Since albumin is made in the liver, low albumin levels can also be a sign of liver problems. A low albumin level may lead to health problems such as difficulty fighting off infections. When compared against your other health information and test results, your serum albumin level can help your healthcare professional see if you are getting enough nutrients in your diet.

Normalized protein nitrogen appearance (nPNA)

If you are on dialysis , the nPNA can be a helpful tool that your healthcare professional may use to see if you are eating enough protein. This number is calculated using your blood urea nitrogen (BUN) level just before your dialysis session, your weight, and the amount of protein you ate (including food, drink, and supplements) during a specific period of time. The amount of urea nitrogen in your urine may also be used.

When compared against your other health information and test results, your nPNA results can help your healthcare professional see if you are getting enough protein in your diet.

Another name for this test is the normalized protein catabolic rate (nPCR).

Subjective global assessment (SGA)

If you are on dialysis , your dietitian may use the SGA to help check for signs of nutrition problems. The dietitian will ask you a few questions about your daily diet and any symptoms you may have, measure your weight, and then check your fat and muscle stores in your face, hands, arms, shoulders, and legs. All this information can help your dietitian see if you are getting enough nutrition in your diet. If there are any concerns, your dietitian will work with you to create a plan to help you get the nutrition you need.

Anemia happens when you have low levels of red blood cells in your blood. Red blood cells carry oxygen from your lungs to the rest of your body. The kidneys play a very active role in helping your body make these red blood cells. Also, people living with advanced CKD can have problems absorbing iron from food. They are also at high risk for repeated blood loss from frequent blood tests and during dialysis . This makes the kidneys try to make even more red blood cells when they are having trouble keeping up in the first place. So, having a more advanced stage of chronic kidney disease increases your risk of anemia, especially for people who are on dialysis .

Keep in mind that anemia is not always caused by CKD and the descriptions below are general guides to the most common tests. If you have anemia, talk with your healthcare professional about what the primary cause may be and how you can treat it.

Hemoglobin (Hgb)

Hemoglobin is the protein in your red blood cells that carries oxygen. For adults and children over 15 years living with CKD, anemia is suspected when the hemoglobin level is under 13 g/dL (in males) or under 12 g/dL (in females).

Hematocrit (Hct)

Hematocrit is very similar to hemoglobin. It is a measure of how many red blood cells your body is making. The number is the actual percentage of your blood sample that is made up of red blood cells.

Ferritin (pronounced FAIR-ritt-in) is the stored form of iron found in your body. So, your ferritin level is a measure of how much iron your body has available to use at any given moment. Iron is an important ingredient for making hemoglobin. Having enough iron (ferritin) available is important for being able to make more red blood cells. Having a low level of ferritin means you may need an iron supplement to help treat your anemia.

Transferrin saturation (TSAT)

Transferrin (pronounced trans-FAIR-rin) is a protein that helps move iron throughout your body. So, your transferrin saturation (TSAT, pronounced TEE-sat) number helps show what percent of the transferrin in your blood is currently attached to iron. Your healthcare professional will likely look at your TSAT number in combination with your ferritin level to decide the best way to treat your anemia. In general, a TSAT number of 20% or more is considered “normal”.

Mean corpuscular volume (MCV)

The mean corpuscular volume (MCV) is a blood test that measures the average size of your blood cells. When combined with your other test results and medical history, it can help your healthcare professionals identify the best treatment for your anemia.

For example, an MCV below the reference range suggests the anemia may be caused by low iron. Similarly, an MCV above the reference range suggests the anemia may be caused by low vitamin B12 and/or folic acid.

Your kidneys play a very active role in balancing the ingredients needed for healthy bones – calcium, phosphorus, and vitamin D. In more advanced stages of chronic kidney disease , your kidneys may have a hard time activating vitamin D (which is needed to absorb calcium from your food) and removing extra phosphorus from the blood. This increases your risk of having calcium and phosphorus levels that are out of balance (also known as secondary hyperparathyroidism ). Without close monitoring and treatment, this can cause CKD-related bone disease (also known as CKD-mineral and bone disorder or CKD-MBD).

Parathyroid hormone (PTH)

Parathyroid hormone (PTH), also known as intact parathyroid hormone (iPTH), helps balance the levels of calcium and phosphorus in your blood. When your blood level of calcium goes down, your body makes more PTH to raise it, usually by releasing calcium (and phosphorus) from your bones. PTH also helps remove extra phosphorus from your blood through the kidneys. So, the kidneys play a very active role in this complex process.

Even though this test has the word “thyroid” in the name, it is entirely separate from anything related to your thyroid function. The name “parathyroid” comes from the place where the hormone comes from - very small glands in your neck that sit very close to your thyroid.

A “normal” PTH level in the blood is hard to define because it depends on many other factors (including your stage of CKD, phosphorus level, and calcium level). Ask your healthcare professional what your custom target PTH level should be.

Serum calcium

Calcium is an important mineral your body needs for strong bones, and for your nerves, muscles, and heart to work properly. Your kidneys play a very active role in balancing your calcium levels to make sure the level is just right. If your body needs more calcium, your kidneys activate vitamin D to help absorb more calcium from your food and drink. Your body is not able to absorb the calcium without it. In more advanced stages of chronic kidney disease , your kidneys may have a hard time activating vitamin D. This makes it very hard for your body to absorb enough calcium from your food. So, your body starts breaking down bones to supply the calcium. This increases your risk of CKD-related bone disease .

For people living with advanced CKD, your healthcare professional will likely compare your results from this test with your phosphorus and PTH levels. Looking at these three tests together will help them provide you with custom guidance about your target for each item.

Serum Phosphorus

Phosphorus (sometimes called phosphate) is an important mineral that your body needs to make strong bones, store energy, and maintain your tissues and cells. Your kidneys play a very active role in keeping your phosphorus levels in the goal range. In more advanced stages of chronic kidney disease , your kidneys may have a hard time removing extra phosphorus from the blood, especially if you are on dialysis. This increases your risk of having phosphorus levels that are too high, and can also lead to CKD-related bone disease .

For people living with advanced CKD, your healthcare professional will likely compare your results from this test with your calcium and PTH levels. Looking at these three tests together will help them provide you with custom guidance about your target for each item.

Vitamin D (25-hydroxyvitamin D; 25(OH)D; calcidiol)

Vitamin D is something your body needs to absorb calcium from your food. Vitamin D is needed for strong teeth and bones. It also helps keep your muscles, nerves, and immune system working well. Your body gets vitamin D from sun exposure and the food that you eat. Once absorbed, your liver converts the vitamin D into its storage form to save for later, also known as 25-hydroxyvitamin D or calcidiol. Your kidneys are responsible for activating the stored vitamin D when your body needs it.

In more advanced stages of chronic kidney disease , your kidneys may have a hard time activating vitamin D. This increases your risk of not absorbing enough calcium from your food. So, your body can start breaking down bones to get the calcium it needs. This increases your risk of CKD-related bone disease . Having a low 25-hydroxyvitamin D (calcidiol) level suggests you may not have enough stored vitamin D ready to use when your body needs it.

People living with chronic kidney disease are at an increased risk of having cardiovascular disease (heart attack or stroke). This is especially true if you have an advanced stage of CKD and/or if you have albuminuria . Your risk of CVD (heart attack or stroke) is increased even more if you also have high cholesterol.

Cholesterol is a fat-like substance found throughout your body and in your blood. It is important for keeping your cells and organs healthy. Your body gets cholesterol from two places – it is absorbed from food and made in your liver. Too much cholesterol in your blood can lead to it attaching to the walls of your blood vessels, making them narrow or blocking them altogether.

A typical cholesterol test usually checks your blood for four different things:

Total cholesterol (TC)

Total cholesterol is the total level of cholesterol in your blood. This number includes all the major types of cholesterol that exist in your blood (LDL cholesterol, HDL cholesterol, and triglycerides). For most people, a level below 200 mg/dL is considered the goal. However, there may be situations where a higher TC number is okay – for example, people who have very high HDL (“good”) cholesterol levels. So, your healthcare professional may advise you to focus more attention on the numbers for the different types of cholesterol listed below.

HDL cholesterol (HDL-C)

HDL cholesterol is the level of “good cholesterol” in your blood. It has this name because it helps remove extra fats from your blood. This lowers the risk of having blocked arteries and lowers your risk of heart disease. For this test, a higher number is better , especially if it is 40 mg/dL or higher.

LDL cholesterol (LDL-C)

LDL cholesterol is the level of “bad cholesterol” in your blood. It has this name because it increases the amount of fat that attaches to the walls of your blood vessels. This increases the risk of blockages in your arteries and raises your risk of heart disease. For this test, a lower number is better . A number less than 100 mg/dL is generally considered to be at goal. People who already have heart disease or are at very high risk for developing heart disease may have an even lower LDL-C goal.

Triglycerides (TG or “trigs”)

Triglycerides are a mixture of fats and carbohydrates (sugars) that your body uses as an energy source. A high triglyceride level can increase the risk of heart disease and pancreatitis. For this test, a lower number is better , especially if it is less than 150 mg/dL.

High blood glucose (sugar) levels over a long period of time can damage the kidneys. So, diabetes is a very strong risk factor for developing chronic kidney disease. This is especially true if your blood sugar levels are higher than your goal range for long periods of time. Two of the most common tests used to diagnose and monitor diabetes are the hemoglobin A1C and serum (blood) glucose level.

Hemoglobin A1C

Your hemoglobin A1C, often just called “A1C”, is a blood test that describes your average blood sugar over the past 2-3 months.

• If you have not been diagnosed with diabetes before , this test can be used to check for it. An A1C of 5.7% or more can be a sign that you are at high risk for developing diabetes. An A1C of 6.5% or more can be a sign that you have diabetes. A repeat test is usually recommended to confirm the results are accurate before a diagnosis can be made.
• If you have been diagnosed with diabetes before , this test is used to see how well you are managing it. The goal for most adults living with diabetes is an A1C of 7% or lower. Some people may need a higher or lower goal depending on their clinical situation. Ask your healthcare professional what your goal A1C level should be.

The A1C test may not be as accurate for people on dialysis or receiving erythropoietin stimulating agents (ESAs, a medication for anemia caused by CKD).

Serum (blood) glucose (sugar)

Glucose (sugar) is an important source of energy for your body, including your brain and red blood cells. This test describes the amount of glucose that is in your blood at the time of testing.

• A fasting blood glucose level of 100 mg/dL or higher is a sign that you may be at high risk for developing diabetes.
• A fasting level of 126 mg/dL or more is a sign that you may have diabetes.
• In both cases, “fasting” means you have not had anything to eat or drink (except water) during the 8-12 hours before the test.
• A blood sugar level of 200 mg/dL or more at any time is also a sign that you may have diabetes.
• In all of these cases, a repeat test is usually recommended to confirm the results are accurate before a diagnosis can be made.
• If you have been diagnosed with diabetes before , this test is used to see how well you are managing it. Keeping your blood glucose (sugar) level within your goal range is important. A blood sugar level that is too low (less than 70 mg/dL) can starve your brain and other parts of the body of energy. A blood sugar level that is too high can cause damage to your kidneys, heart, and other organs in your body. Everyone’s goal range is different – ask your healthcare professional what your goal range is.
• Am I at a healthy weight?
• What is my recommended goal blood pressure?
• What is my goal A1C and/or blood glucose level?
• What is my “dry weight”? What should I do if my weight at home is much higher or lower than my “dry weight”?
• Are there any test results in my lab work that you are especially concerned about or that I should pay special attention to?
• Which of my results have a different goal level or range than the “normal” range that is shared with my lab results?
• Kidney Failure and the Kidney Failure Risk Equations (KFRE)
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• Nutrition and Chronic Kidney Disease

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• Causes and Spread
• Clinical Overview
• Considerations for Pregnant People
• Testing and Reporting

Interim Guidance for Health Departments on Testing and Reporting for Oropouche Virus Disease

At a glance.

This document provides current testing guidance for patients with suspected Oropouche virus disease (Oropouche), an interim case definition, and guidance for case reporting to ArboNET. Updates to the guidance will be made, as needed, based on new information about Oropouche virus.

CDC currently offers both surveillance and clinical diagnostic testing for patients meeting the suspect case definition for Oropouche. Surveillance testing consists of non-CLIA validated tests. Because the assays are not clinically validated, surveillance testing results can be used for surveillance purposes only, and CDC will not be providing results to patients, clinicians, or otherwise for clinical decision making. Surveillance testing for Oropouche virus currently includes molecular testing. Clinical diagnostic testing consists of CLIA-validated neutralizing antibody testing of serum or CSF. More details on both testing options are provided in the sections below.

Suspect case definition

Patient with travel within two weeks of initial symptom onset (as patients may experience recurrent symptoms) to an area with documented or suspected Oropouche virus circulation* and the following:

• Abrupt onset of reported fever, headache, and one or more of the following: myalgia, arthralgia, photophobia, retroorbital/eye pain, or signs and symptoms of neuroinvasive disease (e.g., stiff neck, altered mental status, seizures, limb weakness, or cerebrospinal fluid pleocytosis); AND
• No respiratory symptoms (e.g., cough, rhinorrhea, shortness of breath); AND
• Tested negative for other possible diseases, in particular dengue†.

*If concern exists for local transmission in a non-endemic area, consider if the patient shared an exposure location with a person with confirmed Oropouche virus infection, lives in an area where travel-related cases have been identified, or has known vector exposure (e.g., mosquitoes or biting midges).

†If strong suspicion of Oropouche virus disease exists based on the patient's clinical features and history of travel to an area with virus circulation, do not wait on negative testing before sending specimens to CDC.

Specimen requirements

For serum or CSF collected within the first 10 days of illnes s , a minimum of 1.0 ml is preferred as this will allow for both Oropouche virus clinical diagnostic and surveillance testing (for volumes <0.5 ml contact [email protected] for guidance).

• All specimens should be submitted to CDC through state health departments. For after-hours contact information for health departments please visit: https://www.cste.org/page/EpiOnCall .

The local jurisdiction should split the specimen before sending to CDC. This approach to splitting of specimens will be used until a CLIA-validated PCR assay is available at CDC. Revised guidance for use of the CLIA-validated PCR assay will be released on this website at that time.

• One half should be submitted for clinical diagnostic testing according to CDC's routine arboviral testing submission protocol .
• The other half should be submitted for surveillance testing using an anonymous local specimen ID and must not include the patient demographic or clinicians' details. Surveillance specimens should be sent using the same shipping instructions (i.e., temperature, packaging, etc.) as for other arboviral diagnostic specimens.

For serum or CSF collected after the first 10 days of illness , a minimum of 0.5 ml is preferred to allow for Oropouche virus serologic testing and any other necessary testing for other circulating arboviruses (for volumes <0.5 ml contact [email protected] for guidance).

• Since the convalescent specimen will only be tested for antibodies using the clinical diagnostic test, it should be submitted according to CDC's routine arboviral testing submission protocol . Please note on the 50.34 Specimen Submission Form dates and results of commercial and state laboratory testing for other arboviruses, in particular dengue.

Submitting for surveillance testing

Specimens for surveillance testing should be shipped to:

ATTN: Virology Team (Aaron Brault, Holly Hughes)

3156 Rampart Road

Fort Collins, CO 80521

In advance of sending specimens for surveillance testing, please notify the Arboviral Diseases Branch clinical team at [email protected] . Please email the following information in advance of sending specimens for surveillance testing (see Excel spreadsheet template ):

• ID number (no link to patient identifiers can be provided to CDC)
• State of residence
• Symptom onset date (please include date of onset of initial symptoms if patient experienced a recurrence).
• Symptoms (please list all known symptoms associated with this illness. If patient experienced a recurrence, please list date of initial symptom resolution and date of recurrence).
• Immunocompromising conditions or medications
• Travel location(s)
• Travel dates
• Specimen type(s)
• Specimen collection date(s)
• Dates and results of commercial and state laboratory testing for other arboviruses, in particular dengue

Clinical diagnostic testing

Patients meeting the suspect case definition should have clinical diagnostic testing, if possible. At this time, clinical diagnostic testing at CDC can only be completed on serum or CSF using a CLIA-validated plaque reduction neutralization test (PRNT). To confirm a recent infection in a patient, paired specimens are needed to demonstrate a 4-fold or greater change in Oropouche virus-specific quantitative neutralizing antibody titers between acute- and convalescent-phase serum specimens collected optimally ≥2 weeks apart. If paired specimens cannot be obtained, detection of neutralizing antibodies in a single specimen is considered laboratory evidence of infection, but since timing cannot be determined, clinical correlation is needed for interpretation.

Given the evidence indicating a risk of vertical transmission of Oropouche virus from a gestational parent to their fetus, paired acute and convalescent specimens collected optimally ≥2 weeks apart are needed to confirm recent infection in a pregnant person.

Clinical diagnostic test results will be sent to public health partners in the jurisdictional health department where the case resides. These results can be shared with the treating physician and can be used for clinical decision making.

Clinical diagnostic testing algorithm

• Clinical diagnostic testing should be considered for patients meeting the suspect case definition.
• At this time, antibody kinetics have not been well defined for Oropouche virus infections. Until more is known, CDC recommends collecting acute and convalescent samples.
• Samples obtained during the initial illness phase (e.g., when the patient presents with their first symptoms) are considered acute. Samples obtained after recovery from the initial illness, including during the recurrence of symptoms, are considered convalescent samples.
• A 4-fold change in 90% plaque reduction neutralizing antibody titers (PRNT 90 ) is considered confirmatory laboratory evidence of recent infection.
• A PRNT 90 titer of ≥10 is considered laboratory evidence of infection, but since timing of infection cannot be determined, clinical correlation is needed for interpretation (e.g., timing of travel and potential vector exposure in relation to symptom onset, clinical features, absence of other etiologies of symptoms).

Surveillance testing

Surveillance testing is performed to allow for the detection, response, and control of emerging and re-emerging arboviruses, such as Oropouche virus. Results of the surveillance testing will be shared with public health partners in the jurisdictional health department where the patient resides to allow for awareness and public health action. The results will have a cover letter noting a non-validated CLIA assay was used for the purpose of surveillance and are not to be shared with the patient or clinical team caring for the patient. Results will be conveyed using local sample ID only and will not include any patient or clinician identifiers.

Surveillance testing algorithm

• Oropouche virus surveillance testing should be considered for individuals meeting the suspect case definition and for whom serum and/or CSF specimens have been collected up to 10 days after symptom onset.
• Specimens will be tested in duplicate using a modified Oropouche virus real-time reverse transcription-polymerase chain reaction (rRT-PCR).

Reporting cases to ArboNET

Oropouche virus disease is not currently a nationally notifiable condition. However, CDC encourages voluntary reporting to ArboNET, the national arboviral surveillance system. Jurisdictions can report cases using condition code 10072 (Other arboviral disease, not otherwise specified) and 'Oropouche' for arbovirus. If you cannot report the arbovirus variable as 'Oropouche' then please report as 'Other Arbovirus'. The criteria below should be used for classification of Oropouche cases. For questions or further guidance on reporting, please contact [email protected].

Interim case definition

Current testing is limited to the assays described above, however the interim case definition incorporates additional assays and testing on specimen types that may become available in the future.

Confirmed case

A case that meets the suspect case definition* and one or more of the following laboratory criteria:

• Isolation of virus from, or demonstration of specific viral antigen or nucleic acid in, tissue, blood, CSF, or other body fluid
• Four-fold or greater change in virus-specific quantitative antibody titers in paired sera
• Virus-specific IgM antibodies in CSF or serum with confirmatory virus-specific neutralizing antibodies in the same or a later specimen

Probable case

A case that meets the suspect case definition* and one of the following laboratory criteria:

• Virus-specific IgM antibodies in CSF or serum
• Virus-specific neutralizing antibodies in a single CSF or serum specimen

*Absence of a more likely clinical explanation.

Oropouche virus is spread primarily by midges. Learn about areas at risk, the illness it causes, and ways to prevent becoming infected.

For Everyone

Health care providers, public health.

The mpox strain spreading now is different from the one in 2022: Here's what to know

The World Health Organization’s decision to declare mpox a global public health emergency for the second time in two years may seem like déjà vu — but there are key differences between the strain that’s causing international concern now and the one that spread in 2022.

Mpox, formerly known as monkeypox, is a viral infection characterized by painful lesions. It’s spread by direct contact with an infected person, animal or contaminated items like clothing or bedding.

The virus is classified into two distinct groups: clade I and clade II. 

Clade II was responsible for the 2022 outbreak, which has led to around 100,000 cases worldwide . 

But now, a version of clade I has spread internationally. The outbreak started in January 2023 in the Democratic Republic of Congo, and has since reached 12 other countries in the region.

On Thursday, Sweden confirmed the first known infection of clade I outside Africa , though Swedish health officials said the person was infected while spending time in Africa. Health authorities in Pakistan also confirmed a case of mpox on Friday but have not identified the strain yet. 

Clade I is more transmissible than clade II and capable of being more severe, so infectious disease experts are concerned about further international spread.

“We should have learned a lesson from 2022 that an infection anywhere is potentially an infection everywhere,” said Anne Rimoin, an epidemiology professor at the University of California, Los Angeles Fielding School of Public Health.

How does this version of mpox spread?

Mpox has historically spread in a few ways. The first is through close, personal contact with an infected person, such as skin-to-skin contact with rashes or with saliva or mucus. The second is via contact with contaminated materials. And the third is contact with infected animals: hunting, trapping or cooking them, touching sick rodents or getting bitten or scratched. 

In 2022, the version of clade II that spread globally, dubbed clade IIb, was passed primarily through sexual contact, particularly among men who have sex with men.

In the Democratic Republic of Congo recently, clade Ib has also been spreading through sexual contact among female sex workers and men who have sex with men. Research that hasn’t yet been published or peer reviewed linked an outbreak in an eastern mining town in Congo to professional sex work in bars.

But that’s not the only way the virus is being transmitted. Dr. Stuart Isaacs, an associate professor of medicine at the University of Pennsylvania, said much of the spread of clade I could be due to exposure to animals and transmission within households, but limited surveillance in the regions where the virus is make it difficult to know for sure. 

Isaacs said there’s early evidence that clade Ib has certain “properties that are allowing it to spread more readily person to person.”

How severe are the recent cases?

In the past, outbreaks of clade I have been deadlier than clade 2, killing up to 10% of people who got sick . But more recent outbreaks have had lower death rates. Out of an estimated 22,000 cases in this outbreak in Congo , more than 1,200 people have died — which puts the fatality rate at just above 5%. 

By comparison, clade II outbreaks in Africa have generally had a mortality rate of around 1%, and just 0.2% of cases linked to the 2022 global outbreak were fatal.

Rimoin said the disease’s severity “can have less to do with the actual clade and more to do with route of transmission, the immune system of the individual, the source of the infection.” 

The threat in the U.S. could be milder than in Africa, according to Marc Siegel, an associate professor of medicine at the George Washington School of Medicine and Health Sciences.

“The underlying health conditions of the population in the DRC are probably contributing to the current case fatality rate,” he said, using the acronym for the Democratic Republic of Congo. “With less malnutrition and better access to health care resources, I would imagine that the case fatality rate will not be as high as we’re seeing in the DRC.”

Vaccines for mpox are also widely available in the U.S., following a major rollout effort in 2022. Two doses of the mpox vaccine or a previous clade II infection should protect against severe illness from clade I, the Department of Health and Human Service said Wednesday.

Do mpox symptoms differ between the clades?

Symptoms of the two mpox clades can be difficult to distinguish from each other.

The illness generally starts with a rash that progresses to small bumps on the skin, followed by blisters that fill with whitish fluid — a hallmark of the disease — and eventually scab over. People may also experience a fever, headache, muscle aches, back pain, low energy and swollen lymph nodes.

These symptoms often disappear on their own within a few weeks. But in severe cases, people may develop larger, more widespread lesions, secondary bacterial infections, pneumonia, heart inflammation or swelling of the brain. Immunocompromised people may develop atypical symptoms and have a greater risk of hospitalization and death. 

Historically, mpox lesions have tended to appear on the face, chest, palms of the hands and the soles of the feet. But during the 2022 outbreak, people frequently developed lesions around the genital and anal region or inside the mouth and throat, presumably because of how the virus was spreading at the time . The lesions were also fewer in number and less pronounced overall.

Some cases of this nature have also been detected in the current outbreak in Congo. 

“There is talk that there are more people that have lesions around the genitals this time around than previous clade I outbreaks,” said Amira Albert Roess, a professor of global health and epidemiology at George Mason University. “It’s going to take us some time to really understand what may be going on here.”

Aria Bendix is the breaking health reporter for NBC News Digital.

• Public Safety
• Indiana Politics
• Investigations
• Season for Sharing

Why you don't have to test negative to go to school or work after COVID infection

Family vacations are over and the kids are back at school and many adults are back in the office. At the same time, COVID cases and emergency room visits are increasing across Indiana.

That may leave some adults wondering how long they wait before heading back to the office once they've tested positive for COVID and how many days they should keep COVID-positive kids at home.

Federal officials once recommended that people isolate at home for 10 days after a positive test. But those guidelines have changed dramatically.

Four years after the virus upended lives across the world, COVID-19 has become a lot less deadly, doctors say. That has prompted many people to treat the virus like any other infectious respiratory diseases, such as a cold or influenza. But there are still some risks and uncertainties around the disease, specifically the bouts of long-term symptoms that plague some patient for months or even years.

So, what does that mean for those who get sick should handle their return to normal life?

When can students return to school?

Indianapolis Public Schools ask students to stay at home for at least a day and return when symptoms are improving. Students with fevers should wait until they are fever-free for a day and recovering from other symptoms before returning to the classroom.

Ideally, students would stay at home for five days after the start of their symptoms, said Dr. Graham Carlos, chief of internal medicine at Eskenazi Health. That's when they are likely no longer contagious.

However, if their symptoms are improving and they are fever-free for at least a day, those students are unlikely to get others sick even if fewer than five days have elapsed, he said.

Kids are at a low risk for severe COVID-19 symptoms, he said.

Can I go to work if I have COVID?

The Centers for Disease Control and Prevention earlier this year dropped its recommendation that adults stay at home for five days after a positive test, a controversial decision that elicited opposition from some doctors and public health experts.

Since March, the CDC has recommended people stay at home until their symptoms are improving and they have been fever-free for at least a day. The agency recommends masking for another five days after the period of isolation.

However, local doctors say it's best to stay at home for five days if possible, especially for those who may come into contact with people at higher risk for severe COVID-19 symptoms.

Older adults and those with chronic health issues and compromised immune systems are at risk for severe COVID that could lead to hospitalization and or symptoms that last months. So those who take care of older parents or who work in health care facilities may want to be more cautious by staying at home and mask when they see vulnerable people.

Regardless of which virus a person has, COVID-19 has taught everyone that respiratory diseases like COVID and the flu spread through droplets when people are talking or coughing, said Dr. Robin Ledyard, an administrator at Community Health Network. So, no matter the virus, masks can reduce transmission.

Should people still test for COVID-19?

Those at risk of developing severe and long COVID-19 symptoms should get tested and treated, said Carlos.

Long COVID-19 symptoms include fatigue, brain fog, joint aches and even a fast heart rate that comes out of nowhere, he said.

Binghui Huang can be reached at 317-385-1595 or [email protected]