assignment and assessment different

Home » Education » What is the Difference Between Assignment and Assessment

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.

​You May Also Like These

Leave a reply cancel reply.

Assessment Help

Assessment Help Online For Students

What Is The Difference Between Assignments And Assessments?

The two central ideas of contemporary education are assignment and assessment. Assignments and assessments are essential components of a student’s academic career. However, a lot of students are unaware of the fundamental distinction between an assignment and an assessment. Assignment refers to the distribution of the numerous tasks that students must do to receive the best grades in their academic curriculums. In comparison, a teacher will assess students by giving them a variety of assessment tasks that may be of different types and observing what information and skills they have learned. A student can get to know various outcomes of their learning and how they are progressing with learning objectives by completing the assessment activity.

For the best results in their academic work, students pursuing a variety of courses at various colleges must deal with assignments and assessments. Therefore, they must complete these two tasks using the right format and procedure. Assessments include writing assignments, class exercises, quizzes, case studies, and group activities, whereas assignments consist of writing tasks like case studies, reports, essays, etc. As a result, both are equally important but approached in different ways. 

Let’s have a look at this in detail!

What Is An Assignment? 

Assignments are pieces of writing paper or homework that a lecturer or university gives to assess your knowledge and abilities. It may also be referred to as writing assignments that must be finished and submit in before the deadlines. This is a requirement for their academic work; thus, you must conduct extensive research to finish the assignment. Numerous tasks require you to select a topic before you begin writing on it, including essays, reports, a thesis, case study assignments, and many more. It aids in the development of your comprehension and learning abilities, and you can conduct your research to finish these assignments. Additionally, it develops research and analytical skills, which will help the students in the future. 

What Is An Assessment?

Assessment refers to the process by which a teacher evaluates the scholars’ knowledge and learning outcomes. In other words, multiple assessment assignments can be used to evaluate your academic development. It aids the professor in determining a student’s aptitude and degree of curricular compliance. Because of this, an assessment is an interactive process that focuses on both teaching and learning. An assignment may occasionally serve as an assessment tool.

Formative and summative assessments are the two main types of assessment. Summative evaluation takes place after each learning unit, whereas formative evaluation is undertaken throughout the learning process. Assessment includes tests, assignments, group projects, quizzes, and summaries.

What Is The Format Of An Assignment? 

Understanding the right format and structure is essential before beginning any work. The format is crucial in capturing the reader’s interest. You’ll be able to compose the assignment extremely precisely if you follow the right format for an assignment. As a result, the most crucial assignment writing format must be used.

• Executive summary:  The executive summary is crucial for making a good first impression on the reader; therefore, when a student begins writing an assignment, he needs to focus on it. It briefly describes an academic topic, such as a project proposal or business strategy. It provides a synopsis of the case study or reports writing and a solid structure for the writing techniques you’ll employ later on. 
• Table of content:  Each subsection in this section must be listed together with the relevant page number. It will surely be helpful for the reader to skip straight to the topic’s intriguing parts. Also, they can directly jump to that topic according to their interest. 
• Introduction:  The first section of your assignment must contain all of the crucial information related to the topic you have chosen for the assignment. In this section, you have to be very precise and clear while framing it. You need to mention all those details that you are going to explain in the further assignment. Therefore an introduction must create an impact on the reader’s mind and develop an interest in reading the whole assignment. 
• Body section:  After the introduction is complete, you must start on the body section. All of the crucial information should be mentioned in the assignment’s central section. When you reach this part, you need to be familiar with the major ideas, illustrations, and statistics.
• Conclusion:  In conclusion, you must be able to present a summary of all the data once the primary steps have been completed. Never provide extra information for the assignment.

What Are The Major Steps To Complete An Assessment Task? 

• Know the purpose of evaluation:  This stage clarifies the aim of the meeting to everyone in attendance. Additionally, it establishes the meeting’s objectives and tone. It also makes it clear how questions and remarks that should be shorter for the meeting’s format will be addressed. Use our recommended introduction in the description below, or write your own.
• Determine the work provided to you:  In this phase, the learner and you will review the pertinent responses you both filled out on your assessment form. The Educator should have gone over these in advance and taken any necessary notes.
• Discuss all your work and start writing it:  Items for homework are tasks that must be finished at home. To allow the learner and Educator enough time to complete the work, they are assigned homework. To answer questions from the learner and to make expectations clear, homework is discussed in this stage so that you can get the best answers for your assessment questions. 

If you are enrolled in a course or program offered by a reputable university, you must understand the assignment and assessment differences. Since you will be dealing with both tasks during your curriculum, it will aid you in writing them correctly. You can seek assistance from our  assessment help  services if you still need help understanding the difference and are unable to complete the assignment or assessment activity. Our most experienced expert will help you correctly write your assignment or assessment work. Our highly qualified experts are skilled at assessment and assignment help and finishing them before the deadlines.

• ← How To Get The Most Out Of Your Research Paper Help
• CHCPRP001 Assessment Answers →

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.

Catalog search

Teaching tip categories.

• Assessment and feedback
• Blended Learning and Educational Technologies
• Career Development
• Course Design
• Course Implementation
• Inclusive Teaching and Learning
• Learning activities
• Support for Student Learning
• Support for TAs
• Assessment and feedback ,

Assignment vs. Assessment: What's the Difference?

Key Differences

Comparison chart, assignment and assessment definitions, can assignment and assessment be used interchangeably, are assignments only given in an academic context, is an assignment always individual work, does an assessment always affect the final grade, can an assessment be informal, can an assessment include physical tests, is an assignment always graded, do all assignments require submission of work, is an assessment only about grading, is an assessment always conducted by teachers, can an assessment be a self-evaluation, does every assignment involve writing, are all assessments standardized, can an assessment be a group activity, do assignments always have deadlines, can the word assignment refer to legal contexts, can an assignment be optional, is an assessment always planned, can assignments have multiple parts, can an assignment be verbal.

Trending Comparisons

Popular Comparisons

New Comparisons

Ohio State nav bar

The Ohio State University

• BuckeyeLink
• Find People
• Search Ohio State

Designing Assessments of Student Learning

Image Hollie Nyseth Brehm, ​​​​​Associate Professor, Department of Sociology  Professor Hollie Nyseth Brehm was a graduate student the first time she taught a class, “I didn’t have any training on how to teach, so I assigned a final paper and gave them instructions: ‘Turn it in at the end of course.’ That was sort of it.” Brehm didn’t have a rubric or a process to check in with students along the way. Needless to say, the assignment didn’t lead to any major breakthroughs for her students. But it was a learning experience for Brehm. As she grew her teaching skills, she began to carefully craft assignments to align to course goals, make tasks realistic and meaningful, and break down large assignments into manageable steps. "Now I always have rubrics. … I always scaffold the assignment such that they’ll start by giving me their paper topic and a couple of sources and then turn in a smaller portion of it, and we write it in pieces. And that leads to a much better learning experience for them—and also for me, frankly, when I turn to grade it .”

Reflect  

Have you ever planned a big assignment that didn’t turn out as you’d hoped? What did you learn, and how would you design that assignment differently now? 

What are students learning in your class? Are they meeting your learning outcomes? You simply cannot answer these questions without assessment of some kind.

As educators, we measure student learning through many means, including assignments, quizzes, and tests. These assessments can be formal or informal, graded or ungraded. But assessment is not simply about awarding points and assigning grades. Learning is a process, not a product, and that process takes place during activities such as recall and practice. Assessing skills in varied ways helps you adjust your teaching throughout your course to support student learning

Research tells us that our methods of assessment don’t only measure how much students have learned. They also play an important role in the learning process. A phenomenon known as the “testing effect” suggests students learn more from repeated testing than from repeated exposure to the material they are trying to learn (Karpicke & Roediger, 2008). While exposure to material, such as during lecture or study, helps students store new information, it’s crucial that students actively practice retrieving that information and putting it to use. Frequent assessment throughout a course provides students with the practice opportunities that are essential to learning.

In addition we can’t assume students can transfer what they have practiced in one context to a different context. Successful transfer of learning requires understanding of deep, structural features and patterns that novices to a subject are still developing (Barnett & Ceci, 2002; Bransford & Schwartz, 1999). If we want students to be able to apply their learning in a wide variety of contexts, they must practice what they’re learning in a wide variety of contexts .

Providing a variety of assessment types gives students multiple opportunities to practice and demonstrate learning. One way to categorize the range of assessment options is as formative or summative.

Formative and Summative Assessment

Opportunities not simply to practice, but to receive feedback on that practice, are crucial to learning (Ambrose et al., 2010). Formative assessment facilitates student learning by providing frequent low-stakes practice coupled with immediate and focused feedback. Whether graded or ungraded, formative assessment helps you monitor student progress and guide students to understand which outcomes they’ve mastered, which they need to focus on, and what strategies can support their learning. Formative assessment also informs how you modify your teaching to better meet student needs throughout your course.

Technology Tip

Design quizzes in CarmenCanvas to provide immediate and useful feedback to students based on their answers. Learn more about setting up quizzes in Carmen. 

Summative assessment measures student learning by comparing it to a standard. Usually these types of assessments evaluate a range of skills or overall performance at the end of a unit, module, or course. Unlike formative assessment, they tend to focus more on product than process. These high-stakes experiences are typically graded and should be less frequent (Ambrose et al., 2010).

Using Bloom's Taxonomy

Bloom’s Taxonomy is a common framework for thinking about how students can demonstrate their learning on assessments, as well as for articulating course and lesson learning outcomes .

Benjamin Bloom (alongside collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl) published Taxonomy of Educational Objectives in 1956.   The taxonomy provided a system for categorizing educational goals with the intent of aiding educators with assessment. Commonly known as Bloom’s Taxonomy, the framework has been widely used to guide and define instruction in both K-12 and university settings. The original taxonomy from 1956 included a cognitive domain made up of six categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as “skills and abilities,” with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice. 

A revised Bloom's Taxonomy from 2001 updated these six categories to reflect how learners interact with knowledge. In the revised version, students can:  Remember content, Understand ideas, Apply information to new situations, Analyze relationships between ideas, Evaluate information to justify perspectives or decisions, and Create new ideas or original work. In the graphic pictured here, the categories from the revised taxonomy are imagined as the layers of a cake.

Assessing students on a variety of Bloom's categories will give you a better sense of how well they understand your course content. The taxonomy can be a helpful guide to predicting which tasks will be most difficult for students so you can provide extra support where it is needed. It can also be used to craft more transparent assignments and test questions by honing in on the specific skills you want to assess and finding the right language to communicate exactly what you want students to do.  See the Sample Bloom's Verbs in the Examples section below.

Diving deeper into Bloom's Taxonomy

Like most aspects of our lives, activities and assessments in today’s classroom are inextricably linked with technology. In 2008, Andrew Churches extended Bloom’s Taxonomy to address the emerging changes in learning behaviors and opportunities as “technology advances and becomes more ubiquitous.” Consult Bloom’s Digital Taxonomy for ideas on using digital tools to facilitate and assess learning across the six categories of learning.

Did you know that the cognitive domain (commonly referred to simply as Bloom's Taxonomy) was only one of three domains in the original Bloom's Taxonomy (1956)? While it is certainly the most well-known and widely used, the other two domains— psychomotor and affective —may be of interest to some educators. The psychomotor domain relates to physical movement, coordination, and motor skills—it might apply to the performing arts or other courses that involve movement, manipulation of objects, and non-discursive communication like body language. The affective domain pertains to feelings, values, motivations, and attitudes and is used more often in disciplines like medicine, social work, and education, where emotions and values are integral aspects of learning. Explore the full taxonomy in  Three Domains of Learning: Cognitive, Affective, and Psychomotor (Hoque, 2017).

In Practice

Consider the following to make your assessments of student learning effective and meaningful.

Align assignments, quizzes, and tests closely to learning outcomes.

It goes without saying that you want students to achieve the learning outcomes for your course. The testing effect implies, then, that your assessments must help them retrieve the knowledge and practice the skills that are relevant to those outcomes.

Plan assessments that measure specific outcomes for your course. Instead of choosing quizzes and tests that are easy to grade or assignment types common to your discipline, carefully consider what assessments will best help students practice important skills. When assignments and feedback are aligned to learning outcomes, and you share this alignment with students, they have a greater appreciation for your course and develop more effective strategies for study and practice targeted at achieving those outcomes (Wang, et al., 2013).

Provide authentic learning experiences.

Consider how far removed from “the real world” traditional assessments like academic essays, standard textbook problems, and multiple-choice exams feel to students. In contrast, assignments that are authentic resemble real-world tasks. They feel relevant and purposeful, which can increase student motivation and engagement (Fink, 2013). Authentic assignments also help you assess whether students will be able to transfer what they learn into realistic contexts beyond your course.

Integrate assessment opportunities that prepare students to be effective and successful once they graduate, whether as professionals, as global citizens, or in their personal lives.

To design authentic assignments:

• Choose real-world content . If you want students to be able to apply disciplinary methods, frameworks, and terminology to solve real-world problems after your course, you must have them engage with real-world examples, procedures, and tools during your course. Include actual case studies, documents, data sets, and problems from your field in your assessments.
• Target a real-world audience . Ask students to direct their work to a tangible reader, listener or viewer, rather than to you. For example, they could write a blog for their peers or create a presentation for a future employer.
• Use real-world formats . Have students develop content in formats used in professional or real-life discourse. For example, instead of a conventional paper, students could write an email to a colleague or a letter to a government official, develop a project proposal or product pitch for a community-based company, post a how-to video on YouTube, or create an infographic to share on social media.

Simulations, role plays, case studies, portfolios, project-based learning, and service learning are all great avenues to bring authentic assessment into your course.

Make sure assignments are achievable.

Your students juggle coursework from several classes, so it’s important to be conscious of workload. Assign tasks they can realistically handle at a given point in the term. If it takes you three hours to do something, it will likely take your students six hours or more. Choose assignments that assess multiple learning outcomes from your course to keep your grading manageable and your feedback useful (Rayner et al., 2016).

Scaffold assignments so students can develop knowledge and skills over time.

For large assignments, use scaffolding to integrate multiple opportunities for feedback, reflection, and improvement. Scaffolding means breaking a complex assignment down into component parts or smaller progressive tasks over time. Practicing these smaller tasks individually before attempting to integrate them into a completed assignment supports student learning by reducing the amount of information they need to process at a given time (Salden et al., 2006).

Scaffolding ensures students will start earlier and spend more time on big assignments. And it provides you more opportunities to give feedback and guidance to support their ultimate success. Additionally, scaffolding can draw students’ attention to important steps in a process that are often overlooked, such as planning and revision, leading them to be more independent and thoughtful about future work.

A familiar example of scaffolding is a research paper. You might ask students to submit a topic or thesis in Week 3 of the semester, an annotated bibliography of sources in Week 6, a detailed outline in Week 9, a first draft on which they can get peer feedback in Week 11, and the final draft in the last week of the semester.

Your course journey is decided in part by how you sequence assignments. Consider where students are in their learning and place assignments at strategic points throughout the term. Scaffold across the course journey by explaining how each assignment builds upon the learning achieved in previous ones (Walvoord & Anderson, 2011). 

Be transparent about assignment instructions and expectations. 

Communicate clearly to students about the purpose of each assignment, the process for completing the task, and the criteria you will use to evaluate it before they begin the work. Studies have shown that transparent assignments support students to meet learning goals and result in especially large increases in success and confidence for underserved students (Winkelmes et al., 2016).

To increase assignment transparency:

• Explain how the assignment links to one or more course learning outcomes . Understanding why the assignment matters and how it supports their learning can increase student motivation and investment in the work.
• Outline steps of the task in the assignment prompt . Clear directions help students structure their time and effort. This is also a chance to call out disciplinary standards with which students are not yet familiar or guide them to focus on steps of the process they often neglect, such as initial research.
• Provide a rubric with straightforward evaluation criteria . Rubrics make transparent which parts of an assignment you care most about. Sharing clear criteria sets students up for success by giving them the tools to self-evaluate and revise their work before submitting it. Be sure to explain your rubric, and particularly to unpack new or vague terms; for example, language like "argue," “close reading,” "list significant findings," and "document" can mean different things in different disciplines. It is helpful to show exemplars and non-exemplars along with your rubric to highlight differences in unacceptable, acceptable, and exceptional work.

Engage students in reflection or discussion to increase assignment transparency. Have them consider how the assessed outcomes connect to their personal lives or future careers. In-class activities that ask them to grade sample assignments and discuss the criteria they used, compare exemplars and non-exemplars, engage in self- or peer-evaluation, or complete steps of the assignment when you are present to give feedback can all support student success.

Technology Tip   

Enter all  assignments and due dates  in your Carmen course to increase transparency. When assignments are entered in Carmen, they also populate to Calendar, Syllabus, and Grades areas so students can easily track their upcoming work. Carmen also allows you to  develop rubrics  for every assignment in your course. 

Sample Bloom’s Verbs

Building a question bank, using the transparent assignment template, sample assignment: ai-generated lesson plan.

Include frequent low-stakes assignments and assessments throughout your course to provide the opportunities for practice and feedback that are essential to learning. Consider a variety of formative and summative assessment types so students can demonstrate learning in multiple ways. Use Bloom’s Taxonomy to determine—and communicate—the specific skills you want to assess.

Remember that effective assessments of student learning are:

• Aligned to course learning outcomes
• Authentic, or resembling real-world tasks
• Achievable and realistic
• Scaffolded so students can develop knowledge and skills over time
• Transparent in purpose, tasks, and criteria for evaluation
• Collaborative learning techniques: A handbook for college faculty (book)
• Cheating Lessons (book)
• Minds online: Teaching effectively with technology (book)
• Assessment: The Silent Killer of Learning (video)
• TILT Higher Ed Examples and Resource (website)
• Writing to Learn: Critical Thinking Activities for Any Classroom (guide)

Ambrose, S.A., Bridges, M.W., Lovett, M.C., DiPietro, M., & Norman, M.K. (2010).  How learning works: Seven research-based principles for smart teaching . John Wiley & Sons. 

Barnett, S.M., & Ceci, S.J. (2002). When and where do we apply what we learn? A taxonomy for far transfer.  Psychological Bulletin , 128 (4). 612–637.  doi.org/10.1037/0033-2909.128.4.612  

Bransford, J.D, & Schwartz, D.L. (1999). Rethinking transfer: A simple proposal with multiple implications.  Review of Research in Education , 24 . 61–100.  doi.org/10.3102/0091732X024001061  

Fink, L. D. (2013).  Creating significant learning experiences: An integrated approach to designing college courses . John Wiley & Sons. 

Karpicke, J.D., & Roediger, H.L., III. (2008). The critical importance of retrieval for learning.  Science ,  319 . 966–968.  doi.org/10.1126/science.1152408  

Rayner, K., Schotter, E. R., Masson, M. E., Potter, M. C., & Treiman, R. (2016). So much to read, so little time: How do we read, and can speed reading help?.  Psychological Science in the Public Interest ,  17 (1), 4-34.  doi.org/10.1177/1529100615623267     

Salden, R.J.C.M., Paas, F., van Merriënboer, J.J.G. (2006). A comparison of approaches to learning task selection in the training of complex cognitive skills.  Computers in Human Behavior , 22 (3). 321–333.  doi.org/10.1016/j.chb.2004.06.003  

Walvoord, B. E., & Anderson, V. J. (2010).  Effective grading: A tool for learning and assessment in college . John Wiley & Sons. 

Wang, X., Su, Y., Cheung, S., Wong, E., & Kwong, T. (2013). An exploration of Biggs’ constructive alignment in course design and its impact on students’ learning approaches.  Assessment & Evaluation in Higher Education , 38 (4). 477–491.  doi.org/10.1016/j.chb.2004.06.003  

Winkelmes, M., Bernacki, M., Butler, J., Zochowski, M., Golanics, J., & Weavil, K.H. (2016). A teaching intervention that increases underserved college students’ success.  Peer Review , 18 (1/2). 31–36. Retrieved from  https://www.aacu.org/peerreview/2016/winter-spring/Winkelmes

Related Teaching Topics

A positive approach to academic integrity, creating and adapting assignments for online courses, ai teaching strategies: transparent assignment design, designing research or inquiry-based assignments, using backward design to plan your course, universal design for learning: planning with all students in mind, search for resources.

• 1300 364 499
• [email protected]

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

Related Articles

Gold Coast Academy of Sport

Monday mindfulness

Invisible Barrier

Assignment vs. Assessment — What's the Difference?

Difference Between Assignment and Assessment

Table of contents, key differences, comparison chart, action vs. judgment, individual vs. group, compare with definitions, common curiosities, is every assignment followed by an assessment, what's the purpose of an assignment, how do teachers benefit from assessments, can an assignment be collaborative, what forms can assessments take, are assignments exclusive to academic settings, what is an assignment in an educational context, how does assessment differ from grading, can assessments be biased, is feedback essential after an assessment, can one forgo an assignment, do all assignments need a deadline, why are assessments integral in the learning process, how do assignments and assessments relate to real-world skills, can an assignment be both written and oral, share your discovery.

Author Spotlight

Popular Comparisons

Trending Comparisons

New Comparisons

Trending Terms

• school Campus Bookshelves
• menu_book Bookshelves
• perm_media Learning Objects
• login Login
• how_to_reg Request Instructor Account
• hub Instructor Commons
• Download Page (PDF)
• Download Full Book (PDF)
• Periodic Table
• Physics Constants
• Scientific Calculator
• Reference & Cite
• Tools expand_more
• Readability

selected template will load here

This action is not available.

4.3: Types of Assignments

• Last updated
• Save as PDF
• Page ID 133160

• Ana Stevenson
• James Cook University via James Cook University

Introduction

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

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

Different Types of Written Assignments

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

Components of an essay

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

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

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

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

An effective essay body paragraph needs to:

An effective essay conclusion needs to:

Common types of essays

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

Analytical essays

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

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

Argumentative essays

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

Case study responses

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

Students typically lose marks for not:

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

When structuring your response to a case study, remember to refer to the case. Structure your paragraphs similarly to an essay paragraph structure, but include examples and data from the case as additional evidence to support your points (see Figure 68). The colours in the sample paragraph below show the function of each component.

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

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

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

Reports can take many different structures. A report is normally written to present information in a structured manner, which may include explaining laboratory experiments, technical information, or a business case. Reports may be written for different audiences, including clients, your manager, technical staff, or senior leadership within an organisation. The structure of reports can vary, and it is important to consider what format is required. The choice of structure will depend upon professional requirements and the ultimate aims of the report. Consider some of the options in the table below (see Table 18.2).

Reflective writing

Reflective writing is a popular method of assessment at university. It is used to help you explore feelings, experiences, opinions, events, or new information to gain a clearer and deeper understanding of your learning.

A reflective writing task requires more than a description or summary. It requires you to analyse a situation, problem or experience, consider what you may have learnt, and evaluate how this may impact your thinking and actions in the future. This requires critical thinking, analysis, and usually the application of good quality research, to demonstrate your understanding or learning from a situation.

Essentially, reflective practice is the process of looking back on past experiences and engaging with them in a thoughtful way and drawing conclusions to inform future experiences. The reflection skills you develop at university will be vital in the workplace to assist you to use feedback for growth and continuous improvement. There are numerous models of reflective writing and you should refer to your subject guidelines for your expected format. If there is no specific framework, a simple model to help frame your thinking is What? So what? Now what? (Rolfe et al., 2001).

The Gibbs’ Reflective Cycle

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

The 4 R’s of reflective thinking

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

Annotated bibliography

What is it.

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

How do I know what to include?

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

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

What do I say?

Important considerations include:

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

Literature reviews

Generally, a literature review requires that you review the scholarly literature and establish the main ideas that have been written about your chosen topic. A literature review does not summarise and evaluate each resource you find (this is what you would do in an annotated bibliography). You are expected to analyse and synthesise or organise common ideas from multiple texts into key themes which are relevant to your topic (see Figure 18.10). You may also be expected to identify gaps in the research.

It is easy to get confused by the terminology used for literature reviews. Some tasks may be described as a systematic literature review when actually the requirement is simpler; to review the literature on the topic but do it in a systematic way. There is a distinct difference (see Table 15.4). As a commencing undergraduate student, it is unlikely you would be expected to complete a systematic literature review as this is a complex and more advanced research task. It is important to check with your lecturer or tutor if you are unsure of the requirements.

When conducting a literature review, use a table or a spreadsheet, if you know how, to organise the information you find. Record the full reference details of the sources as this will save you time later when compiling your reference list (see Table 18.5).

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

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

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

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

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

Assessments in Education: 7 Types and How to Use Them

May 25th, 2023

Share via Twitter

Share via Facebook

Share via LinkedIn

Rosilyn Jackson, M.Ed.

Customer Experience Manager

Assessments in education are a combination of tools and techniques teachers use to appraise, measure and document students’ prevailing educational needs, learning progress, skill attainment, and academic standing.

While traditional assessment typically involves standardized tests administered to large student populations, forward-thinking teachers employ a range of customized assessments to target specific outcomes that promote wholesome learning.

Types of Assessments In Education and How to Apply Them

1. Diagnostic Assessment

Diagnostic tests are administered at the beginning of the course, topic, or unit. They allow the teacher to gauge how familiar the students are with the subject, as well as their opinions and biases. Well-designed diagnostics enable teachers to draw a sound instruction plan that resonates with the students.

The test functions as a benchmark for student progress throughout the lesson. Student performance across similar tests demonstrates to the teacher how much they have understood and what they are struggling with. Teachers then use this information to determine when to move on to more complicated topics. Tests are administered progressively using quizzes, interviews, discussions, and interim assessments.

The stakes are low as scores on diagnostic tests typically don’t count for student grades. They are also sometimes administered at the end of the course, unit, or topic to assess if the learning objectives were fulfilled. Diagnostic assessments identify learning gaps so lesson plans can be improved to fill in the gaps.

2. Formative Assessment

Formative assessments are applied frequently throughout the student learning journey and offer immediate insights which can be used to guide instruction. Teachers often form or modify their instruction plan based on student feedback, for example, by changing their teaching and learning activities to accommodate students’ responses and emerging needs. Unlike diagnostic assessments, teachers don’t have to wait for certain milestones to administer these kinds of formative assessments.

These tests are also low stake assessments since their ultimate goal is to inform targeted instruction customization from the interim assessment outcomes.

3. Summative Assessment

Teachers use summative assessments to measure students’ grasp of the lesson, unit, or course after it has been taught. The assessment scores are measured against a predetermined standard or benchmark and form part of the student’s academic records, so the stakes are higher than in most types of diagnostic or formative assessments. The summative outcomes often determine if the student will progress to the next level of learning.

Summative assessments are administered in the form of standardized tests, projects, and recitals, among others. The data can be used formatively in subsequent units or courses as it provides the basis for advancing to the next level.

4. Peer Assessment

In this form of assessment, the students critique each other's work and provide feedback with guidance from the teacher. This form of active learning enables learners to self-assess, motivating responsibility and self-improvement.

Peer assessment can be formative or summative, depending on the purpose and point of administration. The teacher gives the assignment and models how to assess their peers’ papers.

5. Ipsative Assessments

In ipsative assessments , the student’s performance is tracked by comparing their current and previous scores. It doesn’t matter if their score meets some established criteria or if their performance is better or worse than other students at the same grade level. Both students and teachers can determine if the feedback from previous assessments has made the learning process more effective.

The assessment task does not demotivate weaker students because they are not comparing themselves to stronger students.

6. Norm-Referenced Assessments

This method assesses the student’s competency in comparison to their peers. Groups of students are ranked according to state assessment scores or how students from previous years fared under similar circumstances. It is used to determine how the subjects are faring among their peers. The next course of action is determined by how far they are above or below the median score.

7. Criterion-Referenced Assessments

In criterion-referenced assessments, the student’s performance is compared to predetermined standards that are accessed at the point of setting the assignment. The student’s score is compared to a set learning standard or performance level. Unlike the norm-referenced assessment, this method does not refer to other students’ assessment results.

High-Stakes vs Low-Stakes Assessments

High-stakes tests are typically standardized tests administered with accountability as the main aim. Important decisions are made based on the results. Federal, state, and local government agencies use the assessment data to measure the effectiveness of schools, teachers, or school districts.

The data impacts both negative and positive policy decisions, including sanctions, penalties or reduced funding, and rewards, such as bonuses and salary increments. On a personal level, student performance in high-stakes assessments generally determines whether they will be promoted to the next grade or be awarded a diploma at the conclusion of their high school studies.

Low-stakes test scores are important to the individual student or teacher and have no significant public consequence. An interim assessment is considered low-stakes because the classroom teacher uses the score to monitor the student’s progress in relation to their unique learning objective. Any adjustments made thereafter are between the student, their teacher, and the student’s family when their involvement is necessary.

All these approaches have a specific learning objective or target student. They have been developed by authorities in education ranging from teachers, special education experts, mental health professionals, and select teams that combine these professions.

When students are assessed in meaningful ways, they are motivated to become agents of their own education and empowered towards achievement. Learning is much more than a single score or assessment.

Easily plan and coordinate all your state and local K-12 school assessments with TestHound . Find out more about TestHound by contacting Education Advanced .

If your school is interested in new ways to improve the learning experience for children, you may also be interested in automating tasks and streamlining processes so that your teachers have more time to teach. Education Advanced offers a large suite of tools that may be able to help. For example, four of our most popular and effective tools are:

Cardonex, our master schedule software , helps schools save time on building master schedules. Many schools used to spend weeks using whiteboards to organize the right students, teachers, and classrooms into the right order so that students could graduate on time and get their preferred classes. However, Cardonex can now be used to automate this task and deliver 90% of students' first-choice classes within a couple of days.

Testhound, our test accommodation software , helps schools coordinate thousands of students across all state and local K-12 school assessments while taking into account dozens of accommodations (reading disabilities, physical disabilities, translations, etc.) for students.

Pathways, our college and career readiness software , helps administrators and counselors create, track, and analyze graduation pathways to ensure secondary students are on track to graduate.

Evaluation, our teacher evaluation software , documents every step of the staff evaluation process, including walk-throughs, self-evaluations, supporting evidence, reporting, and performance analytics.

More Great Content

We know you’ll love

Stay In the Know

Subscribe to our newsletter today!

Assignment vs. Assessment: What’s the Difference?

In the education world, there are two words that are often confused: “assignment” and “assessment.” Though they may sound similar, these words have very different meanings. In this post, we'll explore the difference between assignments and assessments, and how you can use each to help your students learn. Malaysia Assignment Help is a platform that assists students in Malaysia with their assignments and assessments.

1. What is an assignment in education

An assignment is a task that is given to a student by their teacher. This can be something as simple as reading a chapter in a textbook or writing a short paper. The purpose of an assignment is to help students learn new material or practice skills that they have already learned. You can get assistance in Coursework writing help in Malaysia if you feel stuck.

2. What is an assessment in education

Assessments are a crucial part of the learning process. By measuring a student's knowledge or skills, they can gauge their understanding of the material. This allows them to adapt their teaching methods accordingly. Additionally, assessments provide valuable feedback for both students and teachers. They can help identify areas of weakness so that students can focus on improving them.

Similarly, teachers can use assessment data to fine-tune their lesson plans and make sure that they are covering the most important information. Ultimately, assessments play a vital role in ensuring that students are receiving an effective education.

3. The difference between assignments and assessments

In school, there are two types of tasks given to students: assignments and assessments. Both have their own purpose and requirements, so it's important to understand the distinction between them.

Assignments are usually given as practice or to build skills in a particular subject area. In contrast, assessments are designed to test what students have learned in a unit of study. Assessments are often given at the end of a term or semester, and they may be worth a significant portion of a student's grade. As a result, it's important to take assessments seriously and put forth your best effort.

Understanding the difference between assignments and assessments can help you be successful in school and reach your academic goals.

4. Pros and cons of using assignments and assessments in the classroom

There are several pros and cons to using assignments and assessments in the classroom. Here are some of the most notable ones:

Assignments:

• Pros: Helps students learn new material or practice skills, can be tailored to individual needs, provides feedback for both students and teachers
• Cons: Can be time-consuming to grade, may not be effective in assessing student learning

Assessments:

• Pros: Helps gauge student understanding, can be used to adapt teaching methods, provides valuable feedback for both students and teachers
• Cons: It May be stressful for students, and can be time-consuming to grade.

Key Takeaways:-

Ultimately, the decision of whether to use assignments or assessments in the classroom depends on the goals that you have for your students. If you are looking to help in learning new material or practice skills, then Malaysia Assignment Help experts suggest you use it.

Try Our Free SEO Tools

The Top Home Service Apps of 2023: A Review and Comparison

How To Make Money In The Metaverse? 10 Creative Ways To Follow

The Ultimate List Of 10 Best NFT Wallets For 2023

Bored Bunny NFT: 10 Incredible Things To Know About It

NFT For Dummies: 7 Killer Things A Beginner Must Know In 2023

Don't have an account? Register now!

Already have an account? Login here.

• Prodigy Math
• Prodigy English
• Is a Premium Membership Worth It?
• Promote a Growth Mindset
• Help Your Child Who's Struggling with Math
• Parent's Guide to Prodigy
• Assessments
• Math Curriculum Coverage
• English Curriculum Coverage
• Game Portal

6 Types of Assessment (and How to Use Them)

Written by Maria Kampen

Reviewed by Stephanie McEwan, B.Ed.

Do your students hate assessments?

Make assessments fun and engaging with Prodigy's game-based platform. And guess what? It's completely free for teachers!

• Teacher Resources
• Teaching Strategies

What's the purpose of different types of assessment?

6 types of assessment to use in your classroom, how to create effective assessments, final thoughts about different types of assessment.

How do you use the different  types of assessment  in your classroom to promote student learning?

School closures and remote or hybrid learning environments have posed some challenges for educators, but motivating students to learn and grow remains a constant goal.

Some students have lost a portion of their academic progress. Assessing students in meaningful ways can help motivate and empower them to grow as they become agents of their own learning. 

But testing can contribute to  math anxiety  for many students. Assessments can be difficult to structure properly and time-consuming to grade. And as a teacher, you know that student progress isn't just a number on a report card. 

There’s so much more to assessments than delivering an end-of-unit exam or prepping for a standardized test. Assessments help shape the learning process at all points, and give you insights into student learning. As John Hattie, a professor of education and the director of the Melbourne Education Research Institute at the University of Melbourne, Australia puts it :

The major purpose of assessment in schools should be to provide interpretative information to teachers and school leaders about their impact on students, so that these educators have the best information possible about what steps to take with instruction and how they need to change and adapt. So often we use assessment in schools to inform students of their progress and attainment. Of course this is important, but it is more critical to use this information to inform teachers about their impact on students. Using assessments as feedback for teachers is powerful. And this power is truly maximized when the assessments are timely, informative, and related to what teachers are actually teaching.

Six types of assessments are:

• Diagnostic assessments
• Formative assessments
• Summative assessments
• Ipsative assessments
• Norm-referenced assessments
• Criterion-referenced assessments

Let’s find out how assessments can analyze, support and further learning.

Different types of assessments can help you understand student progress in various ways. This understanding can inform the teaching strategies you use, and may lead to different adaptations.

In your classroom, assessments generally have one of three purposes:

• Assessment  of  learning
• Assessment  for  learning
• Assessment  as  learning

Assessment of learning

You can use assessments to help identify if students are meeting grade-level standards. 

Assessments of learning are usually  grade-based , and can include:

• Final projects
• Standardized tests

They often have a concrete grade attached to them that communicates student achievement to teachers, parents, students, school-level administrators and district leaders. 

Common types of assessment of learning include: 

Assessment for learning

Assessments for learning provide you with a clear snapshot of student learning and understanding  as you teach  -- allowing you to adjust everything from your  classroom management strategies  to your lesson plans as you go. 

Assessments for learning should always be  ongoing and actionable . When you’re creating assessments, keep these key questions in mind:

• What do students still need to know?
• What did students take away from the lesson?
• Did students find this lesson too easy? Too difficult?
• Did my teaching strategies reach students effectively?
• What are students most commonly misunderstanding?
• What did I most want students to learn from this lesson? Did I succeed?

There are lots of ways you can deliver assessments for learning, even in a busy classroom.  We’ll cover some of them soon!

For now, just remember these assessments aren’t only for students -- they’re to provide you with actionable feedback to improve your instruction.

Common types of assessment for learning include formative assessments and diagnostic assessments. 

Assessment as learning

Assessment as learning  actively involves students  in the learning process. It teaches critical thinking skills, problem-solving and encourages students to set achievable goals for themselves and objectively measure their progress. 

They can help engage students in the learning process, too! One study "showed that in most cases the students pointed out the target knowledge as the reason for a task to be interesting and engaging, followed by the way the content was dealt with in the classroom."

Another found:

“Students develop an interest in mathematical tasks that they understand, see as relevant to their own concerns, and can manage.  Recent studies of students’ emotional responses to mathematics suggest that both their positive and their negative responses diminish as tasks become familiar and increase when tasks are novel”

Douglas B. McLeod

Some examples of assessment as learning include ipsative assessments, self-assessments and peer assessments.

There’s a time and place for every type of assessment. Keep reading to find creative ways of delivering assessments and understanding your students’ learning process!

1. Diagnostic assessment

Let’s say you’re starting a lesson on two-digit  multiplication . To make sure the unit goes smoothly, you want to know if your students have mastered fact families,  place value  and one-digit multiplication before you move on to more complicated questions.

When you structure  diagnostic assessments  around your lesson,  you’ll get the information you need to understand student knowledge and engage your whole classroom .

Some examples to try include:

• Short quizzes
• Journal entries
• Student interviews
• Student reflections
• Classroom discussions
• Graphic organizers (e.g., mind maps, flow charts, KWL charts)

Diagnostic assessments can also help benchmark student progress. Consider giving the same assessment at the end of the unit so students can see how far they’ve come!

Using Prodigy for diagnostic assessments

One unique way of delivering diagnostic assessments is to use a game-based learning platform that engages your students.

Prodigy’s assessments tool  helps you align the math questions your students see in-game with the lessons you want to cover.

To set up a diagnostic assessment, use your assessments tool to create a  Plan  that guides students through a skill. This adaptive assessment will support students with pre-requisites when they need additional guidance.

Want to give your students a sneak peek at the upcoming lesson?  Learn how Prodigy helps you pre-teach important lessons .

2. Formative assessment

Just because students made it to the end-of-unit test, doesn’t mean they’ve  mastered the topics in the unit .  Formative assessments  help teachers understand student learning while they teach, and provide them with information to adjust their teaching strategies accordingly. 

Meaningful learning involves processing new facts, adjusting assumptions and drawing nuanced conclusions. As researchers  Thomas Romberg and Thomas Carpenter  describe it:

“Current research indicates that acquired knowledge is not simply a collection of concepts and procedural skills filed in long-term memory. Rather, the knowledge is structured by individuals in meaningful ways, which grow and change over time.”

In other words, meaningful learning is like a puzzle — having the pieces is one thing, but knowing how to put it together becomes an engaging process that helps solidify learning.

Formative assessments help you track how student knowledge is growing and changing in your classroom in real-time.  While it requires a bit of a time investment — especially at first — the gains are more than worth it.

A March 2020 study found that providing formal formative assessment evidence such as written feedback and quizzes within or between instructional units helped enhance the effectiveness of formative assessments.

Some examples of formative assessments include:

• Group projects
• Progress reports
• Class discussions
• Entry and exit tickets
• Short, regular quizzes
• Virtual classroom tools like  Socrative  or  Kahoot!

When running formative assessments in your classroom, it’s best to keep them  short, easy to grade and consistent . Introducing students to formative assessments in a low-stakes way can help you benchmark their progress and reduce math anxiety.

Find more engaging formative assessment ideas here!

How Prodigy helps you deliver formative assessments

Prodigy makes it easy to create, deliver and grade formative assessments that help keep your students engaged with the learning process and provide you with actionable data to adjust your lesson plans. 

Use your Prodigy teacher dashboard to create an  Assignment  and make formative assessments easy!

Assignments  assess your students on a particular skill with a set number of questions and can be differentiated for individual students or groups of students.

For more ideas on using Prodigy for formative assessments, read:

• How to use Prodigy for spiral review
• How to use Prodigy as an entry or exit ticket
• How to use Prodigy for formative assessments

3. Summative assessment

Summative assessments  measure student progress as an assessment of learning. Standardized tests are a type of summative assessment and  provide data for you, school leaders and district leaders .

They can assist with communicating student progress, but they don’t always give clear feedback on the learning process and can foster a “teach to the test” mindset if you’re not careful. 

Plus, they’re stressful for teachers. One  Harvard survey  found 60% of teachers said “preparing students to pass mandated standardized tests” “dictates most of” or “substantially affects” their teaching.

Sound familiar?

But just because it’s a summative assessment, doesn’t mean it can’t be engaging for students and useful for your teaching. Try creating assessments that deviate from the standard multiple-choice test, like:

• Recording a podcast
• Writing a script for a short play
• Producing an independent study project

No matter what type of summative assessment you give your students, keep some best practices in mind:

• Keep it real-world relevant where you can
• Make questions clear and instructions easy to follow
• Give a rubric so students know what’s expected of them
• Create your final test after, not before, teaching the lesson
• Try blind grading: don’t look at the name on the assignment before you mark it

Use these summative assessment examples to make them effective and fun for your students!

Preparing students for summative assessments with Prodigy

Did you know you can use Prodigy to prepare your students for summative assessments — and deliver them in-game?

Use  Assignments  to differentiate math practice for each student or send an end-of-unit test to the whole class.

Or use our  Test Prep  tool to understand student progress and help them prepare for standardized tests in an easy, fun way!

See how you can benchmark student progress and prepare for standardized tests with Prodigy.

4. Ipsative assessments

How many of your students get a bad grade on a test and get so discouraged they stop trying? 

Ipsative assessments  are one of the types of assessment  as  learning that  compares previous results with a second try, motivating students to set goals and improve their skills . 

When a student hands in a piece of creative writing, it’s just the first draft. They practice athletic skills and musical talents to improve, but don’t always get the same chance when it comes to other subjects like math. 

A two-stage assessment framework helps students learn from their mistakes and motivates them to do better. Plus, it removes the instant gratification of goals and teaches students learning is a process. 

You can incorporate ipsative assessments into your classroom with:

• A two-stage testing process
• Project-based learning  activities

One study on ipsative learning techniques  found that when it was used with higher education distance learners, it helped motivate students and encouraged them to act on feedback to improve their grades.

In Gwyneth Hughes' book, Ipsative Assessment: Motivation Through Marking Progress , she writes: "Not all learners can be top performers, but all learners can potentially make progress and achieve a personal best. Putting the focus onto learning rather than meeting standards and criteria can also be resource efficient."

While educators might use this type of assessment during pre- and post-test results, they can also use it in reading instruction. Depending on your school's policy, for example, you can record a student reading a book and discussing its contents. Then, at another point in the year, repeat this process. Next, listen to the recordings together and discuss their reading improvements.

What could it look like in your classroom?

5. Norm-referenced assessments

Norm-referenced assessments  are tests designed to compare an individual to a group of their peers, usually based on national standards and occasionally adjusted for age, ethnicity or other demographics.

Unlike ipsative assessments, where the student is only competing against themselves, norm-referenced assessments  draw from a wide range of data points to make conclusions about student achievement.

Types of norm-referenced assessments include:

• Physical assessments
• Standardized college admissions tests like the SAT and GRE

Proponents of norm-referenced assessments point out that they accentuate differences among test-takers and make it easy to analyze large-scale trends. Critics argue they don’t encourage complex thinking and can inadvertently discriminate against low-income students and minorities. 

Norm-referenced assessments are most useful when measuring student achievement to determine:

• Language ability
• Grade readiness
• Physical development
• College admission decisions
• Need for additional learning support

While they’re not usually the type of assessment you deliver in your classroom, chances are you have access to data from past tests that can give you valuable insights into student performance.

6. Criterion-referenced assessments

Criterion-referenced assessments   compare the score of an individual student to a learning standard and performance level,  independent of other students around them. 

In the classroom, this means measuring student performance against grade-level standards and can include end-of-unit or final tests to assess student understanding. 

Outside of the classroom, criterion-referenced assessments appear in professional licensing exams, high school exit exams and citizenship tests, where the student must answer a certain percentage of questions correctly to pass. 

Criterion-referenced assessments are most often compared with norm-referenced assessments. While they’re both considered types of assessments of learning, criterion-referenced assessments don’t measure students against their peers. Instead, each student is graded to provide insight into their strengths and areas for improvement.

You don’t want to use a norm-referenced assessment to figure out where learning gaps in your classroom are, and ipsative assessments aren’t the best for giving your principal a high-level overview of student achievement in your classroom. 

When it comes to your teaching, here are some best practices to help you identify which type of assessment will work and how to structure it, so you and your students get the information you need.

Make a rubric

Students do their best work when they know what’s expected of them and how they’ll be marked. Whether you’re assigning a  cooperative learning  project or an independent study unit, a rubric  communicates clear success criteria to students and helps teachers maintain consistent grading.

Ideally, your rubric should have a detailed breakdown of all the project’s individual parts, what’s required of each group member and an explanation of what different levels of achievement look like.

A well-crafted rubric lets multiple teachers grade the same assignment and arrive at the same score. It’s an important part of assessments for learning and assessments of learning, and teaches students to take responsibility for the quality of their work. 

There are plenty of  online rubric tools  to help you get started -- try one today!

Ask yourself  why  you're giving the assessment

While student grades provide a useful picture of achievement and help you communicate progress to school leaders and parents, the ultimate goal of assessments is to improve student learning. 

Ask yourself questions like:

• What’s my plan for the results?
• Who’s going to use the results, besides me?
• What do I want to learn from this assessment?
• What’s the best way to present the assessment to my students, given what I know about their progress and learning styles?

This helps you effectively prepare students and create an assessment that moves learning forward.

Don't stick with the same types of assessment — mix it up!

End-of-unit assessments are a tried and tested (pun intended) staple in any classroom. But why stop there?

Let’s say you’re teaching a unit on  multiplying fractions . To help you plan your lessons, deliver a diagnostic assessment to find out what students remember from last year. Once you’re sure they understand all the prerequisites, you can start teaching your lessons more effectively. 

After each math class, deliver short exit tickets to find out what students understand and where they still have questions. If you see students struggling, you can re-teach or deliver intervention in small groups during  station rotations . 

When you feel students are prepared, an assessment of learning can be given to them. If students do not meet the success criteria, additional support and scaffolding can be provided to help them improve their understanding of the topic. You can foster a growth mindset by reminding students that mistakes are an important part of learning!

Now your students are masters at multiplying fractions! And when standardized testing season rolls around, you know which of your students need additional support — and where. 

Build your review based on the data you’ve collected through diagnostic, formative, summative and ipsative assessments so they perform well on their standardized tests.

Remember: learning extends well beyond a single score or assessment!

It’s an ongoing process, with plenty of opportunities for students to build a  growth mindset  and develop new skills. 

Prodigy is a fun, digital game-based learning platform used by over 100 million students and 2.5 million teachers. Join today to make delivering assessments and differentiating math learning easy with a free teacher account!

• Enroll & Pay

Campuses | Buses | Parking

Information Technology | Jobs at KU

Tuition | Bill Payments | Scholarship Search Financial Aid | Loans | Beak 'em Bucks

People Search

Search class sections | Online courses

Libraries | Hours & locations | Ask

Advising | Catalog | Tutors Writing Center | Math help room Finals Schedule | GPA Calculator

• Social Media

Search form

• Engagement & connection

Developing engaging assignments

We typically think about assessments as a mechanism for gauging student learning but you can also use them to engage your students! Assessments are a major determinant of how students spend their time on a course. As mentioned here , assessments that take the form of assignments typically produce more robust learning than timed exams. They are also a valuable avenue for generating student excitement and understanding of "what all the learning is for."  Design assignments that leverage the online medium and/or enable your students to connect the material in your class to the world around them, right now. 

Here are some ways you can use assignment design to engage your students

1. try a uthentic assignments, or  social pedagogy  or  open  pedagogy.

Embrace and leverage the online medium through authentic assignments, social pedagogy open pedagogy. Giving students authentic reasons for their work in a course can increase motivation and deepen learning. These types of assignments place students in real or realistic situations where they use knowledge and skills learned in their course to solve messy problems or to help someone who is not the instructor. They foster experiential learning and a sense of ownership in students by engaging them as knowledge creators rather than consumers . Their products live on, or are renewable, rather than being disposed of at the end of the semester. 

Consider using these types of assignments early in the learning sequence instead of only at the conclusion of a course or curriculum, as is more typical. Authentic assignments as a powerful way to help students understand  why  the information and skills they are learning are important, which fosters motivation and provides a foundation for more robust learning that can affect the broader class experience. They can be used in all sorts of disciplines and course types, even those without a traditional focus on real-world application. ​  Examples of authentic or open, "renewable" assignments include: 

• Wikipedia assignments
• Have students c o-create the text
• Ask students to write exam questions 

For more ideas about how to develop and implement these approaches, listen to this  Podcast on Authentic Assignments , and see this page on Embracing the Messiness of Authentic Assignments . Here are some a dditional issues to consider with authentic assignments and open pedagogy:

• Privacy and safety concerns. Instructors educate themselves on student privacy needs, make sure that the tools they use do not compromise their privacy, and help students find ways to protect themselves. 
• Quality concerns . Sometimes instructors are concerned that the quality of student work is not good enough for going public. In their chapter on Open Pedagogy, Robin DeRosa and Scott Robinson encourage us to think about open assignments less as perfectly polished work and more as a portal through which we communicate with other people. Emphasize that writing and creative is an interative process that the web can actually facilitate, and encouage students to keep working on their piece (just like the flexteaching website!). Another strategy is to be selective about the audience for teh work and how you position it. If multiple groups or students are working on the same topic, have the class select a couple that they particularly like, and then crowdsource the revisions. 

​2.  L everage other online tools

• Assignments that use social media or instant messaging platforms. The vast array of social media and instant messaging platforms makes it possible for us to create opportunities for students to tie what they are learning to the world around them,  as it is happening  (e.g., Twitter or other social media platforms, instant messaging).  For example, consider this assignment (showcased in a podcast by Derek Bruff of Vanderbilt University) in which a professor asked students in her ornithology course to use  Twitter  to post about birds they saw in everyday life:  http:// leadinglinespod.com/episodes/episode-40margaret-rubega/
• Timeline assignments. An engaging platform called Tiki Toki enables students to create creative timeline assignments that could be relevant in many disciplines. This example is for a course on the History of Love and Marriage:  https://www.tiki-toki.com/timeline/entry/227613/Love-and-Marriage/

3. Use assignments to connect students to KU’s distinctive intellectual and cultural resources.

For example:

• Course-embedded research assignments.  Incorporating research into your classes is an excellent way to give a larger number of students some hands-on experience in utilizing the tools and perspectives of your discipline to create new knowledge and understanding.  connect with the Center for UG Research .
• Community engagement. Deepen your students’ understanding of how what they are learning addresses community-identified needs through service learning, community-based participatory research, and other community-engaged initiatives. Connect with the Center for Service Learning for ideas and support.  
• Connect your assignments to KU’s cultural resources such as the Spencer Museum of Art ,  through guided class visits tailored to specific curricula or more in-depth collaborative projects that span semesters. Go here for more information.  
• Develop assignments that help your students become critical thinkers and engaged citizens by building skills in information literacy and research. Connect with the KU Libraries instruction team to learn how to integrate these goals into your cou rse and assignments
• "Bring in" distinguished alumni, professionals in your field, or faculty colleagues from elsewhere. Our increased reliance on the online modality has created new opportunities to connect our students to other experts or role models through a live or recorded Zoom session.  With travel restricted by the pandemic, KU faculty are finding that many distinguished alumni or other professionals in their field are more readily available for virtal class visits now than in previous years. 

4. Consider making connections between your assignments and those in a related class.

This can create a more integrated and engaging experience for students while lightening the design load for any one faculty member or instructor.   For example:

• Connected assignments  in which students in one course serve as the audience or “beneficiaries” for student work produced in another course. For example, Andrea Follmer Greenhoot (KU Department of Psychology) had students in her 400-level Cognitive Development course  write advice columns  that provided evidence-backed, practical recommendations to parents about pressing questions. She later used one of these columns as a reading in her 300-level Child Development course.  
• Common problems or grand challenges  that are addressed from different angles in different courses.
• Shared modules  that help students build skills or knowledge that are relevant to multiple courses.

Where to go for more ideas and inspiration:

The CTE portfolio and poster gallery (a rich repository of creative ideas, searchable by topic and discipline). 

NILOAs Assignment Library is a similar national resource. 

Online book on open educational resources and open pedagogy.

Derek Bruff’s Blog on teaching and technology  and Leading Lines  podcast series..

Robin DeRosa’s Actual Blog .

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

Types of Assignments

Cristy Bartlett and Kate Derrington

Introduction

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

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

Different Types of Written Assignments

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

Components of an essay

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

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

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

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

Table 15.1 An effective essay

[table “17” not found /]

An effective essay body paragraph needs to:

[table “18” not found /]

An effective essay conclusion needs to:

[table “19” not found /]

Common types of essays

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

Analytical essays

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

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

Argumentative essays

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

Case Study Responses

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

Students typically lose marks for not:

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

When structuring your response to a case study, remember to refer to the case. Structure your paragraphs similarly to an essay paragraph structure but include examples and data from the case as additional evidence to support your points (see Figure 15.5). The colours in the sample paragraph below show the function of each component.

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

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

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

Reports can take many different structures. A report is normally written to present information in a structured manner, which may include explaining laboratory experiments, technical information, or a business case.  Reports may be written for different audiences including clients, your manager, technical staff, or senior leadership within an organisation. The structure of reports can vary, and it is important to consider what format is required. The choice of structure will depend upon professional requirements and the ultimate aims of the report. Consider some of the options in the table below (see Table 15.2).

Table 15.2 Explanations of different types of reports

[table “20” not found /]

Reflective writing

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

Table 15.3 What? So What? Now What? Explained.

[table “21” not found /]

The Gibbs’ Reflective Cycle

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

The 4 R’s of reflective thinking

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

Annotated Bibliography

What is it.

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

How do I know what to include?

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

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

What do I say?

Important considerations include:

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

Literature Reviews

It is easy to get confused by the terminology used for literature reviews. Some tasks may be described as a systematic literature review when actually the requirement is simpler; to review the literature on the topic but do it in a systematic way. There is a distinct difference (see Table 15.4). As a commencing undergraduate student, it is unlikely you would be expected to complete a systematic literature review as this is a complex and more advanced research task. It is important to check with your lecturer or tutor if you are unsure of the requirements.

Table 15.4 Comparison of Literature Reviews

[table “22” not found /]

Generally, you are required to establish the main ideas that have been written on your chosen topic. You may also be expected to identify gaps in the research. A literature review does not summarise and evaluate each resource you find (this is what you would do in an annotated bibliography). You are expected to analyse and synthesise or organise common ideas from multiple texts into key themes which are relevant to your topic (see Figure 15.10). Use a table or a spreadsheet, if you know how, to organise the information you find. Record the full reference details of the sources as this will save you time later when compiling your reference list (see Table 15.5).

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

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

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

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

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

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

Share This Book

Creating Inclusive Assignments and Assessments

This resource guide, adapted from from a LSA Technology Services webinar (full recording at the bottom of the page), details practices for creating inclusive assignments and assessments. Inclusive assignments and assessments focus on accessibility and leverage a variety of skillsets that students can use to demonstrate their learning. Whether you are assigning an individual or group assignment/assessment, it is vital to ensure that students understand what an inclusive assignment looks like by providing a clear rubric and roadmap for success. If instructors stress the importance of accessibility in individual and/or group assignments, accessibility becomes a learning objective for students as they strive to meet accessibility standards in their work.

Resource Goals:

• To define what accessibility and inclusive mean for assignments/assessments.
• To provide instructors with strategies to make individual and group assignments/assessments more inclusive.
• To encourage instructors to think about the different modalities of assessment for students.

Creating Inclusive Assignments and Assessments Resource Guide:

Related posts:, lsa technology services webinar on this topic:.

Difference between Assignment and Assessment

What is the difference between assignment and assessment.

Assignment as a noun is the act of assigning, or an assigned task while Assessment as a noun is the act of assessing or an amount (of tax, levy or duty etc) assessed.

Part of speech: noun

Definition: the act of assigning, or an assigned task a position to which someone is assigned a task given to students, homework or coursework a transfer of something from one person to another, especially property, or a claim or right; the document that effects this transfer an operation that assigns a value to a variable

Definition: The act of assessing or an amount (of tax, levy or duty etc) assessed. An appraisal or evaluation.

We hope you now know whether to use Assignment or Assessment in your sentence.

step and pace - What's the difference?

Concrete vs ballast, difference between plaque and plack, crepitate and crackle - what's the difference, puff and blow - what's the difference, deter and discourage - what's the difference, loyalty and trueness - what's the difference, field and airfield - what's the difference, popular articles, difference between disney+ hotstar(indian version) and disney+ international version, difference between level 1, level 2 and level 3 electric car chargers, major differences between google tv and android tv, differentiating oled and qled tvs: which is right for you.

People often get confused between similar sounding words or synonyms. Most of the time these words have slightly different meanings, and some time entirely different meanings. We help people discover the difference between these words.

• On the Border
• ABC-7 Alert Center
• Military-Fort Bliss
• Watch a Newscast
• ABC-7 StormTrack Doppler
• El Paso Chihuahuas
• Watch Locomotive FC
• Texas Politics
• New Mexico Politics
• Watch Live Events
• Borderland Crimes Podcast
• Community Champions
• Borderland Experts
• Good Vibes Only
• Sunday Funday
• Entertainment
• Events Calendar
• KVIA Careers
• Borderland Careers
• Contact KVIA
• People of ABC-7
• Closed Captioning
• EEO Public Filing
• FCC Public File
• KVIA Jobs and Internships
• Download Our Apps
• History of KVIA ABC-7
• TV Listings

EPCC Computer Science students attend global symposium for their winning assignment

EL PASO, Texas (KVIA) -- Two EPCC Computer Science students, Ivan Alonso and Emilian Garcia, took their winning assignment, "The Fingerprint Assignment: An Interdisciplinary Assessment for CS I Education" at the Technical Symposium of the Special Interest Group in Computer Science Education in Portland, Oregon.

Alonso and Garcia, with the help of their professor, Dr. Christian Servin, presented their work on March 20th through the 23rd at the symposium.

The team's work was considered among the top six assignments globally for the current year. This is also the first time the session has accepted an assignment from a community college.

Alonso said the work he and Garcia did was challenging, but allowed him to have a deeper understanding of computer science. “Through participation in this research, I discovered knowledge beyond the classroom,” Alonso, said. “Engaging in research exposed me to real world applications and challenges, which fostered a deeper appreciation for the complexities of the field.”

Jump to comments ↓

Valeria Medina

Related articles.

I-10 East and West shutdown after one person dies in a crash

Vandalism on the rise in El Paso city parks

Mccormick gets trump’s endorsement in pennsylvania’s senate race despite awkward history.

Community attends Hike-A-Thon Series 2024

KVIA ABC 7 is committed to providing a forum for civil and constructive conversation.

Please keep your comments respectful and relevant. You can review our Community Guidelines by clicking here

If you would like to share a story idea, please submit it here .

All Categories ​>​ ​Assessments ​>​ What is the difference between an Assessment and an Assignment?

What is the difference between an Assessment and an Assignment?

How did we do?

• Transactions

© Jim Rassol-USA TODAY Sports

Former Braves Pitcher Designated for Assignment by Division Rival so They Can Add a Different Former Braves Pitcher

A former Atlanta Braves reliever is available after being let go by a division rival

• Author: Lindsay Crosby

The Atlanta Braves probably feel like there's a copycat in the division.

The New York Mets have struggled ever since Atlanta chased them down to win the NL East on the final day of the 2022 season, going 76-92 between last season and the first six games of 2024. To try and get over the Atlanta-sized obstacle in their way to divisional greatness, the Mets went out and signed a former Braves pitcher to bolster their bullpen for 2024.

But Michael Tonkin, who was effective as the long man for Atlanta in 2023, has been anything but effective for the Mets this season. Pitching in only three games, he's taken two losses and allowed eight runs in just four innings (although it's worth pointing out that only two of those were earned, due to errors and ghost runners in extra innings).

And New York has had enough. Needing a roster spot on both the 40-man and 26-man rosters, they designated Tonkin for assignment.

And the pitcher they needed room for? Former Braves starter Julio Teheran.

Dealing with an injury to starter Tylor Megill, New York extended a contract to Teheran to give them innings while they wait for Megill and ace Kodai Senga to return from their injuries. Teheran, who spent 2011 through 2019 with the Braves and started six consecutive Opening Day games from 2014-2019, spent last season with the Brewers. Signing in May, he went 3-5 with a 4.40 ERA for Milwaukee, starting eleven games and appearing in fourteen overall.

And so Teheran, who worked all the way through spring training in Baltimore with the Orioles, is going to start for the Mets on Monday.

If you can't beat them, take their cast offs, I guess?

• Study Guides
• Homework Questions

PPLE assessment Q&A

Risk assessment of antimony-arsenic contaminated soil remediated using zero-valent iron at different pH values combined with freeze-thaw cycles

• Published: 12 April 2024
• Volume 196 , article number  448 , ( 2024 )

Cite this article

• Erping Hei 1 , 2 ,
• Mingjiang He 1 ,
• Enze Zhang 3 ,
• Kun Chen 1 ,
• Yusheng Qin 1 ,
• Xiangzhong Zeng 1 ,
• Zijun Zhou 1 ,
• Hongzhu Fan 1 ,
• Yuxian Shangguan 1 &
• Luying Wang 4  

Soil in mining wastelands is seriously polluted with heavy metals. Zero-valent iron (ZVI) is widely used for remediation of heavy metal–polluted soil because of its excellent adsorption properties; however, the remediation process is affected by complex environmental conditions, such as acid rain and freeze-thaw cycles. In this study, the effects of different pH values and freeze-thaw cycles on remediation of antimony (Sb)- and arsenic (As)-contaminated soil by ZVI were investigated in laboratory simulation experiments. The stability and potential human health risks associated with the remediated soil were evaluated. The results showed that ZVI has a significant stabilizing effect on Sb and As in both acidic and alkaline soils contaminated with dual levels of Sb and As, and the freeze-thaw process in different pH value solution systems further enhances the ability of ZVI to stabilize Sb and As, especially in acidic soils. However, it should be noted that apart from the pH=1.0 solution environment, ZVI’s ability to stabilize As is attenuated under other circumstances, potentially leading to leaching of its unstable form and thereby increasing contamination risks. This indicates that the F1 (2% ZVI+pH=1 solution+freeze-thaw cycle) processing exhibits superior effectiveness. After F1 treatment, the bioavailability of Sb and As in both soils also significantly decreased during the gastric and intestinal stages (about 60.00%), the non-carcinogenic and carcinogenic risks of Sb and As in alkaline soils are eliminated for children and adults, with a decrease ranging from 60.00% to 70.00%, while in acidic soil, the non-carcinogenic and carcinogenic risks of As to adults and children is acceptable, but Sb still poses non-carcinogenic risks to children, despite reductions of about 65.00%. These findings demonstrate that soil pH is a crucial factor influencing the efficacy of ZVI in stabilizing Sb and As contaminants during freeze-thaw cycles. This provides a solid theoretical foundation for utilizing ZVI in the remediation of Sb- and As-contaminated soils, emphasizing the significance of considering both pH levels and freeze-thaw conditions to ensure effective and safe treatment.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price includes VAT (Russian Federation)

Instant access to the full article PDF.

Rent this article via DeepDyve

Institutional subscriptions

Data availability

The datasets generated during and/or analyzed during the current study are available from the corresponding author on reasonable request.

Bai, Y., Tang, X., & Sun, L. (2022). Application of iron-based materials for removal of antimony and arsenic from water: Sorption properties and mechanism insights. Chemical Engineering Journal, 2022 , 431P2. https://doi.org/10.1016/j.cej.2021.134143

Article   CAS   Google Scholar  

Casiot, C., Ujevic, M., Munoz, M., Seidel, J., & Elbaz-Poulichet, F. (2007). Antimony and arsenic mobility in a creek draining a Sb mine abandoned 85 years ago (upper orb basin, france). Applied Geochemistry, 22 (4), 788–798. https://doi.org/10.1016/j.apgeochem.2006.11.007

Chai, X., Cao, F., Zhang, C., Lu, D., Ling, C. (2023). Washing remediation of arsenic and antimony contaminated soil by the combination of nano-zero-valent iron and aspergillus niger fermentation broth. Chinese Journal of Environmental Engineering , 17 (6), 1915–1922. https://doi.org/10.12030/j.cjee.202303123

Google Scholar  

Choppala, G., Bush, R., Kunhikrishnan, A., & Bolan, N. (2015). Differential effect of biochar upon reduction-induced mobility and bioavailability of arsenate and chromate. Chemosphere, 144 , 374–381. https://doi.org/10.1016/j.chemosphere.2015.08.043

Cong, X., Wang, S., Zhang, Z., Wang, M., Song, X., Chen, J., & Guo, G. (2015). Effects of freezing and thawing on the stabilization of heavy metals in contaminated site soil. Environmental Science and Research in China, 28 (8), 6. https://doi.org/10.13198/j.issn.1001-6929.2015.08.09

Dai, S. (2006). Environmental chemistry (2nd ed.). Higher Education Press (in Chinese).

Edwards, L., & M. (1991). The effect of alternate freezing and thawing on aggregate stability and aggregate size distribution of some Prince Edward Island soils. Journal of Soil Science . https://doi.org/10.1111/j.1365-2389.1991.tb00401.x

Fan, J. (2020). Stabilization and remediation of As-contaminated soil with zero-valent iron composite biochar and its subsequent evaluation . Shanghai Jiaotong University China. https://doi.org/10.27307/d.cnki.gsjtu.2020.000223

Book   Google Scholar  

Fan, J., Wang, Y., Fan, T., Dang, F., & Zhou, D. (2016). Effect of aqueous Fe(II) on Sb(V) sorption on soil and goethite. Chemosphere , 147 , 44–51. https://doi.org/10.1016/j.chemosphere.2015.12.078

Fei, Y., Yan, X., & Li, Y. (2018). Effects of Fe-Mn bimetallic materials on the stabilization of As and heavy metals in soil under different pH conditions. Environmental Science in China, 33 (3), 6, 1430-1433+1435-1437. https://doi.org/10.13227/j.hJKX.201707101

Article   Google Scholar  

Filella, M., Belzile, N., & Chen, Y. (2002). Antimony in the environment: A review focused on natural waters: II. Relevant solution chemistry. Earth-Science Reviews . https://doi.org/10.1016/S0012-8252(02)00089-2

Fu, F., Dionysiou, D., & Liu, H. (2014). The use of zero-valent iron for groundwater remediation and wastewater treatment: A review. Journal of Hazardous Materials, 267 (feb.28), 194–205. https://doi.org/10.1016/j.jhazmat.2013.12.062

Guney, M., Zagury, G., Dogan, N., & Onay, T. (2010). Exposure assessment and risk characterization from trace elements following soil ingestion by children exposed to playgrounds, parks and picnic areas. Journal of Hazardous Materials, 182 (1-3), 656–664. https://doi.org/10.1016/j.jhazmat.2010.06.082

Guo, W., Zhang, Z., Wen, X., Zhang, H., & Wang, Y. (2021). Pollution characteristics of precipitation and surface runoff in residential areas in the lower reaches of the Yangtze River. Environmental Sciences, 42 (07), 3304–3315 (in Chinese).

Guo, J., Yin, Z., Zhong, W., & Jing, C. (2022). Immobilization and transformation of co-existing arsenic and antimony in highly contaminated sediment by nano zero-valent iron. Journal of Environmental Sciences, 12 , 152–160.

Hale, S., Hanley, K., Lehmann, J., Zimmerman, A., & Cornelissen, G. (2011). Effects of chemical, biological, and physical aging as well as soil addition on the sorption of pyrene to activated carbon and biochar. Environmental Science & Technology, 45 (24), 10445–10453. https://doi.org/10.1021/es202970x

Han, L., Wan, Z., & Sun, H. (2018). Research progress on the effects of freezing and thawing on soil physical, chemical and biological properties. Soil Bulletin in China , (3), 7. https://doi.org/10.19336/j.cnki.trtb.2018.03.34

Hao, H., Chen, T., Jin, M., Lei, M., Liu, C., Zu, W., & Huang, L. (2011). Research progress on heavy metal contaminated soil stabilization/solidification remediation technology. Applied Ecology in China, 22 (03), 816–824. https://doi.org/10.13287/j.1001-9332.2011.0149

Hiller, E., Lalinská, B., Chovan, M., Jurkovič, Ľ., Klimko, T., Jankulár, M., Hovorič, R., Šottník, P., Fľaková, R., Ženišová, Z., & Ondrejková, I. (2012). Arsenic and antimony contamination of waters, stream sediments and soils in the vicinity of abandoned antimony mines in the western carpathians, slovakia. Applied Geochemistry, 27 (3), 598–614. https://doi.org/10.1016/j.apgeochem.2011.12.005

Hu, X., & Huang, D. (2022). Treatment of wastewater containing Sb(III) with reduced graphene oxide supported by nano-zero-valent iron. Environmental Science in China , 1–10.

Jeong, S., Yang, K., Jho, E., & Nam, K. (2017). Importance of chemical binding type between As and iron-oxide on bioaccessibility in soil: Test with synthesized two line ferrihydrite. Journal of Hazardous Materials, 330 , 157–164. https://doi.org/10.1016/j.jhazmat.2017.02.009

Juhasz, A., Herde, P., Herde, C., Boland, J., & Smith, E. (2015). Predicting arsenic relative bioavailability using multiple in vitro assays: Validation of in vivo-in vitro correlations. Environmental Science & Technology , 11167. https://doi.org/10.1021/acs.est.5b02508

Klitze, S., & Lang, F. (2009). Mobilization of soluble and dispersible lead, arsenic and antimony in apolluted, organic-rich soil effects of pH increase and counter-ion valency. Journal of Environmental Quality, 38 , 933–939. https://doi.org/10.2134/jeq2008.0239

Komarek, M., Vanek, A., & Ettler, V. (2013). Chemical stabilization of metals and arsenic in contaminated soils using oxides-A review. Environmental Pollution, 172 , 9–22. https://doi.org/10.1016/j.envpol.2012.07.045

Lee, S., Lee, B., Kim, J., Kim, K., & Lee, J. (2006). Human risk assessment for heavy metals and As contamination in the abandoned metal mine areas, korea. Environmental Monitoring and Assessment, 119 (1-3), 233–244. https://doi.org/10.1007/s10661-005-9024-5

Lehrsch, G., Sojka, R., Carter, D., & Jolley, P. (1991). Freezing effects on aggregate stability affected by texture, mineralogy, and organic matter. Soil Science Society of America, 5 . https://doi.org/10.2136/SSSAJ1991.03615995005500050033X

Li, H., Jie, L., Juhasz, A., & Ma, L. (2014). Correlation of in vivo relative bioavailability to in vitro bioaccessibility for arsenic in household dust from china and its implication for human exposure assessment. Environmental Science & Technology, 48 (23), 13652–13659. https://doi.org/10.1021/es5037354

Li, J., Wei, Y., Zhao, L., Zhang, J., Shangguan, Y., Li, F., & Hou, H. (2014). Bioaccessibility of antimony and arsenic in highly polluted soils of the mine area and health risk assessment associated with oral ingestion exposure. Ecotoxicology and Environmental Safety, 110 (110), 308–315. https://doi.org/10.1016/j.ecoenv.2014.09.009

Li, L., Ma, J., Xu, M., Li, X., Tao, J., Wang, G., Yu, J., & Guo, P. (2016). The adsorption and desorption of Pb(2+) and Cd(2+) in freeze–thaw treated soils. Bulletin of Environmental Contamination and Toxicology , 96 (1), 107–112. https://doi.org/10.1007/s00128-015-1694-2

Liu, F., Zhang, G., Luo, X., Yu, L., & Wang, Q. (2021). Effect of Fe(II) concentration on the removal of arsenic and antimony from water by sulfate-reducing bacteria. Environmental Chemistry in China, 40 (10), 3171–3179. https://doi.org/10.7524/j.issn.0254-6108.2020060401

Lu, M., Tu, N., & Hu, H. (2015). Remediation of available Cd and Pb contamination in acidic soil by ferric chloride and ferric sulfate. Environmental Engineering, 9 (1), 469–476 (in Chinese).

CAS   Google Scholar  

Majzlan, J., Lalinska, B., Chovan, M., Blass, U., Brecht, B., Gottlicher, J., Steininger, R., Hug, K., Ziegler, S., & Gescher, J. (2011). A mineralogical, geochemical, and microbiogical assessment of the antimony- and arsenic-rich neutral mine drainage tailings near Pezinok. Slovakia. American Mineralogist, 96 (1), 1–13. https://doi.org/10.2138/am.2011.3556

Mauricio, A. R., Yan, W., Li, X., & Bruce, E. (2009). Simultaneous oxidation and reduction of arsenic by zero-valent iron nanoparticles: Understanding the significance of the CoreShell structure. Journal of Physical Chemistry C, 113 (33), 14591–14594. https://doi.org/10.1021/jp9051837

Mercier, F., Glorennec, P., Thomas, O., & Bot, B. (2011). Organic contamination of settled house dust, a review for exposure assessment purposes. Environmental Science & Technology, 45 (16), 6716–6727. https://doi.org/10.1021/es200925h

Mikutta, C., Mandaliev, P. N., Mahler, N., Kotsev, T., & Kretzschmar, R. (2014). Bioaccessibility of arsenic in mining-impacted circumneutral river floodplain soils. Environmental Science & Technology, 48 (22), 13468–13477. https://doi.org/10.1021/es502635t

Ministry of Environmental Protection. (2013). Handbook of Exposure Parameters for Chinese Population (Adult Volume) . China Environmental Science Press.

Mitsunobu, S., & Takahashi, Y. (2008). XAFS study on the behaviors of antimony and arsenic in soil-water system under various redox conditions. Geochimica et Cosmochimica Acta, 72 (12). https://doi.org/10.1038/hdy.2008.67

Mohapatra, D., Mishra, D., Chaudhury, G., & Das, R. (2007). Arsenic(V) adsorption mechanism using kaolinite, montmorillonite and illite from aqueous medium. Journal of Environmental Science and Health. Part A, Toxic/Hazardous Substances & Environmental Engineering, 42 (4), 463–469. https://doi.org/10.1080/10934520601187666

Nies, D. (1999). Microbial heavy-metal resistance. Applied Microbiology and Biotechnology, 51 (6), 730–750. https://doi.org/10.1007/s002530051457

Oomen, A., Hack, A., Minekus, M., Zeijdner, E., & Wijnen, J. (2002). Comparison of five in vitro digestion models to study the bioaccessibility of soil contaminants. Environmental Science & Technology, 36 (15), 3326–3334. https://doi.org/10.1021/es010204v

Pedersen, H., Postma, D., Jakobsen, R., & Larsen, O. (2005). Fast transformation of iron oxyhydroxides by the catalytic action of aqueous Fe(II). Geochimica et Cosmochimica Acta, 69 (16), 3967–3977. https://doi.org/10.1016/j.gca.2005.03.016

Pereira, F., Lopez, R., Suarez, D., & Aller, A. (2022). pH-dependent structural changes of arsenic oxoacids in solution and solid phase: Raman spectrometry and computational studies. Microchemical Journal: Devoted to the Application of Microtechniques in all Branches of Science, 175 . https://doi.org/10.1016/j.microc.2021.107109

Qiao, J., Liu, T., Wang, X., Li, F., Lv, Y., Cui, J., Zeng, X., Yuan, Y., & Liu, C. (2017). Simultaneous alleviation of cadmium and arsenic accumulation in rice by applying zero-valent iron and biochar to contaminated paddy soils. Chemosphere , 260–271. https://doi.org/10.1016/j.chemosphere.2017.12.081

Qin, L., He, L., Yang, W., & Lin, A. (2020). Preparation of a novel iron-based biochar composite for removal of hexavalent chromium in water. Environemental Science and Pollution Research, 27 (9). https://doi.org/10.1007/s11356-019-06954-6

Ruby, M., Davis, A., Schoof, R., Eberle, S., & Sellstone, C. (1996). Estimation of lead and arsenic bioavailability using a physiologically based extraction test. Environmental Science & Technology, 30 (2), 422–430. https://doi.org/10.1021/es950057z

Schimel, J., & Clein, J. (1996). Microbial response to freeze-thaw cycles in tundra and taiga soils. Soil Biology and Biochemistry, 28 (8), 1061–1066.

Sun, Y., Tian, T., He, N., Ye, Z., Sun, M., & Yang, D. (2016). Effects of freeze-thaw cycles on brown soil properties and arsenic adsorption and desorption characteristics. Eco-Environment Journal in China, 25 (04), 724–728. https://doi.org/10.16258/j.cnki.1674-5906.2016.04.025

Tessier, A., Campbell, P., & Bisson, M. (1979). Sequential extraction procedure for the speciation of particulate trace metals. Analytical Chemistry, 51 (7), 844–851.

US, EPA. (2011). Exposure factors handbook . National Technical Information Service, Springfield, VA.

Wang, J., Fu, R., Luo, Q., Zhang, C., & Xu, Y. (2010). Stabilization of heavy metals in sewage sludge by using a ferrous iron. Environmental Science in China, 31 (04), 1036–1040. https://doi.org/10.13227/j.hjkx.2010.04.013

Wang, L. (2011). Response of soil constituents to freeze-thaw cycles in wetland soil solution. Soil Biology and Biochemistry . https://doi.org/10.1016/j.soilbio.2011.03.002

Wang, L. (2022b). Preparation and effect evaluation of arsenic/antimony curing stabilizer for contaminated soil in cold region . Harbin Industrial University. https://doi.org/10.27061/,dcnki.Ghgdu.2021.004225

Wang, L., Wan, C., Zhang, Y., Lee, D., Liu, X., Chen, X., & Tay, J. (2015). Mechanism of enhanced Sb(V) removal from aqueous solution using chemically modified aerobic granules. Journal of Hazardous Materials, 284 (mar.2), 43–49. https://doi.org/10.1016/j.jhazmat.2014.10.041

Wang, S. (2022a). Research on the effects of alternating freezing and thawing on the repair of arsenic and cadmium composite contaminated soil with different materials . Liaoning University. https://doi.org/10.27209/d.cnki.glniu.2022.001906

Wang, S., Wang, Y., Shi, L., Chen, Z., Hou, W., Gong, Z., & Jia, C. (2023). Screening of stabilization materials for arsenic and cadmium complex polluted soil suitable for freeze-thaw process. Journal of Ecology in China, 42 (03), 599–606. https://doi.org/10.13292/j.1000-4890.202303.004

Wang, Y., Liu, J., & Wang, G. (2007). Effects of freeze-thaw frequency and water content on the occurrence of cadmium in black soil. Environmental Science in China, 05 , 693–697.

Wang, Z., Zhang, Y., Zou, H., & Fan, Q. (2014). Effects of alternate freezing and thawing on different forms of iron oxide in soil. Soil Bulletin in China, 45 (01), 1–5. https://doi.org/10.19336/j.cnki.trtb.2014.01.001

Willis, S., Haque, S., & Johannesson, K. (2011). Arsenic and antimony in groundwater flow systems: A comparative study. Aquatic Geochemistry, 17 (6), 775–807.

Wu, Z., Zhao, Y., Zheng, Y., Yin, M., Wang, J., Bolan, N., Fan, F., Yun, Z., Zhou, C.,& Yin, H., Sun, Y., Wang, H., Hou, H., & Liu, R. (2024). The fate of Sb(V) and As(V) during the aging of ferrihydrite. Chemical Engineering Journal, 479 , 147671.

Xie, Y. (2017). Study on the removal properties and mechanism of Sb(III) and Sb(V) from water by nano zero-valent iron materials . East China University of Science and Technology.

Xu, W., Li, M., Huang, M., & Ma, T. (2017). Effects of freeze-thaw cycles on stabilization of arsenic-contaminated soil with iron-containing materials. Environmental Engineering in China, 11 (12), 6497–6503.

Xu, Y., Fang, Z., & Tsang, E. (2016). In situ immobilization of cadmium in soil by stabilized biochar-supported iron phosphate nanoparticles. Environmental Science and Pollution Research International, 23 (19), 19164–19172. https://doi.org/10.1007/s11356-016-7117-z

Yager, J., Greene, T., & Schoof, R. (2015). Arsenic relative bioavailability from diet and airborne exposures: Implications for risk assessment. Science of the Total Environment, 536 (dec.1), 368–381. https://doi.org/10.1016/j.scitotenv.2015.05.141

Yan, B., & He, Y. (2012). Review on symbiosis mechanism of lactic acid bacteria and yeast. Food Science, 33 (3), 277–281 (in Chinese).

Yang, J., Qian, Z., & Wang, J. (2017). Effects of repeated freeze-thaw and high-temperature aging on the solidification and stabilization of arsenic-contaminated soil. Environmental Science in China, 38 (11), 4844–4849. https://doi.org/10.13227/j.hjkx.201704086

Yao, D., Liu, E., Ning, Z., Xiao, T., Ma, L., Zeng, G., Liu, Y., Hu, F., & Liu, C. (2021). Sb, As pollution and human health risk assessment of farmland soil around a Sb smelter in Guizhou. Earth and Environmental China, 49 (06), 673–683. https://doi.org/10.14050/j.cnki.1672-9250.2021.49.058

Yuan, F. (2021). Study on remediation effect of iron-based materials on farmland soil contaminated by arsenic, lead and cadmium . Zhejiang A & F University (in Chinese).

Yuan, H., Liu, Y., Li, X., Ye, F., & Chen, C. (2007). Effect of thiobacillus ferrooxidans on treatment of heavy metals in sewage sludge by electrokinetics. Environmental Engineering in China, 1 (2), 112–115.

Yue, K., Yang, W., Peng, Y., Zhang, C., Huang, C., & Wu, F. (2016). Chromium, cadmium, and lead dynamics during winter foliar litter decomposition in an alpine forest river. Institute of Arctic and Alpine Research (INSTAAR), University of Colorado (1). https://doi.org/10.1657/AAAR0014-066

Zhang, X. (2023). Effect and safety assessment of zeolite-loaded nano-zero-valent iron in remediation of antimony-contaminated soil . Chinese Academy of Environmental Sciences. https://doi.org/10.27510/d.cnki.gzhky.2023.000066

Zhang, X., Gong, B., Li, Q., Xue, H., Zhao, Y., & Meng, X. (2023). Research progress on antimony removal performance and influencing factors of zero-valent iron-based materials. Chemistry and Environment Protection, 43 (02), 143–152.

Zhao, J. (2023). Effect of freeze-thaw on passivation of typical heavy metals by zero-valent iron in contaminated soil . Wuhan Engineering University China. https://doi.org/10.27727/,dcnki.GWHXC.2022.000432

Zheng, Y., Wei, M., & Bing, H. (2015). Impact of freezing and thawing cycles on structure of soils and its mechanism analysis by laboratory testing. Rock and Soil Mechanics, 36 (5). https://doi.org/10.16285/j.rsm.2015.05.006

Zhou, Y., Luo, M., Zhou, X., Huang, Y., & Zhang, S. (2017). Making method of tracking monitoring scheme for abandoned industrial and mining land reclamation and its empirical research. Transactions of the Chinese Society of Agricultural Engineering, 33 (12), 240–248 (in Chinese).

Zhou, Z., Ma, W., Zhang, S., Mu, Y., & Li, G. (2018). Effect of freeze-thaw cycles in mechanical behaviors of frozen loess. Cold Regions Science and Technology, 146 , 9–18. https://doi.org/10.1016/j.coldregions.2017.11.011

Download references

Acknowledgements

We thank Gabrielle David, PhD, from Liwen Bianji (Edanz) ( www.liwenbianji.cn/ ), for editing the English text of a draft of this manuscript.

This work was supported by the Chinese National Key R&D Program (grant numbers 2020YFC1807704 and 2020YFC1807703), and the Sichuan Provincial Science and Technology Program (grant numbers 2022YFN0066, 2023YFS0483, and 2023YFS0485).

Author information

Authors and affiliations.

Institute of Agricultural Resources and Environment, Sichuan Academy of Agricultural Sciences, Chengdu, 610066, Sichuan, China

Erping Hei, Mingjiang He, Hua Yu, Kun Chen, Yusheng Qin, Xiangzhong Zeng, Zijun Zhou, Hongzhu Fan & Yuxian Shangguan

College of Agronomy, Sichuan Agricultural University, Chengdu, 611130, Sichuan, China

College of Environment, Nanjing University, Nanjing, 210008, Jiangsu, China

Chengdu Jiaji Agricultural Technology Co., Ltd., Chengdu, 610095, Sichuan, China

Luying Wang

You can also search for this author in PubMed   Google Scholar

Contributions

Erping Hei: writing—original draft, and review and editing. Mingjiang He: writing—original draft. Enze Zhang: review and editing. Hua Yu: investigation and methodology. Kun Chen: investigation and methodology. Yusheng Qin: investigation. Xiangzhong Zeng: investigation. Zijun Zhou: formal analysis. Hongzhu Fan: data curation. Yuxian Shangguan: supervision. Luying Wang: resources.

Corresponding author

Correspondence to Yuxian Shangguan .

Ethics declarations

Ethical approval.

Written informed consent for publication of this paper was obtained from the Institute of Agricultural Resources and Environment, Sichuan Academy of Agricultural Sciences, College of Agronomy, Sichuan Agricultural University, College of Environment, Nanjing University, Chengdu Jiaji Agricultural Technology Co., Ltd., and all authors.

Consent to participate

All researchers and assistants involved in the study have been informed about the research’s objectives, methods, potential risks, and benefits. Participation is voluntary, and participants can withdraw at any time without any repercussions.

Consent to publish

All researchers and assistants involved have given their consent for the research findings to be published in scientific journals, conference proceedings, or other relevant platforms. The identities of the participants and specific locations will remain confidential unless explicit permission is granted.

Competing interests

The authors declare no competing interests.

Additional information

Publisher’s note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

• Zero-valent iron has a significant stabilizing effect on Sb and As in soil.

• Freeze-thaw cycles further enhance the remediation effect of zero-valent iron on Sb.

• Freeze-thaw cycles can increase the leaching concentrations of unstable forms of As.

• The unstable forms of Sb and As are positively correlated with their toxicities.

• Soil remediation greatly reduces the risk to human health.

Supplementary information

(DOCX 23 kb)

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Hei, E., He, M., Zhang, E. et al. Risk assessment of antimony-arsenic contaminated soil remediated using zero-valent iron at different pH values combined with freeze-thaw cycles. Environ Monit Assess 196 , 448 (2024). https://doi.org/10.1007/s10661-024-12601-6

Download citation

Received : 24 October 2023

Accepted : 04 April 2024

Published : 12 April 2024

DOI : https://doi.org/10.1007/s10661-024-12601-6

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Sequential extraction
• Bioavailability
• Abandoned smelter
• Leaching toxicity
• Find a journal
• Publish with us
• Track your research

This paper is in the following e-collection/theme issue:

Published on 12.4.2024 in Vol 26 (2024)

Application of AI in in Multilevel Pain Assessment Using Facial Images: Systematic Review and Meta-Analysis

Authors of this article:

There are no citations yet available for this article according to Crossref .