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Learning Objectives

Define transparent Task instructions
Describe the importance of clearly written task instructions in an assignment
List 10 tips for writing clearly stated task assignment instructions.
Identify whether the transparency in a set of task instructions is weak or strong 

Introduction
This is part 3 of a 5 part series of articles on Transparent Assignment Design (Part 1, Part 2)The second critical element of a transparent assignment is the Task. The task is what students should do and deals with the actions the students have to take to complete the assignment. 
The Significance of Transparency in Task
Have you ever had to follow a cooking recipe or build a piece of furniture with poor instructions? Perhaps the instructions were word-heavy or confusing, the steps were out of order, a step was missing, or the diagrams were incorrect, confusing, or absent. When writing instructions for an assignment, especially multi-step, scaffolded types of assignments, we need to think like Instructional Designers. A guiding question that should be at the forefront of an Instructional Designer’s mind is: How could a non-expert complete this activity with the fewest errors? Our goal as educators is to set students up for success, not to create obstacles with unclear instructions. Instructions should be concise, straightforward, include all the required tools/resources, and be seamless to follow.
The "Task" section explains to students the steps they need to take to complete the assignment. It often includes any additional resources that students will need, such as data sets, articles to cite, websites to visit, etc.

Watch:

10 Tips for Writing an Effective “Task” Section:
1. Keep it Simple:

Avoid text-heavy instructions. Over-explaining can lead to distraction and confusion.

2. Use Positive and Direct Instructions:

Cognitive psychologists have found that it is easier for our brains to process what ‘to do’ than what ‘not to do’. If you must add avoidance statements, start with what students should do first.
Focus on direct instructions for what students should do, and limit how often you focus on what students should not do.
Example: Instead of saying, "Don’t forget to use APA style," say, "Use APA style for citations."

3. Consistent Formatting:

Use sparing bolding, underlining, italicizing, highlighting, all caps and font color.
Overuse of these features can create accessibility problems for screen readers and dilute the importance of truly key information.

4. Utilize Visual Aids:

Incorporate screenshots, mini-videos, gifs, and diagrams. As the saying goes, pictures can speak a thousand words and sometimes it's just easier to see someone carry out the task first.

5. Use Lists:

Numbered or bulleted lists help cut back on words and make instructions clearer. Avoid excessive levels of granularity in your lists (e.g., 1.2.5.14), which can be confusing.

6. Leverage Collaborative Tools:

Consider using Google Docs or other collaborative, cloud-based processors instead of the upload/download method of sharing assignment documents. 
The perks of using cloud-based processors include avoiding multiple versions of the same document, allowing for seamless updates, embedding of images, videos, and hyperlinks, allowing for students to “comment” on the document.

7. Hyperlink to Resources:

This increases usability and reduces time spent searching for materials buried in the course by centralizing all necessary resources to complete the assignment in one spot.

8. Consistent Labeling of Key Terms:

Use consistent terminology. Avoid using different labels for the same concept, as this can be confusing, especially for non-experts and second-language speakers.

9. Provide Troubleshooting Tips:

Include a separate document with common issues and their solutions, linked from the main instructions. Invite students to help curate this FAQ.

10. Seek Feedback:

Have someone unfamiliar with the assignment go through the instructions or use a generative AI tool to identify areas for improvement in usability and understanding.


Examples of Tasks Instructions
Weak Task Instructions:
Assignment: Write a Literary Analysis Essay on a Novel of Your Choice.
Task Section: Read the novel and write an essay about it.
Explanation: This task section is too vague and lacks specificity. It doesn’t provide clear steps, structure, or resources, leaving students uncertain about what is expected.

Strong Task Instructions:
Assignment: Write a Literary Analysis Essay on a Novel of Your Choice.
Task:

Choose a Novel:


Select a novel from the provided list in the course’s Week 2 folder. Ensure your choice is approved by [date].

2. Read the Novel:

Read the entire novel. Take notes on key themes, characters, and plot points as you read.

3. Develop a Thesis Statement:

Craft a clear, arguable thesis statement that reflects your analysis of the novel. Your thesis should focus on a specific theme, character, or literary device.

4. Gather Evidence:

Collect textual evidence (quotes, passages) from the novel to support your thesis. Make sure to note the page numbers for proper citation.

5. Outline Your Essay:

Create an outline that includes an introduction, body paragraphs, and a conclusion. Each body paragraph should focus on a single point that supports your thesis.

6. Write the First Draft:

Write the first draft of your essay, following the outline. Ensure your essay is 1500-2000 words in length and includes an introduction with a thesis statement, body paragraphs with evidence, and a conclusion.

7. Use MLA Formatting:

Format your essay according to MLA guidelines. Include in-text citations and a Works Cited page for the novel and any other sources you reference.

8. Peer Review:

Submit your draft to the peer review forum by [date]. Review at least two of your classmates' essays and provide constructive feedback.

9. Revise and Edit:

Based on peer feedback and your own review, revise and edit your essay. Focus on clarity, coherence, and correct grammar.

10. Submit the Final Essay:

Submit your final essay via the course’s online portal by [date]. Ensure you attach your draft with peer review comments.

Resources:

Refer to the “Literary Analysis Guide” available in the Resources folder for detailed instructions on developing a thesis and gathering evidence.
Use the “MLA Formatting Guide” linked [here] for help with citations and formatting.

Submission Checklist:

Thesis statement
Evidence from the text with citations
Outline
Draft with peer comments
Final essay in MLA format

Explanation: 
This task section is detailed and structured, providing clear, step-by-step instructions and necessary resources. It specifies what students need to do at each stage, the tools they should use, and deadlines, ensuring that students understand how to proceed and complete the assignment effectively.

Resources: 
Note: This is article 3 of a 5-part series on Transparent Assignments.

Quick Guide to Transparent Assignments (CTLI:MSU)

This article explores key considerations when negotiating a job offer from a community college.

Resources from Yale University on evaluating and negotiating job offers, aimed at a non-academic audience.

Karen Kelsky writes for the Chronicle of Higher Education about how to negotiate your salary in an academic job offer.

Job Title: Librarian for Sociology, Social Work, Criminal Justice, and Human Development & Family StudiesDepartment: MSU Libraries Team: Social Sciences Bio: Carin Graves is the Library Liaison to Sociology, Social Work, Criminal Justice, and Human Development & Family Studies. She is a member of the Zotero team at the library offering workshops and troubleshooting throughout the year.

Below is a list of resources that promote student success. All links provided are direct links (ONE CLICK) connecting you to contact information or an educator who can respond to your questions and/or help your students who need help planning for their careers. Thank you for helping our students achieve their goals.
Career Services Network
Finding a Full-Time Job or Internship
Career Advising and Interest Assessments
Career Fairs and Workshops
Handshake
MSU Connect – Alumni Mentor Network

Job Title: Accessibility CoordinatorDepartment: MSU Libraries Team: Accessibility Bio: Heidi Schroeder is the Accessibility Coordinator at the MSU Libraries. In this role, she oversees and advocates for accessibility initiatives across the Libraries and works with various campus accessibility groups and stakeholders. Heidi spearheaded the creation of the Big Ten Academic Alliance Library E-Resource Accessibility Group. She has been the primary investigator for studies on electronic textbooks and affordable textbooks and has presented and published on those topics as well as accessibility/library accessibility, library collections and e-resources, and library instruction. Heidi began her career at the MSU Libraries in 2007 as a health sciences librarian and was the Libraries’ Science Collections Coordinator from 2014-18. She also served as Co-Coordinator of MSU’s Electronic Textbook Pilot Program in 2012-13. Heidi was a 2019-2020 Big Ten Academic Alliance Academic Leadership Program Fellow.

Topic Area: Pandemic Pivot
Presented by: Ashley Maloff, Abby Johnson
Abstract:
The RCPD Stern Tutoring and Alternative Techniques for Education (STATE) Program began providing innovative and important assistance for MSU students with learning disabilities in the spring of 2004. Each fall and spring, the program works with partnered colleges at MSU to invite students with learning disabilities who are on academic probation or at risk of falling on probation to participate. STATE provides disability-specific instructional, tutorial, and peer mentoring components as well as strategies for academic success. When MSU courses transitioned to remote learning, instructors transitioned the STATE seminar to weekly Zoom sessions. Even though there was a drastic change in the format of the program, students continued to support each other, build community, and displayed a high degree of resilience. Come learn how this Program was moved online and was continuously improved over the three semesters of virtual learning.