Opinion—Better Resources, Better Results

Athabasca University shines in many ways. It provides flexibility for domestic and international students; it offers a range of programs and courses in all disciplines; and it’s Canada’s premier open university with an online model.

For all its strengths, though, AU also contains some weaknesses. One that has been on my mind lately is the lack of resources surrounding assessments. While instructions are presented for most assignments, few other preparatory tools and supports are available. Namely, there are no examples of past submissions or detailed rubrics. Of course, this may not apply to all classes. Perhaps you have taken a course with excellent resources for completing assessments. Even so, I ask that you humour me for a moment.

Directions for assignments, projects, and papers are useful, especially when thorough. However, some learners need more foundation. Half the battle in getting a good grade is understanding your tutor’s preferences. Comprehension manifests differently in each person and can be tricky to demonstrate. I’ve seen countless instructions that leave much to the imagination. In fact, I recently received a low grade for an assignment I poured my heart into because I was “wide of the mark,” according to my tutor. This frustrated me. How could I have predicted the right formula to follow based on a paragraph of vague instructions? Surely, I thought, I’m not the only one who has been in this situation.

So, how can we prevent such glaring discrepancies between tutor expectations and student submissions? For one, everybody likes examples. In previous educational programs, my professors would use past submissions to showcase both strong and weak interpretations of assignments. These helped define the parameters of the assessment and clarify their expectations. I was able to identify and replicate patterns in the strong submissions and avoid the pitfalls of the weaker ones, all while adding my own touch. This streamlined the workflow, ultimately improving my learning.

Another useful resource that instructors can provide is rubrics. In fact, I believe these should be mandatory addendums to any set of instructions. Progressive grading scales that clarify the expectations behind each mark take the guesswork out of evaluation. Rubrics offer guidance for students as they craft their submissions, ultimately reassuring them that they’re on the right track. I always feel better when I have an independent tool to measure my progress with, rather than my own harsh perception. Rubrics reduce self-doubt; what tutor wouldn’t want a confident submission?

It’s impossible to make every student interpret an assignment the same way. Yet it’s possible to narrow the scope and guide the process by providing resources beyond simple instructions, such as examples and rubrics. If implemented, I believe these small changes would improve the quality of student submissions at AU.