Transparent Assignment Design (TILT)

Why tilt?

Students come to us with different backgrounds, experiences, and knowledge. For some, this knowledge may include how to break down assignments into easier chunks, or what unsaid expectations the instructor might have. Transparent assignments help put ALL students on an even playing field by saying the unsaid, making clear the expectations of an assignment and how they will be graded (Winkelmes, 2015). According to the study done by Winklemes et al., students who received just two transparent assignments saw significant benefits, particularly for first-generation, low-income, and underrepresented students (2016).  

what does tilt look like in an assignment?

Purpose

• What skills will students practice?​

• What knowledge will they gain? ​

• How do they offer long-term benefits in real-world contexts?

Task

• What are the students expected to do?​

• How should they do it?

Criteria

• What are the expected characteristics of good work? ​

• What do real-world examples look like?

How can i get started?

First, take a look at some examples on the TILT website. What do you notice about the assignments once they have been reworked to follow the TILT format?

Next, think about a major assignment coming up in one of your classes. Use the worksheet to consider what the purpose, task, and criteria are for this assignment.

Finally, reach out to us here in the CETL for help or ideas for implementing your new assignment in your class! 

Deep Dive Resources

• Read "Equity of Access and Equity of Experience in Higher Education," a piece by Mary-Ann Winkelmes, PI of the TILT Project. 

• Take a look at the many examples listed on the TILT Higher Ed website - each shows how the assignment started and how it ended, showcasing the efforts faculty members have made to increase the clarity in their assignments. 

• Ready to implement TILT in your classroom? Check out our TILT Kit for Faculty - a selection of documents to help guide you through revising your assessments. 

References

• Winkelmes, M. (2015). Equity of Access and Equity of Experience in Higher Education. (cover story). National Teaching & Learning Forum, 24(2), 1–4. https://doi-org.ejwl.idm.oclc.org/10.1002/ntlf.30014

• ​​​Winkelmes, M.-A., 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.