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Social Sci LibreTexts

16.1: What are the pros and cons of using rubrics?

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  • Jennfer Kidd, Jamie Kaufman, Peter Baker, Patrick O'Shea, Dwight Allen, & Old Dominion U students
  • Old Dominion University

By Megan Varnell

Learning Objectives

  • The reader should be able to define the term "rubric" in relation to education
  • The reader should be able to identify the different types of rubrics
  • The reader should be able to identify several pros and cons associated with using rubrics

Introduction

Wouldn't it be great if a student could look inside their teacher's head and see exactly what is expected of them in order to get an A+ on a particular assignment or project? Students actually can come quite close to doing this, all thanks to rubrics! Many parents and students have probably heard the term "rubric" before without really knowing what it meant. In this article, not only will this term be defined, but also the pros and cons associated with rubrics will be laid out.

What is a Rubric?

The pros of using rubrics.

Using rubrics have many advantages. Many experts believe that student work is much better when a rubric is made available to them. Students know what is expected of them before hand, so it is easier for them to meet the objectives. Rubrics are also beneficial for teachers. They can make grading much quicker and also much more fair. Teachers can also use a rubric they create on several assignment. A teacher can also refer a student back to the rubric if they are not satisfied with a particular grade so the student can under why that grade was given to them.

Advantages of Rubric

•Helps the grading process become more efficient

•Helps faculty grade/score more accurately, fairly and reliably

•Requires faculty to set and define more precisely the criteria used in the grading process

•Supports uniform and standardized grading processes among different faculty members

•Clarifies quality expectations to students about their assignments

•Students are able to self-assess their own work prior to submitting it

•Students can understand better the rationale and the reason for grades

•Helps communicating grade between faculty and students

•Helps improve student performance, because they know what to focus on

(Advantages and Disadvantages of Rubrics, 2005).

The Cons of Using Rubrics

Rubrics also come with some disadvantages. Rubrics can be very time consuming to create and time is not something that most teachers have an excess of. It also can be difficult for teachers to come up with the appropriate language for the rubric so that the expectations are very clear. Sometimes, rubrics require much revision in order to use them easily.

Possible Disadvantages of Rubrics

•Development of rubrics can be complex and time-consuming

•Using the correct language to express performance expectation can be difficult

•Defining the correct set of criteria to define performance can be complex

•Rubrics might need to be continuously revised before it can actually be usable in an easy fashion

In conclusion, rubrics come in many forms and can help both teachers and students greatly. For teachers, rubrics can speed up the grading process as well as give them the opportunity to show students what they are expecting of them. For students, rubrics can help clarify what they must achieve in order to get a good grade. Creating rubrics can sometimes be difficult and time consuming, but overall, teachers and students both benefit greatly from them.

Exercise \(\PageIndex{1}\)

1) The word rubric comes from the Latin word rubrica , which means what?

a. checklist

b. manuscript

c. red ochre

d. teacher-made

2) Which is NOT a type of rubric?

a. analytic

c. holistic

d. illuminated

3) Why might Mr. Davis chose to use a analytic rubric for his students' oral presentations?

a. Because he wants to judge the presentation as a whole.

b. Because he wants to use a rubric that he can create quickly.

c. To give the students specific feedback.

d. To grade the presentations quickly.

4) Why might Mrs. Nicks use generic rubrics for her science labs?

a. Because she wants to compare the student's progress over time.

b. Because she wants students grade to be based on all components parts.

c. Because she likes to make completely new rubrics for each assignment.

d. Because she wants students to receive specific feedback.

Advantages and Disadvantages of Rubrics. (2005). Retrieved March 21, 2009, from http://demo.4vqzl21.remote.schoolcenter.com/education/components/scrapbook/default.php?sectiondetailid=5128&PHPSESSID=b2fa70324ba350fc

Kidd, J. (2008). L7 performance assessment. Retrieved March 21, 2009, from https://www.blackboard.odu.edu/webapps/portal/frameset.jsp?tab=courses&url=/bin/common/course.pl?course_id=_144868_1

Rubric. (2009). Retrieved March 20, 2009, from http://en.Wikipedia.org/wiki/Rubric

Scoring Rubrics. (2006). Retrieved March 21, 2009, from mfaa.msde.state.md.us/source/MDFAdeveloping_2a_3b.asp

The Advantages of Rubrics. (2009). Retrieved March 20, 2009, from http://www.teachervision.fen.com/teaching-methods-and-management/rubrics/4522.html

What is a Rubric? (2008). In Rubistar/4 Teachers. Retrieved March 21, 2009, from http://rubistar.4teachers.org/index.php?screen=WhatIs&module=Rubistar

Management Notes

Assignment Method

Assignment Method – Concept, Characteristics and Steps | Operations Management

Assignment method.

Organizational resources are allocated using the assignment method. This involves assigning tasks and jobs to resources. People can be assigned to projects, machines to jobs, and salespeople to territories. It is most often aimed at minimizing total costs or the time required to complete the task. Assigning jobs or workers to machines (or projects) is an important characteristic of assignment problems.

Characteristics of Assignment Method

The characteristics of the Assignment Method are:

  • Each project or machine is assigned one job or work. Production allocation is based on it.
  • Known as the Hungarian method, it solves the assignment problem in polynomial time and anticipated the primal-dual method later on.

Tables are used in each assignment problem. Each row will indicate the cost or time associated with a particular assignment. Using the assignment method, the lowest opportunity costs for each assignment are calculated by adding and subtracting appropriate numbers. Steps to follow are as follows:

1) Take each row’s smallest number and subtract it from every row’s smallest number, and then take each column’s smallest number and subtract it from every column’s smallest number. This step has the effect of reducing the numbers in the table until a series of zeros, meaning zero opportunity costs, appear. In spite of the changes in numbers, this reduced problem will have the same optimal solution as the original.

2) Cover all zeros in the table by drawing as many straight lines as possible vertically and horizontally. We can make an optimal assignment (see step 4) if the number of lines equals one of the table’s rows or columns. We proceed to step 3 if the number of lines is less than the number of rows or columns.

3) Divide every uncovered number by the smallest number not covered by a line. If two lines intersect, add the same number to either number. If only one line covers a number, do not change its value. If an optimal assignment cannot be made, return to step 2 and continue until one can be made.

4) It is always optimal to assign values to zero locations in the table. Choosing a row or column with only one zero square is one systematic way of making a valid assignment. It is possible to assign a row and column to that square and then draw lines through them. Our next step is to choose another row or column with only one zero square among the uncovered rows and columns. Each person or machine is assigned to one task and the process is repeated until all tasks have been assigned.

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Assignments

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

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

assignment method advantages and disadvantages

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

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

assignment cloud

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

assignment method advantages and disadvantages

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

assignment method advantages and disadvantages

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

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

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

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

assignment method advantages and disadvantages

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

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

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

assignment method advantages and disadvantages

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

NCI LIBRARY

Academic writing skills guide: understanding assignments.

  • Key Features of Academic Writing
  • The Writing Process
  • Understanding Assignments
  • Brainstorming Techniques
  • Planning Your Assignments
  • Thesis Statements
  • Writing Drafts
  • Structuring Your Assignment
  • How to Deal With Writer's Block
  • Using Paragraphs
  • Conclusions
  • Introductions
  • Revising & Editing
  • Proofreading
  • Grammar & Punctuation
  • Reporting Verbs
  • Signposting, Transitions & Linking Words/Phrases
  • Using Lecturers' Feedback

Below is a list of interpretations for some of the more common directive/instructional words. These interpretations are intended as a guide only but should help you gain a better understanding of what is required when they are used. 

assignment method advantages and disadvantages

Communications from the Library:  Please note all communications from the library, concerning renewal of books, overdue books and reservations will be sent to your NCI student email account.

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Assignment Method

What is assignment method.

Assignment method is a way of allocating organizational resources where a resource is assigned to a particular task. The resource would be monetary, personnel, technological or another type of resource. The assignment method is used to determine what resources are assigned to which department, machine, or center of operation in the production process. This method is used to allocate the proper number of employees to a machine or task, and the number of jobs that a given machine or factory can produce. The idea is to assign resources in such a way that profits are maximized.

BREAKING DOWN Assignment Method

The assignment method is a way of allocating organizational resources to projects and tasks. The assignment method can be used for many other purposes besides production allocations. It can be employed to assign the number of salespersons to a given territory or territories. It can also be used to match bidders to contracts and assign other relevant components of business to each other. Regardless of the resource being allocated or the task to be accomplished, the idea is to assign resources in such a way that maximizes the amount of profit produced by the task or project.

Related Terms

Related articles, how do the equity method and proportional consolidation method differ, what are the main methods for calculating business costs, how to use the bayesian method of financial forecasting, cost accounting method: advantages and disadvantages, understanding methods and assumptions of depreciation, the differences between the installment method and percentage of completion method.

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Advantages and Disadvantages of Assignments For Students

Looking for advantages and disadvantages of Assignments For Students?

We have collected some solid points that will help you understand the pros and cons of Assignments For Students in detail.

But first, let’s understand the topic:

What is Assignments For Students?

Assignments for students are tasks or activities given by teachers to be completed outside of class time. These can include writing essays, solving math problems, or reading books. They help students practice what they’ve learned and prepare for future lessons.

What are the advantages and disadvantages of Assignments For Students

The following are the advantages and disadvantages of Assignments For Students:

Advantages and disadvantages of Assignments For Students

Advantages of Assignments For Students

  • Boosts understanding of topics – Assignments help students dive deeper into topics, providing a clear and thorough understanding that goes beyond surface-level knowledge.
  • Encourages independent learning – They promote self-learning, pushing students to study and solve problems on their own, fostering self-reliance.
  • Enhances time management skills – Time management skills are honed as students balance assignments with other responsibilities, teaching them to prioritize tasks.
  • Improves research and writing abilities – Assignments also refine research and writing skills, as students learn to gather information and articulate ideas effectively.
  • Reinforces classroom learning – They serve as a reinforcement tool, solidifying what is taught in the classroom and making learning more effective.

Disadvantages of Assignments For Students

  • Can increase stress levels – Assignments can often lead to elevated stress levels in students due to tight deadlines and high expectations.
  • Limits free time – When students are loaded with assignments, their leisure time gets compromised, affecting their work-life balance.
  • May discourage creativity – The rigid structure of assignments can sometimes curb the creative instincts of students, stifling their innovative ideas.
  • Risks of plagiarism – Assignments also pose the risk of plagiarism as students might copy answers from readily available sources, compromising their learning.
  • Difficulty understanding instructions – Sometimes, students face challenges in comprehending the instructions of assignments, leading to incorrect submissions.
  • Advantages and disadvantages of Assignment Method Of Teaching
  • Advantages and disadvantages of Assignment Method
  • Advantages and disadvantages of Assets

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Brooks and Kirk

Strengths and Limitations to Assessment Methods

Steve Kirk Assessment Tips , Assessor Training , Course Resource 0

When it comes to the different assessment methods you need to know the strengths and limitations. This is so you can choose the right assessment method to use with your learner. Especially if your learner has additional needs. Like English as a second language. You will need to choose the correct one so each learner has an equal opportunity. Let’s have a quick recap of the different assessment methods and then we can get into their strengths and limitations.

Assessment Methods

assessment methods image 1

Observation

Questioning, witness testimony, work products.

So what are their strengths and limitations? We’re going to go over some of these to show their strengths and weaknesses.

This is observing your learners perform a skill. This could be in the workplace or learning environment. You could be watching them perform their job role or some essential skills in their apprenticeship.

Strengths could be that this enables you to see the skills in action, you can see exactly what they are doing and how they would do it. When they make mistakes, you can see how they rectify them, and what can be done in those circumstances. You can assess several aspects of the session at one time. It can be considered a fair method as the learner is in their environment and would be more comfortable. If the observation is online then it can be pretty easy to set a time up for when the learner is available.

Limitations of observations could be that if it’s not online then the timing could be an issue, so the time suits the learners, but not only you. Communication is essential for this method, as you will have to ask the learner if things are not clear. There isn’t a permanent record unless visually recorded, and if so you have to get their consent and be concerned about the learner’s age.

This could be a good technique for assessing the understanding of the learner, as well as stimulating thinking. The types of questions you use could be a variety of closed, open, leading, providing, hypothetical or multiple choice. It gets the learner to think more about what you’re asking and how much they know.

A possible strength could be that questioning can be a variety, multiple-choice, short answers or a long essay style. Questions can be personalised for each learner or you could make a question bank to use multiple times, so you have them in one place and always know what you’re going to ask. Questioning is a good way of challenging learners and promoting their potential. The questions can also target critical arguments, as well as being able to recognise skills. Sometimes oral questions suit learners more than written ones. For example, if the learner is dyslexic or has a visual impairment they might want to talk through their response.

Disadvantages of questioning could come down to what type of questions you use. Such as using closed questions. These only give you a ‘yes’ or ‘no’ answer so it’s hard to demonstrate knowledge when you can’t elaborate upon your initial answer. Sometimes the question writing process can be time-consuming. You may want to think about their written responses, as some could be copied or plagiarised. Some elements of questioning can be hard for learners, such as essay style questions, it may be good for some, but others might dread the thought of completing it this way. It’s important to have a variety and a varied approach.

assessment methods graphic 2

Some strengths could be, that projects give you a sense of if there are any gaps in your learner’s knowledge and let you provide them with extra training if needed. It is also a great way to set the assessment in a professional/vocational environment, while the learner gains experience in their field. The way projects are set out is also beneficial because they have a beginning, middle and end. Providing clear stages for formative feedback and reflection.

With projects, a limitation could be seen as having to recognise learners’ prior learning. As well as continuous monitoring of their occupational competence. You have to keep your learners engaged as well. Sometimes this can be hard in itself.

RPL (Recognition of Prior Learning)

This is when you assess what has previously taken place, to find a good starting point for further assessments. So it’s you as an assessor cross-referencing any work with the criteria you are looking for, to see if the learner has completed it.

This would be ideal for learners who have maybe already completed bits of the programme before. As well as if they have any other certificates or awards. Learners want to avoid repeating any area of the programme they have already covered, as to save time and move on. This will then prevent reassessments. RPL provides a value factor when it comes to the work already achieved, as it won’t be going to waste.

Checking the authenticity and validity as well as checking how current the evidence provided is important. It needs to be up to the standard of your particular area. This can prove to be time-consuming though, both for the learner and assessor.

To get a valid Witness Testimony, you’ll require an occupationally competent professional who works with your candidate, for example, a line manager or placement manager, to write a report about a time they witnessed your candidate carry out a task/skill, and confirm their competence of them.

This requires a lot of trust as an assessment method. The witness could confirm competence or achievements, as long as they are familiar with the learner as well as being familiar with the assessment criteria . It could be good for more practical skills, as you may want to evidence it by video (that has limitations of its own). The video would need to be combined with written/witness authentication and cross-referenced with the criteria that the activity meets.

The limitation of this is time. The assessor must confirm the suitability of the witness and check the authenticity of any statements. Learners could write the statement and the witness might sign it not understanding the content within it.  Some supervisors/managers are unaware of the requirements needed by their employees. It could also be a breach of fraud. Learners could sign it themselves under their managers. When managers want their employees passed as soon as possible, so they sign it when the learner isn’t ready or they haven’t witnessed anything, it won’t work.

This is when your candidate is working in a job role which is relevant to their qualification. Such as apprenticeships. It is more than likely that they are producing work that meets some criteria.

The finished product can provide the assessor with evidence of the learner’s understanding of a unit and thus their competence. It can also provide the learner with work to take forward as an example of their skills. But they are also getting industry experience.

The end product can sometimes be difficult to assess. So a portfolio is often necessary to evidence understanding while also showing the process. This can be time-consuming for the learner and the assessor if it isn’t clear what the benchmarks are in terms of hitting criteria.

We hope this has helped you in thinking about the strengths and weaknesses of some assessments. As it’s important to know them inside out! If you have any questions you can email us at [email protected] and we will be happy to help.

If you found this post useful, please help our team by answering our quick checkbox survey below.

Steve Kirk

Steve is a Chartered Manager and a Fellow of the Chartered Management Institute. He provides Educational Consultancy to the 19+ sector as well as being an Assessor, IQA, EPA and Digital Marketing Professional. When not doing any of these he finds time, every now and then, to write blogs and articles.

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  • v.43(2); Mar-Apr 2008

Issues in Outcomes Research: An Overview of Randomization Techniques for Clinical Trials

Minsoo kang.

1 Middle Tennessee State University, Murfreesboro, TN

Brian G Ragan

2 University of Northern Iowa, Cedar Falls, IA

Jae-Hyeon Park

3 Korea National Sport University, Seoul, Korea

To review and describe randomization techniques used in clinical trials, including simple, block, stratified, and covariate adaptive techniques.

Background:

Clinical trials are required to establish treatment efficacy of many athletic training procedures. In the past, we have relied on evidence of questionable scientific merit to aid the determination of treatment choices. Interest in evidence-based practice is growing rapidly within the athletic training profession, placing greater emphasis on the importance of well-conducted clinical trials. One critical component of clinical trials that strengthens results is random assignment of participants to control and treatment groups. Although randomization appears to be a simple concept, issues of balancing sample sizes and controlling the influence of covariates a priori are important. Various techniques have been developed to account for these issues, including block, stratified randomization, and covariate adaptive techniques.

Advantages:

Athletic training researchers and scholarly clinicians can use the information presented in this article to better conduct and interpret the results of clinical trials. Implementing these techniques will increase the power and validity of findings of athletic medicine clinical trials, which will ultimately improve the quality of care provided.

Outcomes research is critical in the evidence-based health care environment because it addresses scientific questions concerning the efficacy of treatments. Clinical trials are considered the “gold standard” for outcomes in biomedical research. In athletic training, calls for more evidence-based medical research, specifically clinical trials, have been issued. 1 , 2

The strength of clinical trials is their superior ability to measure change over time from a treatment. Treatment differences identified from cross-sectional observational designs rather than experimental clinical trials have methodologic weaknesses, including confounding, cohort effects, and selection bias. 3 For example, using a nonrandomized trial to examine the effectiveness of prophylactic knee bracing to prevent medial collateral ligament injuries may suffer from confounders and jeopardize the results. One possible confounder is a history of knee injuries. Participants with a history of knee injuries may be more likely to wear braces than those with no such history. Participants with a history of injury are more likely to suffer additional knee injuries, unbalancing the groups and influencing the results of the study.

The primary goal of comparative clinical trials is to provide comparisons of treatments with maximum precision and validity. 4 One critical component of clinical trials is random assignment of participants into groups. Randomizing participants helps remove the effect of extraneous variables (eg, age, injury history) and minimizes bias associated with treatment assignment. Randomization is considered by most researchers to be the optimal approach for participant assignment in clinical trials because it strengthens the results and data interpretation. 4 – , 9

One potential problem with small clinical trials (n < 100) 7 is that conventional simple randomization methods, such as flipping a coin, may result in imbalanced sample size and baseline characteristics (ie, covariates) among treatment and control groups. 9 , 10 This imbalance of baseline characteristics can influence the comparison between treatment and control groups and introduce potential confounding factors. Many procedures have been proposed for random group assignment of participants in clinical trials. 11 Simple, block, stratified, and covariate adaptive randomizations are some examples. Each technique has advantages and disadvantages, which must be carefully considered before a method is selected. Our purpose is to introduce the concept and significance of randomization and to review several conventional and relatively new randomization techniques to aid in the design and implementation of valid clinical trials.

What Is Randomization?

Randomization is the process of assigning participants to treatment and control groups, assuming that each participant has an equal chance of being assigned to any group. 12 Randomization has evolved into a fundamental aspect of scientific research methodology. Demands have increased for more randomized clinical trials in many areas of biomedical research, such as athletic training. 2 , 13 In fact, in the last 2 decades, internationally recognized major medical journals, such as the Journal of the American Medical Association and the BMJ , have been increasingly interested in publishing studies reporting results from randomized controlled trials. 5

Since Fisher 14 first introduced the idea of randomization in a 1926 agricultural study, the academic community has deemed randomization an essential tool for unbiased comparisons of treatment groups. Five years after Fisher's introductory paper, the first randomized clinical trial involving tuberculosis was conducted. 15 A total of 24 participants were paired (ie, 12 comparable pairs), and by a flip of a coin, each participant within the pair was assigned to either the control or treatment group. By employing randomization, researchers offer each participant an equal chance of being assigned to groups, which makes the groups comparable on the dependent variable by eliminating potential bias. Indeed, randomization of treatments in clinical trials is the only means of avoiding systematic characteristic bias of participants assigned to different treatments. Although randomization may be accomplished with a simple coin toss, more appropriate and better methods are often needed, especially in small clinical trials. These other methods will be discussed in this review.

Why Randomize?

Researchers demand randomization for several reasons. First, participants in various groups should not differ in any systematic way. In a clinical trial, if treatment groups are systematically different, trial results will be biased. Suppose that participants are assigned to control and treatment groups in a study examining the efficacy of a walking intervention. If a greater proportion of older adults is assigned to the treatment group, then the outcome of the walking intervention may be influenced by this imbalance. The effects of the treatment would be indistinguishable from the influence of the imbalance of covariates, thereby requiring the researcher to control for the covariates in the analysis to obtain an unbiased result. 16

Second, proper randomization ensures no a priori knowledge of group assignment (ie, allocation concealment). That is, researchers, participants, and others should not know to which group the participant will be assigned. Knowledge of group assignment creates a layer of potential selection bias that may taint the data. Schulz and Grimes 17 stated that trials with inadequate or unclear randomization tended to overestimate treatment effects up to 40% compared with those that used proper randomization. The outcome of the trial can be negatively influenced by this inadequate randomization.

Statistical techniques such as analysis of covariance (ANCOVA), multivariate ANCOVA, or both, are often used to adjust for covariate imbalance in the analysis stage of the clinical trial. However, the interpretation of this postadjustment approach is often difficult because imbalance of covariates frequently leads to unanticipated interaction effects, such as unequal slopes among subgroups of covariates. 18 , 19 One of the critical assumptions in ANCOVA is that the slopes of regression lines are the same for each group of covariates (ie, homogeneity of regression slopes). The adjustment needed for each covariate group may vary, which is problematic because ANCOVA uses the average slope across the groups to adjust the outcome variable. Thus, the ideal way of balancing covariates among groups is to apply sound randomization in the design stage of a clinical trial (before the adjustment procedure) instead of after data collection. In such instances, random assignment is necessary and guarantees validity for statistical tests of significance that are used to compare treatments.

How To Randomize?

Many procedures have been proposed for the random assignment of participants to treatment groups in clinical trials. In this article, common randomization techniques, including simple randomization, block randomization, stratified randomization, and covariate adaptive randomization, are reviewed. Each method is described along with its advantages and disadvantages. It is very important to select a method that will produce interpretable, valid results for your study.

Simple Randomization

Randomization based on a single sequence of random assignments is known as simple randomization. 10 This technique maintains complete randomness of the assignment of a person to a particular group. The most common and basic method of simple randomization is flipping a coin. For example, with 2 treatment groups (control versus treatment), the side of the coin (ie, heads  =  control, tails  =  treatment) determines the assignment of each participant. Other methods include using a shuffled deck of cards (eg, even  =  control, odd  =  treatment) or throwing a die (eg, below and equal to 3  =  control, over 3  =  treatment). A random number table found in a statistics book or computer-generated random numbers can also be used for simple randomization of participants.

This randomization approach is simple and easy to implement in a clinical trial. In large trials (n > 200), simple randomization can be trusted to generate similar numbers of participants among groups. However, randomization results could be problematic in relatively small sample size clinical trials (n < 100), resulting in an unequal number of participants among groups. For example, using a coin toss with a small sample size (n  =  10) may result in an imbalance such that 7 participants are assigned to the control group and 3 to the treatment group ( Figure 1 ).

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Block Randomization

The block randomization method is designed to randomize participants into groups that result in equal sample sizes. This method is used to ensure a balance in sample size across groups over time. Blocks are small and balanced with predetermined group assignments, which keeps the numbers of participants in each group similar at all times. According to Altman and Bland, 10 the block size is determined by the researcher and should be a multiple of the number of groups (ie, with 2 treatment groups, block size of either 4 or 6). Blocks are best used in smaller increments as researchers can more easily control balance. 7 After block size has been determined, all possible balanced combinations of assignment within the block (ie, equal number for all groups within the block) must be calculated. Blocks are then randomly chosen to determine the participants' assignment into the groups.

For a clinical trial with control and treatment groups involving 40 participants, a randomized block procedure would be as follows: (1) a block size of 4 is chosen, (2) possible balanced combinations with 2 C (control) and 2 T (treatment) subjects are calculated as 6 (TTCC, TCTC, TCCT, CTTC, CTCT, CCTT), and (3) blocks are randomly chosen to determine the assignment of all 40 participants (eg, one random sequence would be [TTCC / TCCT / CTTC / CTTC / TCCT / CCTT / TTCC / TCTC / CTCT / TCTC]). This procedure results in 20 participants in both the control and treatment groups ( Figure 2 ).

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Although balance in sample size may be achieved with this method, groups may be generated that are rarely comparable in terms of certain covariates. 6 For example, one group may have more participants with secondary diseases (eg, diabetes, multiple sclerosis, cancer) that could confound the data and may negatively influence the results of the clinical trial. Pocock and Simon 11 stressed the importance of controlling for these covariates because of serious consequences to the interpretation of the results. Such an imbalance could introduce bias in the statistical analysis and reduce the power of the study. 4 , 6 , 8 Hence, sample size and covariates must be balanced in small clinical trials.

Stratified Randomization

The stratified randomization method addresses the need to control and balance the influence of covariates. This method can be used to achieve balance among groups in terms of participants' baseline characteristics (covariates). Specific covariates must be identified by the researcher who understands the potential influence each covariate has on the dependent variable. Stratified randomization is achieved by generating a separate block for each combination of covariates, and participants are assigned to the appropriate block of covariates. After all participants have been identified and assigned into blocks, simple randomization occurs within each block to assign participants to one of the groups.

The stratified randomization method controls for the possible influence of covariates that would jeopardize the conclusions of the clinical trial. For example, a clinical trial of different rehabilitation techniques after a surgical procedure will have a number of covariates. It is well known that the age of the patient affects the rate of healing. Thus, age could be a confounding variable and influence the outcome of the clinical trial. Stratified randomization can balance the control and treatment groups for age or other identified covariates.

For example, with 2 groups involving 40 participants, the stratified randomization method might be used to control the covariates of sex (2 levels: male, female) and body mass index (3 levels: underweight, normal, overweight) between study arms. With these 2 covariates, possible block combinations total 6 (eg, male, underweight). A simple randomization procedure, such as flipping a coin, is used to assign the participants within each block to one of the treatment groups ( Figure 3 ).

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Although stratified randomization is a relatively simple and useful technique, especially for smaller clinical trials, it becomes complicated to implement if many covariates must be controlled. 20 For example, too many block combinations may lead to imbalances in overall treatment allocations because a large number of blocks can generate small participant numbers within the block. Therneau 21 purported that a balance in covariates begins to fail when the number of blocks approaches half the sample size. If another 4-level covariate was added to the example, the number of block combinations would increase from 6 to 24 (2 × 3 × 4), for an average of fewer than 2 (40 / 24  =  1.7) participants per block, reducing the usefulness of the procedure to balance the covariates and jeopardizing the validity of the clinical trial. In small studies, it may not be feasible to stratify more than 1 or 2 covariates because the number of blocks can quickly approach the number of participants. 10

Stratified randomization has another limitation: it works only when all participants have been identified before group assignment. This method is rarely applicable, however, because clinical trial participants are often enrolled one at a time on a continuous basis. When baseline characteristics of all participants are not available before assignment, using stratified randomization is difficult. 7

Covariate Adaptive Randomization

Covariate adaptive randomization has been recommended by many researchers as a valid alternative randomization method for clinical trials. 9 , 22 In covariate adaptive randomization, a new participant is sequentially assigned to a particular treatment group by taking into account the specific covariates and previous assignments of participants. 9 , 12 , 18 , 23 , 24 Covariate adaptive randomization uses the method of minimization by assessing the imbalance of sample size among several covariates. This covariate adaptive approach was first described by Taves. 23

The Taves covariate adaptive randomization method allows for the examination of previous participant group assignments to make a case-by-case decision on group assignment for each individual who enrolls in the study. Consider again the example of 2 groups involving 40 participants, with sex (2 levels: male, female) and body mass index (3 levels: underweight, normal, overweight) as covariates. Assume the first 9 participants have already been randomly assigned to groups by flipping a coin. The 9 participants' group assignments are broken down by covariate level in Figure 4 . Now the 10th participant, who is male and underweight, needs to be assigned to a group (ie, control versus treatment). Based on the characteristics of the 10th participant, the Taves method adds marginal totals of the corresponding covariate categories for each group and compares the totals. The participant is assigned to the group with the lower covariate total to minimize imbalance. In this example, the appropriate categories are male and underweight, which results in the total of 3 (2 for male category + 1 for underweight category) for the control group and a total of 5 (3 for male category + 2 for underweight category) for the treatment group. Because the sum of marginal totals is lower for the control group (3 < 5), the 10th participant is assigned to the control group ( Figure 5 ).

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The Pocock and Simon method 11 of covariate adaptive randomization is similar to the method Taves 23 described. The difference in this approach is the temporary assignment of participants to both groups. This method uses the absolute difference between groups to determine group assignment. To minimize imbalance, the participant is assigned to the group determined by the lowest sum of the absolute differences among the covariates between the groups. For example, using the previous situation in assigning the 10th participant to a group, the Pocock and Simon method would (1) assign the 10th participant temporarily to the control group, resulting in marginal totals of 3 for male category and 2 for underweight category; (2) calculate the absolute difference between control and treatment group (males: 3 control – 3 treatment  =  0; underweight: 2 control – 2 treatment  =  0) and sum (0 + 0  =  0); (3) temporarily assign the 10th participant to the treatment group, resulting in marginal totals of 4 for male category and 3 for underweight category; (4) calculate the absolute difference between control and treatment group (males: 2 control – 4 treatment  =  2; underweight: 1 control – 3 treatment  =  2) and sum (2 + 2  =  4); and (5) assign the 10th participant to the control group because of the lowest sum of absolute differences (0 < 4).

Pocock and Simon 11 also suggested using a variance approach. Instead of calculating absolute difference among groups, this approach calculates the variance among treatment groups. Although the variance method performs similarly to the absolute difference method, both approaches suffer from the limitation of handling only categorical covariates. 25

Frane 18 introduced a covariate adaptive randomization for both continuous and categorical types. Frane used P values to identify imbalance among treatment groups: a smaller P value represents more imbalance among treatment groups.

The Frane method for assigning participants to either the control or treatment group would include (1) temporarily assigning the participant to both the control and treatment groups; (2) calculating P values for each of the covariates using a t test and analysis of variance (ANOVA) for continuous variables and goodness-of-fit χ 2 test for categorical variables; (3) determining the minimum P value for each control or treatment group, which indicates more imbalance among treatment groups; and (4) assigning the participant to the group with the larger minimum P value (ie, try to avoid more imbalance in groups).

Going back to the previous example of assigning the 10th participant (male and underweight) to a group, the Frane method would result in the assignment to the control group. The steps used to make this decision were calculating P values for each of the covariates using the χ 2 goodness-of-fit test represented in the Table . The t tests and ANOVAs were not used because the covariates in this example were categorical. Based on the Table , the lowest minimum P values were 1.0 for the control group and 0.317 for the treatment group. The 10th participant was assigned to the control group because of the higher minimum P value, which indicates better balance in the control group (1.0 > 0.317).

Probabilities From χ 2 Goodness-of-Fit Tests for the Example Shown in Figure 5 (Frane 18 Method)

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Covariate adaptive randomization produces less imbalance than other conventional randomization methods and can be used successfully to balance important covariates among control and treatment groups. 6 Although the balance of covariates among groups using the stratified randomization method begins to fail when the number of blocks approaches half the sample size, covariate adaptive randomization can better handle the problem of increasing numbers of covariates (ie, increased block combinations). 9

One concern of these covariate adaptive randomization methods is that treatment assignments sometimes become highly predictable. Investigators using covariate adaptive randomization sometimes come to believe that group assignment for the next participant can be readily predicted, going against the basic concept of randomization. 12 , 26 , 27 This predictability stems from the ongoing assignment of participants to groups wherein the current allocation of participants may suggest future participant group assignment. In their review, Scott et al 9 argued that this predictability is also true of other methods, including stratified randomization, and it should not be overly penalized. Zielhuis et al 28 and Frane 18 suggested a practical approach to prevent predictability: a small number of participants should be randomly assigned into the groups before the covariate adaptive randomization technique being applied.

The complicated computation process of covariate adaptive randomization increases the administrative burden, thereby limiting its use in practice. A user-friendly computer program for covariate adaptive randomization is available (free of charge) upon request from the authors (M.K., B.G.R., or J.H.P.). 29

Conclusions

Our purpose was to introduce randomization, including its concept and significance, and to review several randomization techniques to guide athletic training researchers and practitioners to better design their randomized clinical trials. Many factors can affect the results of clinical research, but randomization is considered the gold standard in most clinical trials. It eliminates selection bias, ensures balance of sample size and baseline characteristics, and is an important step in guaranteeing the validity of statistical tests of significance used to compare treatment groups.

Before choosing a randomization method, several factors need to be considered, including the size of the clinical trial; the need for balance in sample size, covariates, or both; and participant enrollment. 16 Figure 6 depicts a flowchart designed to help select an appropriate randomization technique. For example, a power analysis for a clinical trial of different rehabilitation techniques after a surgical procedure indicated a sample size of 80. A well-known covariate for this study is age, which must be balanced among groups. Because of the nature of the study with postsurgical patients, participant recruitment and enrollment will be continuous. Using the flowchart, the appropriate randomization technique is covariate adaptive randomization technique.

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Simple randomization works well for a large trial (eg, n > 200) but not for a small trial (n < 100). 7 To achieve balance in sample size, block randomization is desirable. To achieve balance in baseline characteristics, stratified randomization is widely used. Covariate adaptive randomization, however, can achieve better balance than other randomization methods and can be successfully used for clinical trials in an effective manner.

Acknowledgments

This study was partially supported by a Faculty Grant (FRCAC) from the College of Graduate Studies, at Middle Tennessee State University, Murfreesboro, TN.

Minsoo Kang, PhD; Brian G. Ragan, PhD, ATC; and Jae-Hyeon Park, PhD, contributed to conception and design; acquisition and analysis and interpretation of the data; and drafting, critical revision, and final approval of the article.

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Times To Educate YourSelf

Project Method of Teaching –  Advantages and Disadvantages

Welcome to our tutorial on the Project Method of Teaching. This modern and student-centered approach to education emphasizes “learning by doing” and places students at the center of the learning process.

We will not only discuss the principles and benefits of this method but also delve into the specific approach developed by Dr. W.H. Kilpatrick, known as the Kilpatrick Project Method. Whether you are a student, teacher, or educational professional, this tutorial will provide valuable insights and information on this innovative teaching strategy.

So, Let’s dive into the world of the Project Method of Teaching and Kilpatrick’s approach.

Table of Contents

Historical Background

Project Method of Teaching has a rich historical background dating back to the early 20th century. It is said to have originated at Richards Colombia University in 1900 and was later popularized by Stevenson J. A who used the term in 1908. The Massachusetts State Board of Education officially recognized the method in 1911, and it gained further momentum when Professor W.H. Kilpatrick of Colombia University made a formal attempt to use it in education in 1918.

The Project Method of Teaching is based on John Dewey’s philosophy of pragmatism, which emphasizes the principle of “learning by doing.” Dewey believed that students should be actively engaged in their own learning and that education should be relevant to student’s lives and experiences. The Project Method of Teaching aligns with this philosophy by providing students with hands-on, real-world projects and activities that allow them to apply what they are learning.

Introduction: Project Method of Teaching

Project Method of Teaching

Perennialism is a teaching philosophy that values the memorization and recall of key facts and information. This approach is based on the belief that certain knowledge is timeless and universal, and should be the foundation of education.

This method of teaching is often associated with traditional methods, where students are expected to read, memorize, and reproduce information through drilling and repetition. Although this method can aid in short-term memory retention, it can fall short in terms of promoting deep understanding and critical thinking skills.

On the other hand, the Project Method of Teaching is a modern and student-centered approach that emphasizes learning by doing.

It is based on the philosophy of pragmatism and the principle of “Learning by Doing”. This approach encourages students to actively engage in hands-on, real-world projects and activities that are relevant to their lives and experiences.

The focus is on critical thinking, problem-solving, and active engagement, rather than just memorization. This approach not only helps students to develop important skills but also provides them with a deeper understanding and retention of the material. It is an effective method to change the behavior of students by providing them with practical engagement and involvement in their studies.

Definition:-

A project is a purposeful and meaningful activity that is undertaken in a social setting. It is a real-world task that is brought into the classroom and requires students to use critical thinking, problem-solving, and constructive effort to achieve specific objectives and results. It is a voluntary undertaking that provides students with an authentic and engaging learning experience.

Project Method of teaching = Active Engagement + Real-world Projects + Problem-solving + Understanding + Student-centered approach + Philosophy of pragmatism + Learning by Doing.

The Project Method of Teaching is an approach that emphasizes “learning by doing” and places students at the center of the learning process.

Learning by Doing = Active Engagement + Real-world Experience + Critical Thinking + Problem-solving + Understanding 

Importance of Project Method of Teaching with Example:

The Project Method of Teaching is a vital teaching strategy because it enables students to take responsibility for their education and actively participate in the subject matter.

The idea behind it is “learning by doing,” which is a potent strategy for helping kids comprehend and remember new material. With this method, students can work on projects and activities from the real world that is pertinent to their lives and experiences, giving them greater knowledge and connection to the subject.

Real Life Example of Project Method of Teaching

A real-life example of the Project Method of Teaching computer science would be a class taught by teacher Noman where student Hamza is tasked with creating a mobile application. Teacher Noman provides guidance on the technical aspects of app development such as programming languages, software development kits, and interface design. However, student Hamza is responsible for the entire project, from conceptualizing the idea to designing the user interface to coding the app.

Through this process, student Hamza learns about software development and design, problem-solving, and project management. He develops the skills of coding and designing a user interface. Additionally, student Hamza is encouraged to be creative and think outside the box, as he comes up with a unique idea for his app and works to bring it to life. The project also allows student Hamza to learn about the end-to-end process of software development, from the initial concept to the final product.

What are the types of project methods of teaching?

Types of Project Method of Teaching

There are 4 types of projects that Dr. W.H. Kilpatrick has classified in his paper on “The Project Method”.

Constructive project:

This type of project involves practical or physical tasks such as building an object, creating a model, digging a well, or performing a drama. It helps students to develop their hands-on skills and manual dexterity.

Constructive project = Hands-on skills + Manual Dexterity

Aesthetic project:

This type of project focuses on developing the students’ appreciation skills through activities such as musical programs, beautification projects, and the appreciation of poetry.

Aesthetic project = Appreciation skills + Creative expression

Problematic project:

This type of project helps students to develop their problem-solving skills through experiences. It is based on the cognitive domain and allows students to apply critical thinking and reasoning skills.

Problematic project = Problem-solving skills + Critical thinking

Drill project:

 This type of project is designed to help students master a skill or knowledge. It increases the work efficiency and capacity of the students. It is based on the repetition of a certain task or activity to master it.

Drill project = Mastery of skill + Work efficiency

What are the steps of the project method?

Steps of Project method

The Project Method consists of six steps, including:

Creating a situation:

The teacher creates a situation that is relevant and meaningful to the students.

Selection of the problem:

The teacher helps the students to select a problem or topic of interest, based on their interests and abilities.

The teacher and students work together to develop a step-by-step plan for the project.

The students carry out the project, collecting information and materials as needed. The teacher provides supervision and guidance.

Evaluation:

The students evaluate their work and share their thoughts and feelings about the project.

Reporting and Recording:

The students document the process and results of the project and present it to the teacher for review.

Overall Step of Project Method = Situation Creation + Problem Selection + Planning + Execution + Evaluation + Reporting and Recording

Role of the Teacher In Project Method of Teaching:-

In the Project Method of teaching, the role of the teacher is crucial in guiding, facilitating, and supporting students in their learning journey. Some key roles of a teacher in this method include:

Facilitator: The teacher acts as a facilitator, guiding and supporting students as they work on their projects. They provide resources, answer questions, and offer feedback to help students stay on track and make progress.

Mentor: The teacher serves as a mentor, offering guidance and advice to students as they work through the project. They help students to identify and overcome any challenges they may face and provide support and encouragement as needed.

Assessor: The teacher assesses student progress, providing feedback and evaluations to help students understand their strengths and weaknesses. They help students to understand what they have learned and what they need to work on.

Resource provider: The teacher provides students with the necessary resources and materials to complete their projects, including books, equipment, and technology. They help students to access the information and tools they need to succeed.

Collaborator: The teacher works closely with students, collaborating with them to develop and implement project plans and goals. They help students to understand how their work contributes to the overall project and to the class as a whole.

Encourager: The teacher encourages students to take ownership of their learning, providing support and guidance to help them to achieve their goals. They help students to develop self-motivation, self-direction, and self-evaluation skills.

Overall, the teacher plays a vital role in guiding and supporting students in the Project Method of teaching, helping them to develop the skills and knowledge they need to succeed.

Guidelines for Effective Project Method of Teaching:

  • The project’s aims and objectives should be made very clear.
  • Encourage student participation and teamwork
  • Provide guidance and support
  • Encourage creativity and innovation
  • Provide feedback and evaluation
  • Encourage reflection and self-evaluation
  • Provide opportunities for students to share their work
  • Create a positive and supportive learning environment

Advantages of Project Method of Teaching:-

Project Method of teaching has a number of advantages that make it an effective teaching strategy. Some of the key advantages include:

Hands-on, active learning:

Students are able to apply their knowledge and skills in real-life situations, making the learning experience more engaging and meaningful.

Connections to the Real World:

Projects are often based on real-world problems and issues, helping students to see the relevance and importance of what they are learning.

Developing Critical Thinking Skills:

Projects require students to analyze, evaluate, and create solutions to problems, helping them to develop critical thinking skills.

Adaptability:

Projects can be tailored to the requirements and interests of individual students and can be adapted to a wide range of courses.

Students frequently have to work together on projects, which promotes teamwork and social skills.

Increased Motivation and Engagement:

 Projects allow students to take ownership of their learning, increasing their motivation and engagement in the learning process.

Personalized Learning:

Projects can be designed to meet the needs and interests of individual students, allowing for personalized learning experiences.

Disadvantages of Project Method of Teaching

The Project Method of teaching has some downsides even if it is quite effective at encouraging hands-on learning and critical thinking. These include:

Time and resource constraints:

Projects often require significant time and resources, which may not be readily available in all educational settings.

Insufficient teacher control

It can be challenging for teachers to retain control of the classroom and make sure that all pupils are paying attention when they are controlling the path of their own learning.

Assessment challenge:

Assessing student understanding and progress in a project-based learning environment can be challenging, as traditional methods of assessment may not always be appropriate.

Possibility of unequal involvement

While some students could be more ready to assume leadership roles in a project, others might be more cautious. This may result in inconsistent participation and a lack of interest on the part of some students.

The complexity of organizing and managing projects:

Managing a project requires a significant amount of planning, organization, and coordination. This can be a daunting task for both teachers and students, especially for those without experience in project management.

Failure Probability:

Since project-based learning is an active learning method, failure is a possibility. The project may not be finished effectively by the students, or they may not get the anticipated result.

In summary, the Project Method of Teaching is an effective modern teaching method that prioritizes student engagement and hands-on learning experiences. It has a rich historical background, rooted in the philosophy of pragmatism and the principle of “learning by doing.”

This method allows students to take ownership of their education and apply critical thinking and problem-solving skills to real-world projects. The Project Method of Teaching is a great way to promote understanding and retention of material, as well as to change student behavior through practical engagement and involvement. Overall, it is a powerful teaching strategy that can be applied to various subjects and disciplines, including computer science.

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  • Knowledge Base
  • Comparing and contrasting in an essay | Tips & examples

Comparing and Contrasting in an Essay | Tips & Examples

Published on August 6, 2020 by Jack Caulfield . Revised on July 23, 2023.

Comparing and contrasting is an important skill in academic writing . It involves taking two or more subjects and analyzing the differences and similarities between them.

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Table of contents

When should i compare and contrast, making effective comparisons, comparing and contrasting as a brainstorming tool, structuring your comparisons, other interesting articles, frequently asked questions about comparing and contrasting.

Many assignments will invite you to make comparisons quite explicitly, as in these prompts.

  • Compare the treatment of the theme of beauty in the poetry of William Wordsworth and John Keats.
  • Compare and contrast in-class and distance learning. What are the advantages and disadvantages of each approach?

Some other prompts may not directly ask you to compare and contrast, but present you with a topic where comparing and contrasting could be a good approach.

One way to approach this essay might be to contrast the situation before the Great Depression with the situation during it, to highlight how large a difference it made.

Comparing and contrasting is also used in all kinds of academic contexts where it’s not explicitly prompted. For example, a literature review involves comparing and contrasting different studies on your topic, and an argumentative essay may involve weighing up the pros and cons of different arguments.

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assignment method advantages and disadvantages

As the name suggests, comparing and contrasting is about identifying both similarities and differences. You might focus on contrasting quite different subjects or comparing subjects with a lot in common—but there must be some grounds for comparison in the first place.

For example, you might contrast French society before and after the French Revolution; you’d likely find many differences, but there would be a valid basis for comparison. However, if you contrasted pre-revolutionary France with Han-dynasty China, your reader might wonder why you chose to compare these two societies.

This is why it’s important to clarify the point of your comparisons by writing a focused thesis statement . Every element of an essay should serve your central argument in some way. Consider what you’re trying to accomplish with any comparisons you make, and be sure to make this clear to the reader.

Comparing and contrasting can be a useful tool to help organize your thoughts before you begin writing any type of academic text. You might use it to compare different theories and approaches you’ve encountered in your preliminary research, for example.

Let’s say your research involves the competing psychological approaches of behaviorism and cognitive psychology. You might make a table to summarize the key differences between them.

Or say you’re writing about the major global conflicts of the twentieth century. You might visualize the key similarities and differences in a Venn diagram.

A Venn diagram showing the similarities and differences between World War I, World War II, and the Cold War.

These visualizations wouldn’t make it into your actual writing, so they don’t have to be very formal in terms of phrasing or presentation. The point of comparing and contrasting at this stage is to help you organize and shape your ideas to aid you in structuring your arguments.

When comparing and contrasting in an essay, there are two main ways to structure your comparisons: the alternating method and the block method.

The alternating method

In the alternating method, you structure your text according to what aspect you’re comparing. You cover both your subjects side by side in terms of a specific point of comparison. Your text is structured like this:

Mouse over the example paragraph below to see how this approach works.

One challenge teachers face is identifying and assisting students who are struggling without disrupting the rest of the class. In a traditional classroom environment, the teacher can easily identify when a student is struggling based on their demeanor in class or simply by regularly checking on students during exercises. They can then offer assistance quietly during the exercise or discuss it further after class. Meanwhile, in a Zoom-based class, the lack of physical presence makes it more difficult to pay attention to individual students’ responses and notice frustrations, and there is less flexibility to speak with students privately to offer assistance. In this case, therefore, the traditional classroom environment holds the advantage, although it appears likely that aiding students in a virtual classroom environment will become easier as the technology, and teachers’ familiarity with it, improves.

The block method

In the block method, you cover each of the overall subjects you’re comparing in a block. You say everything you have to say about your first subject, then discuss your second subject, making comparisons and contrasts back to the things you’ve already said about the first. Your text is structured like this:

  • Point of comparison A
  • Point of comparison B

The most commonly cited advantage of distance learning is the flexibility and accessibility it offers. Rather than being required to travel to a specific location every week (and to live near enough to feasibly do so), students can participate from anywhere with an internet connection. This allows not only for a wider geographical spread of students but for the possibility of studying while travelling. However, distance learning presents its own accessibility challenges; not all students have a stable internet connection and a computer or other device with which to participate in online classes, and less technologically literate students and teachers may struggle with the technical aspects of class participation. Furthermore, discomfort and distractions can hinder an individual student’s ability to engage with the class from home, creating divergent learning experiences for different students. Distance learning, then, seems to improve accessibility in some ways while representing a step backwards in others.

Note that these two methods can be combined; these two example paragraphs could both be part of the same essay, but it’s wise to use an essay outline to plan out which approach you’re taking in each paragraph.

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Some essay prompts include the keywords “compare” and/or “contrast.” In these cases, an essay structured around comparing and contrasting is the appropriate response.

Comparing and contrasting is also a useful approach in all kinds of academic writing : You might compare different studies in a literature review , weigh up different arguments in an argumentative essay , or consider different theoretical approaches in a theoretical framework .

Your subjects might be very different or quite similar, but it’s important that there be meaningful grounds for comparison . You can probably describe many differences between a cat and a bicycle, but there isn’t really any connection between them to justify the comparison.

You’ll have to write a thesis statement explaining the central point you want to make in your essay , so be sure to know in advance what connects your subjects and makes them worth comparing.

Comparisons in essays are generally structured in one of two ways:

  • The alternating method, where you compare your subjects side by side according to one specific aspect at a time.
  • The block method, where you cover each subject separately in its entirety.

It’s also possible to combine both methods, for example by writing a full paragraph on each of your topics and then a final paragraph contrasting the two according to a specific metric.

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Disadvantages of Assignment Writing Task and How You Can Workaround It

Disadvantages of Assignment Writing Task and How You Can Workaround It

An assignment is completed with the purpose to convey an idea to the reader. There are questions that are answered and it may even include an argument as well. Assignment writing task also includes descriptions; it can develop a thesis or combine and relate points and topics together. Furthermore, assignments should have examples, supporting evidence from other academic text. This can all be very confusing and difficult to combine together in a coherent format. However, taking help from assignment help Australia, assignment help, my assignment help, and online assignment help would be really helpful.

Various types of assignment tasks:-

Custom assignment:-.

The first one is a custom assignment. These types of assignments express ideas to a reader through evidence that has been researched and completed. A custom assignment has a specific answer to a question and an argument as well. There will be descriptions within the assignment and points for the reasoning of the answer provided. Students should also use examples, evidence to support the answer and other information that was retained from academic texts and sources.

Homework assignments:-

Another type of assignment writing is homework assignments. This can be both in the form of writing assignments or with individual questions and answers that need to be provided. Again, there will be questions and answers; there may be an argument that needs to be supported through research and descriptions that are provided. Homework assignment writing can also include a thesis statement or reasoning with proof. Examples and evidence will need to be included as well.

Research assignment writing:-

Lastly, there is research assignment writing. These are usually found at universities and colleges but do occasionally show up even in the high school grade levels. These writing assignments usually do require a lot of research and do take a lot of time, even though they do come in different sizes in terms of the information that is required in them. This is a more specialized writing assignment to be completed and it needs depth knowledge and research to complete this type of task.

Disadvantages of Assignment Writing Task:-

Assignment writing is the unexciting task for students but accept it or not, they get numerous assignments to work on. A part of performance evaluation is based on the quality of these writings and one can stress up just by thinking as what to write and how to write. Most students do not know how to approach the assignment. They do not understand the university guidelines and feel it’s too complicated. They feel add-on pressure of competing with heir batch mates which leads to depression. So what can be the best ways to reduce this stress and frustration?

There are several tips to minimize it; few of them are listed below:-

  • Make sure you identify and understand the basic criteria on which you will be judged before you initiate your assignment because all the assignments are evaluated on the basis of a certain standard. Every educational level has a different standard which is to be followed strictly to come up with the right piece of academic writing.
  • The Internet is not the ultimate platform for research. There are several other ways through which the data can be extracted. Some of them are accessible and some not. The best possible and reliable resources could be Books, consulting your instructor, digital libraries and Regular Searches etc.

Make sure you proofread your assignment before going for the final draft. Proofreading will include the rectification of spelling errors, grammar errors and formatting error. The other things that must be checked in the proofreading part are the word count that is; your assignment's length must not increase the word count limit. Once the assignment is finalized you should ask your seniors or family members to read it and give feedback whether negative or positive. This will actually improve the quality of assignment writing.

Therefore, the above factors will help you to write your assignments effectively. Besides this, there are services available these days that offer assignment help to students. These services write customized assignments for students. Usually, these services are available 24/7 for students to assist them in their write-ups against which they charge a minimum amount. For some cases consulting these services is all right to like if you have short of time, you can ask them to write for you. But you should try writing it by yourself.

Why assignment writing is so beneficial?

  • It helps students to search for a topic and work on it. By doing this they can have a better understanding of the topic
  • Researching part is really important as it would enhance their research skills
  • Assignment writing provides them with the perfect opportunity to brush up their writing skills
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  • Students are provided with various samples so that their concepts are clear and they understand the format of the assignments

Therefore, assignment writing surely adds to one’s learning and students get a proper understanding of the topic in which they will be working on. For more guidelines, one can contact Livewebtutors . We discuss the various problems which students do face with their assignment writing. The assignments are available 24/7 and students can take help from assignment help Melbourne , Sydney,   assignment help, my assignment help, cdr report writing and online assignment help. For more subtle elements one can get in touch with the official site.

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2.3 Research Design in Sociology

Learning objective.

  • List the major advantages and disadvantages of surveys, experiments, and observational studies.

We now turn to the major methods that sociologists use to gather the information they analyze in their research. Table 2.2 “Major Sociological Research Methods” summarizes the advantages and disadvantages of each method.

Table 2.2 Major Sociological Research Methods

Types of Sociological Research

The survey is the most common method by which sociologists gather their data. The Gallup Poll is perhaps the best-known example of a survey and, like all surveys, gathers its data with the help of a questionnaire that is given to a group of respondents. The Gallup Poll is an example of a survey conducted by a private organization, but it typically includes only a small range of variables. It thus provides a good starting point for research but usually does not include enough variables for a full-fledged sociological study. Sociologists often do their own surveys, as does the government and many organizations in addition to Gallup.

A pile of surveys

The survey is the most common research design in sociological research. Respondents either fill out questionnaires themselves or provide verbal answers to interviewers asking them the questions.

The Bees – Surveys to compile – CC BY-NC 2.0.

The General Social Survey, described earlier, is an example of a face-to-face survey, in which interviewers meet with respondents to ask them questions. This type of survey can yield a lot of information, because interviewers typically will spend at least an hour asking their questions, and a high response rate (the percentage of all people in the sample who agree to be interviewed), which is important to be able to generalize the survey’s results to the entire population. On the downside, this type of survey can be very expensive and time-consuming to conduct.

Because of these drawbacks, sociologists and other researchers have turned to telephone surveys. Most Gallup Polls are conducted over the telephone. Computers do random-digit dialing, which results in a random sample of all telephone numbers being selected. Although the response rate and the number of questions asked are both lower than in face-to-face surveys (people can just hang up the phone at the outset or let their answering machine take the call), the ease and low expense of telephone surveys are making them increasingly popular.

Mailed surveys, done by mailing questionnaires to respondents, are still used, but not as often as before. Compared with face-to-face surveys, mailed questionnaires are less expensive and time consuming but have lower response rates, because many people simply throw out the questionnaire along with other junk mail.

Whereas mailed surveys are becoming less popular, surveys done over the Internet are becoming more popular, as they can reach many people at very low expense. A major problem with Web surveys is that their results cannot necessarily be generalized to the entire population, because not everyone has access to the Internet.

Experiments

Experiments are the primary form of research in the natural and physical sciences, but in the social sciences they are for the most part found only in psychology. Some sociologists still use experiments, however, and they remain a powerful tool of social research.

The major advantage of experiments is that the researcher can be fairly sure of a cause-and-effect relationship because of the way the experiment is set up. Although many different experimental designs exist, the typical experiment consists of an experimental group and a control group , with subjects randomly assigned to either group. The researcher makes a change to the experimental group that is not made to the control group. If the two groups differ later in some variable, then it is safe to say that the condition to which the experimental group was subjected was responsible for the difference that resulted.

A student working on an experiment in science class

Experiments are very common in the natural and physical sciences and in sociology. A major advantage of experiments is that they are very useful for establishing cause-and-effect-relationships.

biologycorner – Science Experiment – CC BY-NC 2.0.

Most experiments take place in the laboratory, which for psychologists may be a room with a one-way mirror, but some experiments occur in “the field,” or in a natural setting. In Minneapolis, Minnesota, in the early 1980s, sociologists were involved in a much-discussed field experiment sponsored by the federal government. The researchers wanted to see whether arresting men for domestic violence made it less likely that they would commit such violence again. To test this hypothesis, the researchers had police do one of the following after arriving at the scene of a domestic dispute: they either arrested the suspect, separated him from his wife or partner for several hours, or warned him to stop but did not arrest or separate him. The researchers then determined the percentage of men in each group who committed repeated domestic violence during the next 6 months and found that those who were arrested had the lowest rate of recidivism, or repeat offending (Sherman & Berk, 1984). This finding led many jurisdictions across the United States to adopt a policy of mandatory arrest for domestic violence suspects. However, replications of the Minneapolis experiment in other cities found that arrest sometimes reduced recidivism for domestic violence but also sometimes increased it, depending on which city was being studied and on certain characteristics of the suspects, including whether they were employed at the time of their arrest (Sherman, 1992).

As the Minneapolis study suggests, perhaps the most important problem with experiments is that their results are not generalizable beyond the specific subjects studied. The subjects in most psychology experiments, for example, are college students, who are not typical of average Americans: they are younger, more educated, and more likely to be middle class. Despite this problem, experiments in psychology and other social sciences have given us very valuable insights into the sources of attitudes and behavior.

Observational Studies and Intensive Interviewing

Observational research, also called field research, is a staple of sociology. Sociologists have long gone into the field to observe people and social settings, and the result has been many rich descriptions and analyses of behavior in juvenile gangs, bars, urban street corners, and even whole communities.

Observational studies consist of both participant observation and nonparticipant observation . Their names describe how they differ. In participant observation, the researcher is part of the group that she or he is studying. The researcher thus spends time with the group and might even live with them for a while. Several classical sociological studies of this type exist, many of them involving people in urban neighborhoods (Liebow, 1967, 1993; Whyte, 1943). Participant researchers must try not to let their presence influence the attitudes or behavior of the people they are observing. In nonparticipant observation, the researcher observes a group of people but does not otherwise interact with them. If you went to your local shopping mall to observe, say, whether people walking with children looked happier than people without children, you would be engaging in nonparticipant observation.

A related type of research design is intensive interviewing . Here a researcher does not necessarily observe a group of people in their natural setting but rather sits down with them individually and interviews them at great length, often for one or two hours or even longer. The researcher typically records the interview and later transcribes it for analysis. The advantages and disadvantages of intensive interviewing are similar to those for observational studies: intensive interviewing provides much information about the subjects being interviewed, but the results of such interviewing cannot necessarily be generalized beyond the subjects.

A classic example of field research is Kai T. Erikson’s Everything in Its Path (1976), a study of the loss of community bonds in the aftermath of a flood in a West Virginia mining community, Buffalo Creek. The flood occurred when an artificial dam composed of mine waste gave way after days of torrential rain. The local mining company had allowed the dam to build up in violation of federal law. When it broke, 132 million gallons of water broke through and destroyed several thousand homes in seconds while killing 125 people. Some 2,500 other people were rendered instantly homeless. Erikson was called in by the lawyers representing the survivors to document the sociological effects of their loss of community, and the book he wrote remains a moving account of how the destruction of the Buffalo Creek way of life profoundly affected the daily lives of its residents.

A man interviewing a woman on video

Intensive interviewing can yield in-depth information about the subjects who are interviewed, but the results of this research design cannot necessarily be generalized beyond these subjects.

Fellowship of the Rich – Interview – CC BY-NC-ND 2.0.

Similar to experiments, observational studies cannot automatically be generalized to other settings or members of the population. But in many ways they provide a richer account of people’s lives than surveys do, and they remain an important method of sociological research.

Existing Data

Sometimes sociologists do not gather their own data but instead analyze existing data that someone else has gathered. The U.S. Census Bureau, for example, gathers data on all kinds of areas relevant to the lives of Americans, and many sociologists analyze census data on such topics as poverty, employment, and illness. Sociologists interested in crime and the legal system may analyze data from court records, while medical sociologists often analyze data from patient records at hospitals. Analysis of existing data such as these is called secondary data analysis . Its advantage to sociologists is that someone else has already spent the time and money to gather the data. A disadvantage is that the data set being analyzed may not contain data on all the variables in which a sociologist may be interested or may contain data on variables that are not measured in ways the sociologist might prefer.

Nonprofit organizations often analyze existing data, usually gathered by government agencies, to get a better understanding of the social issue with which an organization is most concerned. They then use their analysis to help devise effective social policies and strategies for dealing with the issue. The “Learning From Other Societies” box discusses a nonprofit organization in Canada that analyzes existing data for this purpose.

Learning From Other Societies

Social Research and Social Policy in Canada

In several nations beyond the United States, nonprofit organizations often use social science research, including sociological research, to develop and evaluate various social reform strategies and social policies. Canada is one of these nations. Information on Canadian social research organizations can be found at http://www.canadiansocialresearch.net/index.htm .

The Canadian Research Institute for Social Policy (CRISP) at the University of New Brunswick is one of these organizations. According to its Web site ( http://www.unb.ca/crisp/index.php ), CRISP is “dedicated to conducting policy research aimed at improving the education and care of Canadian children and youth…and supporting low-income countries in their efforts to build research capacity in child development.” To do this, CRISP analyzes data from large data sets, such as the Canadian National Longitudinal Survey of Children and Youth, and it also evaluates policy efforts at the local, national, and international levels.

A major concern of CRISP has been developmental problems in low-income children and teens. These problems are the focus of a CRISP project called Raising and Leveling the Bar: A Collaborative Research Initiative on Children’s Learning, Behavioral, and Health Outcomes. This project at the time of this writing involved a team of five senior researchers and almost two dozen younger scholars. CRISP notes that Canada may have the most complete data on child development in the world but that much more research with these data needs to be performed to help inform public policy in the area of child development. CRISP’s project aims to use these data to help achieve the following goals, as listed on its Web site: (a) safeguard the healthy development of infants, (b) strengthen early childhood education, (c) improve schools and local communities, (d) reduce socioeconomic segregation and the effects of poverty, and (e) create a family enabling society ( http://www.unb.ca/crisp/rlb.html ). This project has written many policy briefs, journal articles, and popular press articles to educate varied audiences about what the data on children’s development suggest for child policy in Canada.

Key Takeaways

  • The major types of sociological research include surveys, experiments, observational studies, and the use of existing data.
  • Surveys are very common and allow for the gathering of much information on respondents that is relatively superficial. The results of surveys that use random samples can be generalized to the population that the sample represents.
  • Observational studies are also very common and enable in-depth knowledge of a small group of people. Because the samples of these studies are not random, the results cannot necessarily be generalized to a population.
  • Experiments are much less common in sociology than in psychology. When field experiments are conducted in sociology, they can yield valuable information because of their experimental design.

For Your Review

  • Write a brief essay in which you outline the various kinds of surveys and discuss the advantages and disadvantages of each type.
  • Suppose you wanted to study whether gender affects happiness. Write a brief essay that describes how you would do this either with a survey or with an observational study.

Erikson, K. T. (1976). Everything in its path: Destruction of community in the Buffalo Creek flood . New York, NY: Simon and Schuster.

Liebow, E. (1967). Tally’s corner . Boston, MA: Little, Brown.

Liebow, E. (1993). Tell them who I am: The lives of homeless women . New York, NY: Free Press.

Sherman, L W. (1992). Policing domestic violence: Experiments and dilemmas . New York, NY: Free Press.

Sherman, L. W., & Berk, R. A. (1984). The specific deterrent effects of arrest for domestic assault. American Sociological Review, 49 , 261–272.

Whyte, W. F. (1943). Street corner society: The social structure of an Italian slum . Chicago, IL: University of Chicago Press.

Sociology Copyright © 2016 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Advantages & Disadvantages of Assignments for Students

According to an article published by the U.S. News, a teacher assigns more homework than the students can handle in one night. While homework is super essential for the holistic development of a child, it comes with various drawbacks. Therefore, in this article, we shall talk about the pros and cons of assigning homework. 

Pros of Assigning Homework

Written below are all the reasons why homework should not be banned from schools.

Minimizes Screen Time

Without any task or homework, students spend around eight hours using their mobile phones. It is more than the recommended average time of three hours. It further results in laziness and also harms the eyesight. Homework inculcates better long-term habits.

Improves Time Management Skills

Every profession requires time management skills. With these skills, students finish the task in a given slot of time. When a student doesn’t know how to manage time, it becomes impossible to efficiently utilize each hour.

Improves Critical Thinking in Students

Working on different assignments after school helps in improving the critical thinking skills of the students. Besides, it also improves the memory of the individual.

Develops a Sense of Independence

Most of the time, students want to attain more freedom and independence. When they are assigned homework, they tend to work off their own bat and explore their strengths and weaknesses. Thus, homework instills a sense of independence and helps a child grow.

Sparks Enthusiasm

In addition to this, homework sparks enthusiasm if the topics are interesting and relevant. It further motivates the students and encourages them to learn something new. Besides, when encountering new topics, students tend to take help from their parents or peers, sparking new connections.

Cons of Assigning Homework

Students all over the world feel pressured when they have a lot of work to do. They believe that the extra work is unfair and doesn’t help in their personal growth. Apart from that, it is also said that homework should only take thirty-forty minutes of their time after school. Here are all the cons of assigning homework.

No Free Time at Home

After spending 7-8 hours in school, extra work at home takes around two hours on average. Thus, homework feels more like a punishment than learning something new. Children can utilize the same playing a sport that they love or indulge in other favorite hobbies. It helps the child feel more in control of his life besides helping him find his purpose on this planet, which homework alone won’t help.

Homework and assignments do not help in grades but put more pressure on exams or tests. To complete the homework, the students miss out on revisions and perform badly in tests or exams. They usually don’t know about the possibilities online services give them. Don’t miss your chance to get assistance with online classes, homework assignments and exams at myhomeworkdone.com . Their team consists of just the best experts who are ready to help you 24/7.

Adverse Effect on Mental Health

Extra work after school harms a child’s brain and overall mental health. Most of the time, teachers fail to realize this and keep piling students with extra work.

Challenging Tasks

Some students find it difficult to balance their personal and professional lives when required to submit assignments after school is over. They are quite tired by the end of the day and have zero energy. Moreover, they cannot even take a break to relax for a while.

Lack of Support

Sometimes it is difficult for students to work on their own. It can be due to the lack of resources of support from their parents or guardian. Therefore, the lack of resources demotivates the child, and he may not even turn in the assignment.

Irrelevant Tasks

Homework that has nothing important to do with the topic of a subject only wastes the students’ time. Besides, after assigning irrelevant topics, the teachers should not expect excellent work since students have no clue what the topic is about.

Final Verdict

Since there are several advantages and disadvantages of homework, it is quite difficult to decide if they should be assigned or not. Even if teachers assign tasks to the students, they should be given enough time to complete it.

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    The characteristics of the Assignment Method are: Each project or machine is assigned one job or work. Production allocation is based on it. Known as the Hungarian method, it solves the assignment problem in polynomial time and anticipated the primal-dual method later on. Tables are used in each assignment problem.

  8. PDF Advantages and Disadvantages of Various Assessment Methods

    Disadvantages. Measures relatively superficial knowledge or learning. Unlikely to match the specific goals and objectives of a program/institution. Norm-referenced data may be less useful than criterion-referenced. May be cost prohibitive to administer as a pre- and post-test.

  9. Assignments

    The assignment can focus on a product as output (e.g. research report, design, prototype, etc.) and/or a process (e.g. research process, group process) and/or the performance of individual skills or competences (e.g. professional skills, communications skills). There are a lot of benefits to gain from using an assignment as an assessment method.

  10. Academic Writing Skills Guide: Understanding Assignments

    Understanding the question is the first and most important step when starting your assignments and helps to ensure that your research and writing is more focused and relevant. This means understanding both the individual words, and also the general scope of the question. A common mistake students make with their assignments is to misinterpret ...

  11. Assignment Method

    The assignment method is used to determine what resources are assigned to which department, machine, or center of operation in the production process. This method is used to allocate the proper number of employees to a machine or task, and the number of jobs that a given machine or factory can produce. The idea is to assign resources in such a ...

  12. Random Assignment in Experiments

    Random sampling (also called probability sampling or random selection) is a way of selecting members of a population to be included in your study. In contrast, random assignment is a way of sorting the sample participants into control and experimental groups. While random sampling is used in many types of studies, random assignment is only used ...

  13. What Is an Observational Study?

    Disadvantages. Observational studies struggle to stand on their own as a reliable research method. There is a high risk of observer bias and undetected confounding variables or omitted variables. They lack conclusive results, typically are not externally valid or generalizable, and can usually only form a basis for further research.

  14. Project Method of Teaching

    Inculcating a Sense of Responsibility. In the project method of teaching, the teacher is a guide and the activities carried out in the class are carried out by the students themselves. This helps improve self-reliance and self-responsibility among students. It helps students learn on their own and develop their own style of learning.

  15. Advantages and Disadvantages of Assignments For Students

    The following are the advantages and disadvantages of Assignments For Students: Advantages. Disadvantages. Boosts understanding of topics. Can increase stress levels. Encourages independent learning. Limits free time. Enhances time management skills. May discourage creativity.

  16. Strengths and Limitations to Assessment Methods

    When it comes to the different assessment methods you need to know the strengths and limitations. This is so you can choose the right assessment method to use with your learner. Especially if your learner has additional needs. Like English as a second language. You will need to choose the correct one so each learner has an equal opportunity.

  17. Issues in Outcomes Research: An Overview of Randomization Techniques

    Each method is described along with its advantages and disadvantages. It is very important to select a method that will produce interpretable, valid results for your study. ... Stratified randomization has another limitation: it works only when all participants have been identified before group assignment. This method is rarely applicable ...

  18. Project Method of Teaching

    On the other hand, the Project Method of Teaching is a modern and student-centered approach that emphasizes learning by doing. It is based on the philosophy of pragmatism and the principle of "Learning by Doing". This approach encourages students to actively engage in hands-on, real-world projects and activities that are relevant to their ...

  19. Comparing and Contrasting in an Essay

    In the block method, you cover each of the overall subjects you're comparing in a block. You say everything you have to say about your first subject, then discuss your second subject, making comparisons and contrasts back to the things you've already said about the first. Your text is structured like this: Subject 1.

  20. Disadvantages of Assignment Writing Task and How You ...

    Assignment writing task also includes descriptions; it can develop a thesis or combine and relate points and topics together. Furthermore, assignments should have examples, supporting evidence from other academic text. This can all be very confusing and difficult to combine together in a coherent format. However, taking help from assignment ...

  21. 2.3 Research Design in Sociology

    Method Advantages Disadvantages; Survey: Many people can be included. If given to a random sample of the population, a survey's results can be generalized to the population. ... If random assignment is used, experiments provide fairly convincing data on cause and effect. Because experiments do not involve random samples of the population and ...

  22. What are the advantages and disadvantages of cumulative vs percentage

    Even when using percentage grading, it would appear that assignment scores are still "cumulative" in the sense that they are added together. It appears that the only real difference between the two methods is that the weighting applied is by the point total of the assignment, not some external applied weight. $\endgroup$ -

  23. Advantages & Disadvantages of Assignments for Students

    Minimizes Screen Time. Without any task or homework, students spend around eight hours using their mobile phones. It is more than the recommended average time of three hours. It further results in laziness and also harms the eyesight. Homework inculcates better long-term habits.