Enhancing Assignment Completion in Academically Diverse Vocational Classes Page: 26
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26 Volume 21. Number 1, Fall, 1998
A. Figure 1 enumerates the
assignment's additional require-
ments. In this case, Mr. Chism
expected the students to check
their work for quality based on
use of customary standards and
stylcs:text layout; graphics lay-
out; creativity; and spelling and
Note Evaluation Date and Results.
The final section on the plan
ning sheet contains space to
review the assignment's appro
priateness and outcomes after
the students' work has been
graded Teachers are prompted
to complete the section by speci-
fying a date to review assignment
outcomes with students some
time after the assignment is
due and after it has been graded
in the Results section, teachers
record any common errors that
they have observed, and note
possible changes the next time
such an assignment is given.
As shown in Figure 1, Mr.
Chism reviewed the completed
assignments with his students
on May 19. Based on student
performance, he decided that
the next time he gave this par
ticular assignment he would ex
tend time to work in class to 15
hours, help students monitor
timeline activities, provide
more feedback on each com-
pleted part, and expect a rough
draft before a final grade. Mr.
Chism could file this assign-
ment away until the following
year with the expectation that
his reflective comments on this
section of the planning sheet
would help him to create a bet
ter assignment completion ex
perience for his students.
Using the PACE 1,2,...
The Quality Assignment Routine
(Rademacher et al., 1998) con
tains a lesson for teachers on
how to teach students to evalu-
ate their own assignments for
quality before handing them in
At the end of the lesson, stu
dents are taught to mark their
assignments with PACE 1,2. in
a specified place on the assign-
ment ( See Figure 2). They draw
two small lines under each let
ter and number. The top line
indicates whether or not the
student has met the quality cri
teria. Students make this no-
tation. The bottom line, for
teachers to check, indicates
whether they believe that the
quality criteria were met.
By using this process, teachers
like Mr Chism can organize
individual and group feedback
based on whether or not the as-
signment was representative of
quality work. Figure 2 illus
trates how Mr. Chism and one
of his students evaluated her
assignment according to the
preestablished grading criteria.
Research supports a correlation
between homework and student
achievement (Mercer, 1991).
Homework should respect the
lives of students while develop-
ing an inner sense of responsi-
bility, accountability, motiva
tion, and self-confidence. Home-
work for the modern age should
include multiple ways to com-
plete an assignment, an oppor
tunity to relate assignments to
real-life situations, and oppor
tunities for students to plan for
assignment completion that will
encourage self-evaluation of the
This article presented voca
tional educators with a new ap
proach to planning classroom
assignments that accounts for
the unique needs of all students
in the class. The PLAN steps
and the PACE 1,2... Checklist
offer teachers additional tools to
facilitate learning in the voca
tional classroom Certainly,
with these tools, students will
be provided with assignments
that can bridge the transition
between the classroom and the
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Address correspondence about this
article to: effM. Allen, Ph.D., Uiver-
sity of North Texas, PC. Box 311337.
Denton, Texas 76203-1337; hone:
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Rademacher, Joyce A. & Allen, Jeff M. Enhancing Assignment Completion in Academically Diverse Vocational Classes, article, 1998; [Athens, Georgia]. (https://digital.library.unt.edu/ark:/67531/metadc31068/m1/6/: accessed June 26, 2019), University of North Texas Libraries, Digital Library, https://digital.library.unt.edu; crediting UNT College of Information.