Executive functioning skills, including time management and organization, can impact students’ ability to plan assignments and complete large assignments. Learners in the first or second semester of their program can often benefit from support to plan their time and organize their assignments. In addition, providing executive functioning support can reduce the issues raised from late assignments that can have a significant impact on both students and faculty.
To assist learners to produce the clearest reflection of their knowledge and to ensure faculty can accurately assess the learning outcome, consider providing interim due dates on assignment outlines and/or course learning plan. For example if an assignment has three weeks to be completed, faculty can outline what elements should be completed in week one, what should be completed in week two and what needs to be done to finish the assignment and submit it in week three.
If faculty are able, ungraded feedback can be given for each identified date. Additionally, resources and supports can be offered for each portion of the assignment, such as a link to the Library for research support in the first week or the Writing Centre for editing help in the last week.
- Identify which assessments would benefit from interim due dates.
- Determine steps and resources required to complete the assignment and determine a timeline.
- Provide the timeline/interim due dates on the assignment outline, the course learning plan and/or wherever assignment information is posted.