Transparency in Learning & Teaching (TILT Higher Ed) is an evidence-based and globally recognized initiative that supports instructors in using transparent teaching frameworks to enhance student success. 

Research highlights TILT as a simple, time-efficient, and accessible approach that significantly benefits all students (Winkelmes et al., 2019)

Transparent Assignment Design is a core framework of TILT. It involves making the purpose, task, and criteria of assignments and activities clearer to students. Research shows that this approach fosters a stronger sense of belonging and confidence, deeper engagement and learning, skill development, and readiness for the workplace (Winkelmes et al., 2016; Bowles-Terry et al., 2017; Peplow et al., 2021). Further, Howard et al. (2019) showed that transparent teaching methods, when fully integrated into online courses, can significantly improve student performance and make online learning outcomes comparable to traditional in-person instruction.

Strategies for each element of the transparent assignment design framework

Purpose

  • Clearly articulate the learning objectives for each assignment or activity.
  • Use jargon-free language that centers students and their academic and professional goals
  • Emphasize the relevance of the knowledge and skills beyond the course, including academic and professional growth.

Task

  • Provide scaffolded, step-by-step guidance on what students are expected to do.
  • Use accessible language that avoids assumptions about prior knowledge.
  • Incorporate action-oriented verbs (e.g., from Bloom’s Taxonomy).
  • Include recommended sequences, helpful tips, and common pitfalls.
  • Consider asking a colleague who is not a specialist in your field to tell you how they would approach a draft assignment and use that information to enhance the transparency of your assignment.
  • If the assignment includes open-ended problem-solving, frame it supportively: My expectation for this assignment is that you will learn about process, and a key part of the process is “to struggle and feel confused while you invent and test your own approach to the problem.” (Winkelmes, 2019)

Criteria for Success

  • Define or list the characteristics of a successful final product.
  • Share rubrics or checklists that illustrate how students will be assessed.
  • Share examples or concrete descriptions that explain the difference between excellent and adequate work.
  • Consider co-creating a checklist with students to support self-assessment and help to check for understanding and transparency.

Prioritize Reflection on the Process

Help students create habits of metacognition so that they can navigate less transparent assignments in the future.

  • Invite students to reflect on their process:
    • What aspect of the TILTed assignment was most helpful to them (e.g. Purpose, Task, or Criteria)?
    • What went well with the assignment? What would they do differently next time?
  • Students can also use the TILT framework to better understand other assignments

Instructors can also practice reflection to enhance the transparency of future assignments.

  • As you grade, make note of places where students still seem confused or unclear.

Transparency does not require extensive time. Even a few sentences at the start of an activity can significantly improve student understanding and engagement.

Did you know?

Instructors can participate in a multi-institutional study to learn more about how their students experienced the transparent assignment design. For more information, contact the Center for Teaching.