Transparent communication about the task supports students’ metacognitive awareness, engagement, persistence, and self-efficacy by helping them better understand how and what they are learning throughout the process (Winkelmes, 2023; Bandura, 1997). Research indicates that when students clearly understand the task, they tend to produce work of higher quality and often meet instructional goals more efficiently – allowing time for deeper engagement with more complex material and leading to greater achievement by the end of the term (Kang, Kelly, Murray, Visbal, 2016; Whitehead, 2016; Winkelmes et al., 2015).

Effective task design supports learning by guiding students through the process—not just focusing on the final product. As Persky and Robinson (2017) note, learners develop expertise through the quality of the design and execution of the learning experience, not merely through participation. When instructors provide detailed guidance, clarify expectations, and break down complex assignments into manageable steps, students are more likely to feel confident in their ability to tackle the work. In short, transparent task design doesn't just help students understand what to do; it empowers them to believe they can do it, which is a foundational element of motivation and academic success.

Scaffolding in teaching and learning refers to the temporary support provided by an instructor, a more experienced peer, or another resource that enables students to engage meaningfully in tasks they might not yet be able to complete independently (Belland, 2013). Sharing the task involves breaking down complex assignments into manageable steps; approaching this from a scaffolding perspective means that the instructor is thoughtfully helping students to encounter new experiences in a useful order.

Scaffolding provides students with clear direction, reduces confusion, clarifies the purpose of the task, helps them stay focused, incorporates timely feedback, and guides them toward helpful resources (McKenzie, 1999). This concept aligns closely with Vygotsky’s Zone of Proximal Development, which emphasizes the learner’s ability to accomplish tasks with guidance that they couldn’t manage alone.

In Transparent Assignment Design, the “task” component functions as a form of scaffolding by offering students the clarity and structure they need to successfully complete an assignment or activity. By providing this support, scaffolding enhances the learning experience, promoting student autonomy, increasing engagement, and reducing frustration throughout the process.