In the assignments, students learn to work with real-life tasks authentically. They follow the work processes and problem-solving processes.

The series of assignments needs to motivate students.

The series of assignments supports the students in mastering the learning objectives effectively and efficiently.

• Does the learning trajectory fit with the entry-level of the students?

• Do the learning activities fit with each other? Is there a logical learning track? Increase complexity.

• Are all learning activities necessary to master the learning objectives?

• Are the learning activities not too broad or cumbersome? Can they be finished within the existing constraints?

• Are there fixed deadlines for delivering an assignment?

• Is there enough just-in-time information available?

• When necessary increase the difficulty and complexity of the assignments. (see BL complexity)

The students experience the series of assignments as important, relevant and interesting. They want to finish the assignments.

Types of assignments are case studies, learning specific tasks or skills, working with models of how to solve the problem, process worksheets, programmed cases etc.

The opportunity to send ‘results’ to the teacher and/or fellow students for (peer)feedback is an effective learning activity.