- Is there a formulated specific learning aim for the study task?
- Is the importance of the learning aim evident?
- Are the study activities clearly formulated and practicable? I
- Is the relationship between activities and learning aim clear?
- Are the expected results of the study task clearly described, including the criteria for assessing results?
- Is there an explanation for how the results are discussed?
- Are the study tasks (depending on their place in the course):
- Not too easy or too difficult?
- Not too narrow or too broad?
- Achievable in the available time?
- Not too complex or too simple?
- In harmony with the students’ self-development?
- Is there a good coherence in the study task? The four parts (introduction, teaching aims, instructions and follow-up discussion) must logically connect.
- Different types of assignments: Problem task, discussion task, strategy task, application task, study task….
