HomePublicationsTILTed PedagogySection 1 Chapter 4: Two-pass Assignments for Guiding Students Through the Transition to Rigorous Logical Reasoning Book MenuTILTed Pedagogy SectionsSection 1Section 2Section 3Section 4ChaptersChapter 1Chapter 2Chapter 3Chapter 4Chapter 5Chapter 6Chapter 7Chapter 8Chapter 9Chapter 10Chapter 11Chapter 12Chapter 13Chapter 14Chapter 15Chapter 16Book Resources Kelvin Chan and Natasha MayThis chapter presents a two-pass assignment strategy designed to support first-year university students in transitioning from computational problem-solving to rigorous logical reasoning within a mathematics course. The approach integrates Transparency in Learning and Teaching (TILT) principles and specifications grading to enhance students’ logical reasoning and proof-writing skills. The two-pass assignments involve initial submission, detailed formative feedback, and resubmission for final evaluation, promoting reflection and improvement. The chapter includes practical examples, implementation details, and evidence of positive student outcomes. Suggestions for adaptation to other courses and contexts are provided, emphasizing the flexibility and effectiveness of the two-pass assignment strategy in fostering deep learning and reducing student anxiety. Related Book ResourcesIn this section we share resources we have created to support two-pass assignments, including an infographic of general guidelines and expectations for assignments in MATH 1200, mock solutions to a problem with formative feedback, and a worksheet with prompts for an activity evaluating proofs by induction that could be used to help students practice peer-assessment and giving formative feedback. To assist students with their reflection, we also include an interactive questionnaire, where students can self-assess their successful completion of the specifications for the course. General Assignment Expectations [PDF] [Word] Mock Solution 1 with Formative Feedback [PDF] Mock Solution 2 with Formative Feedback [PDF] Worksheet/Prompts for Evaluating Proofs by Induction [PDF] [Word] Review and Self-assessment of MATH 1200 Learning Outcomes [Interactive Questionnaire] Discussion Questions What teaching challenge is the chapter’s assignment trying to address, and how does that challenge show up in your own courses? How does the chapter’s use of the TILT framework (purpose, task, criteria) change the learning experience described, and what parallels do you see in your own teaching? What assumptions about students or learning does the chapter surface, and how might those assumptions influence assignment design? How does the assignment described in the chapter support student agency, autonomy, or choice? How does the chapter illustrate the connection between assignment design and deeper learning (e.g., critical thinking, metacognition, synthesis)? What evidence does the chapter provide that the assignment worked, and what additional evidence would you want to see? How does the chapter’s assignment align with or challenge your current beliefs about effective assessment? What aspects of the assignment design could be adapted to your discipline, and what would need to change? If you were to implement a version of this chapter’s assignment, what would be your first step—and what potential barriers would you anticipate? Share:
