Policies such as dropping the lowest grade or permitting one late homework assignment encourage students at the same time they communicate limits. Assignments are adequately specified . Poor student performance often results from the lack of clarity about the instructor expectations. Either in the syllabus or in a follow-up statement, the instructor who wants students to do well makes explicit the expectations of completion of assignments and the qualities that will be rewarded. This can be done in the form of a Grading Rubric .
Assignments vary in type of required expertise .
Literature on learning styles and multiple intelligences explicates the extent to which students differ in their approaches to learning. A course is which student success is maximized offers opportunities for outstanding performance to as many as students as possible, not just those with one type of learning strength. Tests should have several types of questions. Cooperative group learning can supplement individual learning. Learning can be demonstrated in ways that go beyond traditional papers.