Assigning work, of course, is only half of the process. We need to think about ways in which we can encourage students to do the work and do it with intellectual rigor and serious intent. Students are most likely to bring this kind of attitude to their work when they are able to see a clear and personally relevant reason for the work. Minimally, they need to know what they can expect to learn in exchange for the time they spend on an assignment. Ideally, we can engage their curiosity and enthusiasm in ways that lead them to do the work because they want to.
Good practice communicates high expectations.
A few students always exceed our expectations, a few dramatically fail to meet them, and most pretty much achieve what we ask of them. Within limits, then, raising our expectations and communicating them effectively raises our students' achievement. Knowing just how high we can realistically set our expectations requires knowing our students. Experience helps here, and so does data gathering. We have two different kinds of opportunities.