# Assignment instruction clarity survey

Understand whether learners can identify the task and expected output.

If nothing was unclear or difficult, say so. Skip questions about steps you did not experience; use not applicable where appropriate.

## 1. What do you understand the assignment asks you to do?

Answer: ____________________

## 2. Which instruction needs clarification?

Answer: ____________________

## 3. How clear are the assessment criteria?

Answer: ____________________

## 4. Which example would help you begin?

Answer: ____________________

## 5. Where would you seek clarification?

Answer: ____________________

## Author notes / illustrative keys where applicable

1. A learner's own description exposes whether instructions communicate the intended output. Compare understanding with the actual assignment brief rather than confusing task preference with comprehension.
2. An unclear instruction identifies a decision learners must currently guess about. Clarify the named step or requirement while preserving the assignment's learning aim and avoiding hints that answer it.
3. Criteria understanding determines whether learners know how their work will be judged. Investigate undefined terms or missing examples; perceived clarity does not establish fair grading.
4. A starting example helps learners translate instructions into an initial approach. Select an example around the reported gap without supplying a model answer that replaces independent work.
5. The clarification route shows whether learners know where to resolve remaining uncertainty. Improve discoverability and responsibility for answers instead of assuming additional written instructions will be sufficient.

Interpretation caution: A learner's preferred task is different from their understanding of the assigned task.