make up an assignment

MISSED exam/assignment & need makeup (PROF advice)

GUIDE to talking to your professor about missing an assignment or exam

As a former professor, with over a decade of experience, I am going to share with you exactly what I would have wanted to hear from my students when they missed an exam or assignment.

And it’s probably not what you would think either.

Then I will let you know how often I would let students makeup a missing assignment or exam so you get a better understanding of your chances.

Finally, I will give you an email template of what to say to your professor when you miss an assignment or exam to help get you a second chance to complete it.

What does it mean to makeup an exam or assignment?

If a student wants to makeup an exam or assignment, this means that the student missed the exam or failed to turn in the assignment. And the student received a zero because they were not present to complete it or failed to turn it in before the deadline.

The professor would give the student an opportunity to complete the exam or assignment and turn it in after the deadline. The grade would replace the missing grade you have because you couldn’t take the exam or didn’t complete the assignment.

It is important to understand the difference between a makeup exam and retaking an exam because these are treated differently by your professors. While some professors may allow a makeup exam, they might not allow students to retake exams.

What is an excuse to makeup an exam or assignment?

If a student wants to makeup an exam or assignment, they want another chance to take it and earn a grade for the assignment. There are some excuses for missing an exam or assignment but it will vary based on the institution and the professor. Some of the excuses to MAKEUP a missed exam or assignment include :

Documented medical issues

Hospitalization

Student related activity

Religious holy days

Funeral of immediate relative

Military duty

Disability accommodations

Internet connection or technical issue (if online)

While I listed some reasons why your professor may allow you to makeup an exam or assignment, I will now tell you some reasons why your professor might NOT allow you to complete a makeup exam or assignment. Keep in mind that your professor may still allow you to complete it late regardless of your excuse.

Some of those reasons may include :

Forgot about it

Studied for another class

Busy with work

Car trouble

Wasn’t prepared

From reviewing the excuses above, you can tell that some of them are more important than others. For example, if you have a valid and documented reason to miss an assignment, then your professor is more likely to allow a makeup opportunity compared to excuses about your unprepardness.

And if you contacted them BEFORE you missed the assignment, you may get to make it up compared to students who reach out to their professors days or even weeks after the missed assignment or exam.

But if you were just unprepared and didn’t take the class seriously, they probably won’t give you another chance to do the assignment late.

One question you should ask yourself is if you didn’t complete the assignment because you were unprepared or unorganized, you may not be entitled to makeup the assignment. But if something traumatic or unavoidable happened, you may get to make it up.

Can you makeup an exam or assignment in college?

College students may be able to makeup an exam or assignment if their professor allows students to have a second chance. It will depend on the student’s excuse and if they have documentation. It will also depend on the professor’s policy.

Some professors are much more lenient when it comes to makeup assignments, while others have strict policies and won’t budge.

Usually there isn’t a university wide policy regarding missed assignments so your professor has a lot of discretion . Professors usually have the ability to let students makeup assignments. While it is not a guarantee, it is something that happens in college.

You won’t know if you can makeup the assignment if you don’t ask. And there is no harm in asking.

As a former professor, I allowed my students an opportunity to makeup an exam or assignment about 10% of the time. This would depend on my particular late policy I had that semester and the student’s excuse.

One time, there was a natural disaster and students couldn’t get online because the internet was completely down. The students really needed to access their online textbook to study. So, those students who were effected by the natural disaster were given an opportunity to complete it late.

Should you ask your professor to makeup an exam or assignment?

If you have a valid excuse, and talk to your professor early, you should ask your professor if you can makeup an assignment to replace the zero you received.

However, I think that anyone who cares about their course grade should ask their professor for a makeup opportunity. Because this zero will effect your overall grade and you never know what your professor will say.

They might allow you to make it up and you wouldn’t know because you didn’t ask. So, regardless if you have a decent excuse, you should still ask because you might be surprised by their answer.

If they say no, oh well. Nothing is lost. But if they say yes, you have a lot to gain by the second chance you’ve been given.

How to talk to your professor about missing an exam or assignment?

Do it quickly.

Go in person.

Explain your circumstances.

Bring documentation.

You don’t want to wait and talk to your professor about making up an assignment weeks after it was due. After so much time has passed, your professor isn’t going to let you complete it late.

However, if you go soon after the assignment was due or the exam date passed, your professor is more likely to give you have a second chance.

I want to mention that you aren’t required to provide medical documentation to your professor , at least not directly. I wouldn’t want to share my personal medical information with my professor. Now, if it’s just a doctor’s note excusing you from the class, that’s one thing, but if it’s your hospital discharge papers, that’s too personal.

If you have this documentation, you might need to talk to someone in the accommodation’s office to see if you can get some reasonable accommodations for your medical issues.

Just let your professor know that you are working on this process to keep them in the loop. I guess this process could be different depending on what country you live in and if you are at a private or public university.

You may want to try and get an EXTENSION on your assignment r ather than missing it and making it up. So, if you see a deadline for an assignment, and you are worried you cannot complete it, you should talk to your professor about getting an extension first.

But if you already missed the exam or assignment, that won’t help you. I will tell you what I wish my students would have said to me when they missed an assignment.

BEFORE you ask for a second chance, please review your professor’s syllabus. Sometimes students would email me about a missed assignment, but I had to explain to them that they could still complete it late for a penalty. They would have known that if they read the syllabus before sending me an email.

I think it’s important to look at your syllabus first because you might be able to turn it in or complete it late RIGHT NOW. And if you take the time to email your professor, it will cause delay. You may miss a deadline for a second chance because you are waiting on an email from your professor.

So, it’s really important to understand what your professor’s policies are in regards to late assignments or missed exams.

What to tell your professor when you miss an assignment

If you miss an exam or assignment in college, you need to talk to your professor immediately. Explain why you missed it. If you have documentation, provide it.

And then tell them that you want the opportunity to complete it late.

You can let them know you would even be willing to complete it for a late penalty.

I need to tell you that you should be honest in your communication to your professor. I don’t want you to simply copy and paste my example, but edit it to fit your needs. I am just sharing with you an example of what I would have liked to hear from my former students.

You should tell your professor the TRUTH when you are asking to makeup something in their course .

Email template to professor for missed exam

Here is an example of what I would have loved to have heard from my students when they missed an assignment.

Dear Professor, I missed our last exam because I was attending my grandfather’s funeral. I have a link to his obituary at the bottom of this email for verification. I was spending time with my family and grieving the loss of my closest grandfather when I missed our latest exam. The funeral was in another state so I had travel arrangements too. I would have sent an email earlier but I was in a frenzy. I would love the opportunity to complete the exam. If I don’t get to complete this exam, I worry that the zero I received will really hurt my overall grade in this course and this does not reflect my knowledge of the subject. By completing the exam, I will be learning the material better by studying. And the exam grade will let me know if I am on track and I can see my progress in the course. While I am concerned about the zero I received, I am more concerned about missing the opportunity to monitor my progress in this course to understand if I am missing important concepts. When I study for the exam, I will learn more of the class material. This will help me in the future. I am willing to take the exam at the most convenient time for you and with a penalty, if necessary. I would also be willing to take a modified version of the exam, if necessary. Thank you.

Look, you are really trying to let them know that the missing assignment is only half of your concern but your biggest concern is how missing the exam hurts your progress in the course.

Think about it for a second. If you don’t study and prepare for the exam, that is valuable information your will never learn. And if you want to complete an assignment late, the feedback that you get from your professor is critical to your college education.

How can you tell how well you are doing in the class if you don’t get to complete the assignments? Your professor will be glad that you are worried about this more than a grade.

But remember, if you don’t really care either way, you shouldn’t pretend. Just tell them the truth. This is just what I would have wanted to hear.

Can you makeup a final exam in college?

Since college final exams are at the end of the semester, students won’t typically be allowed an opportunity to makeup a final exam.

When I was a professor, we had to enter grades within a day or two after the final exam. This means that there was not an opportunity to allow students a chance to makeup the exam. There wouldn’t be enough time for them to take it before the college wanted grades submitted to them.

So, while you can ask if you can makeup a final exam, just know that there may be little your professor can do if they already submitted grades. Plus, a lot of professors may not even be on campus after the final exam so they won’t have the ability to let you make it up anyway.

What to do if you miss an exam or assignment in college?

If you miss an exam or assignment in college, you need to talk to your professor immediately. I recommend going to your professor in person because it makes it more personable. Let them know your circumstances, and ask them if you can makeup the assignment.

You should be prepared for them to say no. If they say no, and you are not given a second chance, you should ask them how your overall grade will be effected.

Sometimes a zero for an assignment could cause you to fail the class or make a really bad grade. You might be better off withdrawing from the course, if necessary. And if you are failing because of this grade , you should talk to your professor about failing instead.

This is something that your professor can answer for you. I wouldn’t do anything until you talk to your professor.

You will need to get back on track in the course to make up for this zero if you have a chance to pass.

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Makeup or Make Up – What’s the Difference?

Home » Makeup or Make Up – What’s the Difference?

When you put cosmetics on your face to look pretty on a date, are you using makeup or make up ?

You are probably beautiful just the way you are, and you don’t need to worry about either of those things, but if you work for a cosmetics company and you are in charge of designing ads, you will need to know the difference between these words.

The short story is that one is a noun and one is a verb, but, for a more in-depth discussion, continue reading.

What is the Difference Between Makeup and Make Up?

In this post, I will compare makeup vs. make up . I will use each term in some example sentences, which will give you an idea how they should appear in context.

I will also demonstrate how to use a mnemonic device that makes choosing make up or makeup a little easier.

When to Use Makeup

For example,

• Julia spends 45 minutes each morning putting on her makeup in the bathroom, which annoys Aries.
• Greg’s last job was in the advertising department of company that sells makeup.

Makeup is a category of products. There are several different types of makeup. People use lipstick to color their lips. Eyeliner, eye shadow, and mascara all emphasize the eyes. Foundation and blush even out and accentuate the color of facial skin. There are other types of makeup, as well. For a more in-depth discussion, consult a cosmetologist.

Makeup can also refer to the composition of something. For example, the chemical makeup of something.

• But there are limits to applying the Hawaii model to the rest of the nation, especially considering this state’s unique economy and political makeup. – The Washington Post

When to Use Make Up

• I need to make up a test that I missed last week, or I will not be able to graduate. (Complete something that was postponed)
• Make up a template for these body routs so that we will be able to make clean, even cuts. (Create something)
• I asked where he had been all day, but he just made up a story. (Fabricate a false event or story)

Here is another example of make-up being used to indicate the completion of something postponed.

• With 20 confirmed cases of measles in New York City, now is a good time to check your children’s vaccination records, make up for any shots missed because of illness or travel and reconsider any stance your family might have taken on delaying or refusing vaccinations. – The New York Times

When this term is constructed as the hyphenated compound make-up , it becomes an adjective , like in the phrases make-up game or make-up test . These phrases describe events that had to be postponed, and are now taking place at a later date instead.

Also, make-up artist , make-up remover , make-up bag .

Trick to Remember the Difference

Now, let’s go over a trick to keep track of make up vs. makeup . Since makeup is a compound noun, like the compound nouns takeout and kickoff , the construction of the word is you clue that makeup is a noun.

Is it makeup or make up? As with many compound nouns and phrasal verbs, these terms are only separated by a single space.

• Makeup is a noun.
• Make up is a verb phrase.

Their usage cases do not overlap; you can only use make up as a verb and makeup as a noun.

How to Deal With Late Work and Makeup Work

Late Work and Make Up Work Policies

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Late work is a teacher housekeeping task that often causes a classroom management nightmare for teachers. Late work can be especially difficult for new educators who do not have a set policy in place or even for a veteran teacher who has created a policy that just is not working.

There are many reasons why makeup or late work should be allowed, but the best reason to consider is that any work that was deemed important enough by a teacher to be assigned, deserves to be completed. If homework or classwork is not important, or are assigned as "busy work," students will notice, and they will not be motivated to complete the assignments. Any homework and/or classwork a teacher assigns and collects should support a student's academic growth.

There may be students returning from excused or unexcused absences who will need to complete makeup work. There also may be students who have not worked responsibly. There may be assignment completed on paper, and now there may be assignments submitted digitally. There are multiple software programs where students may submit homework or classwork. However, there may be students who lack the resources or support they need at home.

Therefore, it is important that teachers create late work and make-up work policies for hard copies and for digital submissions that they can follow consistently and with a minimum of effort. Anything less will result in confusion and further problems.

Questions to Consider When Creating a Late Work and Makeup Work Policy

• Does my school have a set policy for teachers concerning late work? For example, there might be a schoolwide policy that all teachers are to take off a letter grade for each day late.
• What is my school's policy concerning time for makeup work? Many school districts allow students two days to complete late work for each day they were out.
• What is my school's policy for making up work when a student has an excused absence? Does that policy differ for an unexcused absence? Some schools do not allow students to make up work after unexcused absences.
• Collecting homework (hard copies) at the door as they enter the class.
• Digital submissions to a classroom software platform or app (ex: Edmodo, Google Classroom). These will have a digital time stamp on each document.
• Ask students have to turn homework/classwork into a specific location (homework/classwork box) by the bell to be considered on time.
• Use a timestamp to put on homework /classwork to mark when it was submitted. 
• Determine if you will accept partially-completed homework or classwork. If so, then students can be considered on time even if they have not completed their work. If not, this needs to be clearly explained to students.
• Have students write the date they turn in the homework on the top. This saves you time but could also lead to cheating .
• You write the date the homework was turned in on the top as it is turned in. This will only work if you have a mechanism for students to turn in work directly to you each day.
• If you wish to use a homework collection box, then you can mark the day each assignment was turned in on the paper when you grade each day. However, this requires daily maintenance on your part so that you don't get confused.
• Have an assignment book where you write down all classwork and homework along with a folder for copies of any worksheets/handouts. Students are responsible for checking the assignment book when they return and collecting the assignments. This requires you to be organized and to update the assignment book each day.
• Create a "buddy" system. Have students be responsible for writing down assignments to share with someone who was out of class. If you gave notes in class, either provide a copy for the students who missed or you can have them copy notes for a friend. Be aware that students have to on their own time copy notes and they might not get all the information depending on the quality of the notes copied.
• Only give makeup work before or after school. Students have to come to see you when you are not teaching so that they can get the work. This can be hard for some students who do not have the time to come before or after depending on bus/ride schedules.
• Have a separate makeup assignment that uses the same skills, but different questions or criteria.
• Prepare how will you have students makeup tests and/or quizzes that they missed when they were absent. Many teachers require students to meet with them either before or after school. However, if there is an issue or concern with that, you might be able to have them come to your room during your planning period or lunch to try and complete the work. For students who need to make up assessments, you may want to design an alternate assessment, with different questions.
• Anticipate that long-term assignments (ones where students have two or more weeks to work on) will take much more supervision. Break the project up into chunks, staggering the workload when possible. Breaking up one assignment into smaller deadlines will mean that you are not chasing a large assignment with a high percentage grade that is late.
• Decide how you will address late projects or large percentage assignments. Will you allow late submissions? Make sure that you address this issue at the beginning of the year, especially if you are going to have a research paper or other long-term assignment in your class. Most teachers make it a policy that if students are absent on the day a long-term assignment is due that it must be submitted the day that student returns to school. Without this policy, you might find students who are trying to gain extra days by being absent.

If you do not have a consistent late work or makeup policy, your students will notice. Students who turn their work in on time will be upset, and those who are consistently late will take advantage of you. The key to an effective late work and makeup work policy is good recordkeeping and daily enforcement.

Once you decide what you want for your late work and makeup policy, then stick to that policy. Share your policy with other teachers because there is strength in consistency. Only by your consistent actions will this become one less worry in your school day. 

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• 10 Ways to Impress a Teacher
• Why Daily School Attendance Matters

Make up Assignment: Understanding, Guidelines, and Ethical Considerations

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Did you know that nearly 40% of students miss assignments at some point during their academic journey? Falling behind in coursework can be overwhelming, but fear not! If you’re searching for a solution to catch up on missed work, look no further. We have the perfect remedy: make-up assignments. Whether you’re a student seeking guidance or an educator looking for strategies to support your students, this article has got you covered.

Key Takeaways

• Understanding makeup assignments is crucial for students who have missed assignments due to various reasons, as it allows them to catch up on their work and maintain their academic progress.
• Correct usage of terms related to makeup assignments, such as “makeup work” or “alternative assignments,” helps ensure clear communication between students and teachers.
• Ethical considerations should be taken into account when assigning makeup work, such as ensuring fairness and avoiding penalizing students for circumstances beyond their control.
• Critical thinking skills play a vital role in designing effective makeup assignments that encourage students to engage with the material and demonstrate their understanding.
• Following guidelines for makeup assignments, such as setting reasonable deadlines and providing necessary resources, can help both students and teachers navigate the process smoothly.
• Managing missed assignments requires open communication between students and teachers, as well as proactive planning to prevent further delays or disruptions in learning.
• Specialized makeup assignments can be tailored to meet the unique needs of individual students, taking into account their strengths, weaknesses, and learning preferences.
• Digital and virtual makeup assignments offer flexible alternatives for students to complete missed work, leveraging technology to bridge the gap between in-person and remote learning environments.

Understanding Makeup Assignments

Makeup assignments are additional tasks given to students who have missed or failed a previous assignment. These assignments provide students with an opportunity to demonstrate their understanding of the material they missed and catch up on any missed work.

The importance of makeup assignments cannot be overstated. They allow students to make up for missed work and avoid falling behind in their studies. By completing makeup assignments, students can learn from their mistakes and improve their understanding of the subject matter. This can positively impact their overall academic performance.

In academic settings, such as schools and universities, makeup assignments are commonly used to ensure that students have a chance to complete missed work. Academic institutions often have specific policies and guidelines regarding makeup assignments, including deadlines and requirements. The format of these assignments may vary, ranging from written essays to presentations or practical demonstrations.

Physical education classes also utilize makeup assignments when students miss classes due to illness or other reasons. In these cases, makeup assignments may involve completing physical exercises or participating in alternative activities that focus on specific skills covered during the missed class.

Similarly, in music performance classes, makeup assignments may involve practicing and performing a piece of music that was missed during a scheduled rehearsal or lesson. Music teachers assign these tasks to help students catch up on practice time and continue developing their musical skills.

Correct Usage of Terms

Makeup vs make-up vs make up.

It’s important to understand the differences between “makeup,” “make-up,” and “make up.” Each spelling has its own meaning and usage.

Firstly, “makeup” is the correct spelling when referring to cosmetics or the act of applying cosmetics. For example, when talking about a person’s beauty routine or discussing different types of makeup products, we use this term.

Secondly, “make-up” is an alternative spelling for “makeup.” It can also refer to cosmetics or the act of applying them. The only difference here is that there is a hyphen between “make” and “up.” This form is more commonly used in British English.

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Lastly, “make up” without a hyphen is a verb phrase that means to reconcile, compensate, or create something. For instance, if two friends have an argument but later make amends and become friends again, they have made up.

Contextual Differences

The context in which these spellings are used determines their meaning and usage. While American English tends to use the closed form “makeup,” with no space or hyphen between the words, British English often uses “make-up.”

Understanding these contextual differences is crucial for accurate communication. Using the wrong spelling can lead to confusion or misinterpretation.

Ethical Considerations

Make up assignments are an important tool that promotes fairness in education. They provide students with the opportunity to make up for missed work due to valid reasons, such as illness or personal circumstances. By offering make up assignments, educators ensure that all students have equal chances to demonstrate their knowledge and skills.

Fairness in make up assignments also involves setting clear guidelines and deadlines for completion. This ensures that students understand what is expected of them and have a fair chance to catch up on missed work. For example, if a student misses a test due to illness, they can be given the opportunity to take the test at a later date.

Accountability

Make up assignments play a crucial role in fostering accountability among students. When students miss work, it is their responsibility to communicate with their teachers about the missed assignments and make arrangements for completing make-up tasks.

By holding students accountable for completing missed work, educators teach them valuable life skills such as time management and organizational skills. Students learn how to prioritize their responsibilities and meet deadlines even when faced with challenges or setbacks.

For instance, if a student misses several class sessions due to an extracurricular commitment, they are still responsible for catching up on the material covered during those sessions through assigned readings or additional assignments.

Completing make-up assignments requires integrity from students. They are expected to approach these tasks honestly and independently without resorting to plagiarism or any form of academic dishonesty.

Upholding integrity in make-up assignments ensures that the work submitted by students reflects their true understanding and abilities. It allows educators to assess each student’s individual progress accurately while maintaining academic standards across the board.

Critical Thinking in Assignments

Analyzing tasks.

Students need to approach them with critical thinking skills. The first step is to carefully review the instructions and requirements provided by their teachers. By analyzing the tasks, students can identify the key concepts or skills covered in the missed assignment.

Analyzing tasks involves determining the best approach to complete the make up task. For example, if a student missed a math assignment on fractions, they would need to understand the basic concepts of fractions and apply them correctly in their make up work. This requires careful analysis and understanding of what was taught during that particular lesson.

Sometimes, analyzing make up tasks may require additional clarification or guidance from teachers or classmates. If there are any doubts or uncertainties about how to proceed with a make up assignment, students should not hesitate to seek help from their teacher or ask for further explanation from their peers who attended the original class.

Creative Solutions

In addition to analytical thinking, creative solutions can also play a role when designing make up assignments . Teachers have the flexibility to offer alternative formats or methods for completing these assignments based on individual student needs.

For instance, if a student has difficulty expressing themselves through written essays but excels in visual arts, an alternative option could be creating an artwork that demonstrates their understanding of a specific topic covered in class. This allows students with different learning styles and abilities to showcase their knowledge effectively.

Encouraging creative solutions in make up assignments fosters flexibility among students as they are given opportunities beyond traditional assessment methods. It promotes engagement by allowing each student’s unique strengths and interests to shine through while still meeting educational objectives.

Guidelines for Makeup Assignments

Submission rules.

Make up assignments often come with specific submission rules that students need to follow. These rules may include deadlines, file formats, or platforms for submission. It is crucial for students to carefully read and understand the submission guidelines provided by their teachers. By doing so, they can ensure that their make up assignments are accepted without any issues.

Failure to adhere to the submission rules may result in penalties or even disqualification of the make up assignment. For example, if a student misses the deadline or submits their work in an incorrect format, it could lead to a deduction in marks or rejection of the assignment altogether.

To avoid such consequences, students should take note of important details like due dates and preferred file formats when submitting their make up assignments. They should also double-check if there are any additional instructions regarding where and how to submit their work.

For instance, let’s say a student missed an exam due to illness and needs to complete a makeup assignment instead. The teacher might specify that the assignment must be submitted via email as a PDF document within 48 hours of receiving it. In this case, following these specific instructions becomes essential for successfully completing the makeup assignment.

Grading Criteria

The grading criteria for make up assignments typically align with the requirements and rubrics of the original assignment. Students should familiarize themselves with these grading criteria provided by their teachers so they can understand how their makeup assignments will be evaluated.

Clear grading criteria help students focus on meeting necessary expectations and improving their performance on makeup assignments. By understanding what aspects will be assessed—such as content knowledge, critical thinking skills, organization—they can tailor their efforts accordingly.

For example, if an original essay required strong evidence from credible sources as part of its grading criteria, then this requirement would likely carry over into its makeup version as well. Students would need to demonstrate research skills by incorporating reliable sources into both versions of the essay.

Managing Missed Assignments

Students can employ various strategies to ensure they complete the tasks effectively and efficiently. One helpful strategy is creating a schedule. By breaking down the assignment into smaller parts and setting achievable goals, students can better manage their time and avoid feeling overwhelmed. For example, if a student has missed multiple assignments in different subjects, they can allocate specific time slots for each task throughout the week.

Another strategy is seeking clarification from teachers. If students have any questions or uncertainties about the make up assignment, it’s important to reach out to their teachers for guidance. Teachers are there to support their students and provide necessary explanations or additional resources that may be needed.

Peer support can also play a significant role in managing make up assignments. Collaborating with classmates who have completed similar tasks or forming study groups can help alleviate stress and promote learning through shared knowledge and experiences.

Developing effective study habits is another valuable strategy for successfully completing make up assignments. This includes finding a quiet and comfortable study environment, minimizing distractions, taking regular breaks, and utilizing effective note-taking techniques.

Seeking feedback from teachers is essential as well. By submitting drafts or progress updates of their make up assignments, students can receive constructive criticism that will guide them towards improvement.

Specialized Makeup Assignments

Makeup assignments are not limited to just academic subjects; they can also be found in various specialized fields. Let’s explore some examples of specialized makeup assignments in different areas.

Beauty and Fashion

In beauty and fashion courses, makeup assignments go beyond simply applying cosmetics. Students may be tasked with creating unique makeup looks, analyzing current trends, or researching different cosmetic products. These assignments allow students to showcase their understanding of various makeup techniques, color theory, and historical influences within the beauty and fashion industry. By completing these tasks, students not only develop their creativity but also acquire skills that are highly relevant to the field.

Sports and Health

Makeup assignments in sports and health classes focus on a wide range of topics related to physical fitness, nutrition, injury prevention, and sports psychology. For instance, students might design personalized fitness plans tailored to specific individuals or analyze dietary habits for optimal performance. These assignments encourage students to apply theoretical knowledge from class into practical situations while promoting a holistic approach to well-being.

Arts and Music

In arts and music classes, makeup assignments offer opportunities for creative expression through various mediums such as visual art or music composition. Students may create artworks that demonstrate technical skills or compose original pieces of music that reflect their interpretive abilities. They might analyze artistic movements or engage in critical thinking exercises related to the arts. These make up tasks enable students to nurture their creativity while catching up on missed artistic experiences.

Overall, specialized makeup assignments provide valuable learning experiences by allowing students to delve deeper into specific subject areas outside traditional academic coursework.

Digital and Virtual Assignments

Online activity logs.

Online activity logs serve as a convenient platform for tracking and documenting make up assignments completed by students. These logs allow teachers to monitor the progress of students who are catching up on missed work. By requiring students to submit evidence of their completed make up assignments through online activity logs, teachers can verify that the tasks have been properly completed.

For example, if a student misses a class due to illness or other reasons, they can use an online activity log to record their completion of the assigned work. This could include submitting written responses, completing quizzes or tests, or even participating in online discussions related to the missed material.

Not only do online activity logs provide an efficient way for teachers to keep track of make up assignments, but they also offer accountability for students. By having their work documented in an online log, students are more likely to stay on top of their make up assignments and complete them in a timely manner.

Digital Submission Platforms

Digital submission platforms streamline the process of submitting make up assignments electronically. Students can easily upload their completed tasks onto these designated platforms chosen by their teachers.

These digital submission platforms not only simplify the assignment submission process but also facilitate efficient communication between teachers and students regarding make up assignment submissions. Teachers can provide feedback directly on submitted work through these platforms, making it easier for both parties involved.

For instance, if a student has questions about how to complete a specific task for his/her makeup assignment, he/she can reach out directly to the teacher via these digital submission platforms without any hassle.

In conclusion, understanding makeup assignments is crucial for both students and educators. By correctly using the terms and considering ethical implications, you can foster a fair and inclusive learning environment. Encouraging critical thinking in assignments helps students develop valuable skills that will benefit them beyond the classroom. Following the guidelines for makeup assignments ensures consistency and fairness, while managing missed assignments effectively supports student success.

Specialized makeup assignments provide opportunities for individualized learning, while digital and virtual assignments offer flexibility and accessibility. By implementing these strategies, you can enhance the learning experience and cater to diverse student needs. Remember, makeup assignments are not just about catching up on missed work; they are an opportunity for growth and development.

So, take charge of your learning journey and embrace the power of makeup assignments. By doing so, you’ll not only improve your academic performance but also cultivate essential skills that will serve you well in the future. Keep exploring new ways to engage with makeup assignments and make the most out of every opportunity to learn and grow.

Frequently Asked Questions

How can i understand makeup assignments better.

Makeup assignments are a way to catch up on missed work. To comprehend them better, read the blog post “Understanding Makeup Assignments.” It provides insights into their purpose, benefits, and how they differ from regular assignments.

What should I consider when using terms related to makeup assignments?

To ensure accurate communication, refer to the blog post “Correct Usage of Terms.” It outlines key terminology associated with makeup assignments and explains their proper usage. This will help avoid confusion and promote clear understanding among students and instructors.

Are there ethical considerations regarding makeup assignments?

Yes, ethical considerations play an important role in implementing makeup assignments. The blog post “Ethical Considerations” dives deeper into this topic by discussing fairness, integrity, and guidelines for both students and educators when dealing with makeup work.

How can critical thinking be incorporated into makeup assignments?

Critical thinking is essential for academic growth. The blog post “Critical Thinking in Assignments” explores strategies for integrating critical thinking skills within makeup tasks. By doing so, you can enhance your analytical abilities while completing these alternative assessments.

Where can I find guidelines for handling missed assignments effectively?

For comprehensive guidance on managing missed work efficiently, refer to the blog post titled “Guidelines for Makeup Assignments.” It offers practical tips such as setting deadlines, communicating with instructors promptly, and organizing your priorities effectively.

Can specialized fields benefit from customized makeup assignments?

Absolutely! Specialized fields require tailored approaches to address missed coursework adequately. Discover more about this topic by reading the blog post called “Specialized Makeup Assignments,” which highlights examples of subject-specific alternatives designed to meet unique learning objectives.

How do digital and virtual platforms facilitate makeup assignment completion?

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Making the Most of Make-up Work

Chronic absenteeism—missing at least 1 in 10 school days—correlates with low test scores and other achievement deficits. The fact that these measures can reflect negatively on the school is one motivation for building- or district-wide programs aimed at improving attendance. Classroom teachers, however, have a more personal window into the lives of individual students. We know that the more days a student misses the farther behind he is likely to get—and the harder it might become to engage him. We also know the reason for missing class might not be the student's fault. Family disruptions, transportation difficulties and chronic illness (of the student or a family member) may all contribute to absenteeism.

For all these reasons, it’s important to establish systems and routines that support the whole child and set him up for achievement when he returns. The following suggestions address both classroom management and curriculum strategies that can help.

Classroom management: What do students do when they first come into my classroom?

You may have established a bell ringer or warm-up activity that helps students shift into thinking about your content. When students are accustomed to a self-led routine at the beginning of class, teachers can give individual students attention in the first few minutes. During this pre-established time, absent students can find out what was missed, gather needed materials and be ready to rejoin the class community. Set routines also help students who miss class transition back into learning because they know what to expect when they return.

In addition to the designated warm-up activity, establish the communication system so students can find out what material they missed. This system will look different at different grade levels, and many methods will work. Here are a few to try:

In the elementary classroom:

Mailboxes . Mailboxes or cubbies where students keep their materials are standard in most elementary classrooms. Leaving a half-page note is a way to communicate to an absent student what he missed while he was out. To promote social emotional skills, assign your elementary students a class buddy—one peer who can help out by filling in the blanks when her partner is gone.

You may not always know why a student missed class. A friendly heading on the note expressing that the student was missed helps him transition back into the class community in a positive way, regardless of what may have kept him out of class.

In the middle level classroom:

Class calendar . Use a bulletin board or the back of the door to post a large calendar. Write objectives and assignments on the calendar each day and refer to the calendar when returning to objectives and goals during instruction. Keep learning objectives up for three to four weeks, and include a folder near the calendar for any handouts students might have missed.

In the high school classroom:

Daily class journal . Assign a student in each class to record the date, objectives, activities and any assignments in a class notebook. Keep the notebook in the same location in the classroom. Returning students should know to check the class journal during the bell ringer. Rotate which student writes in the journal each week.

Social media . A social media platform provides another method to communicate missing work with absent students. If your district firewalls allow access to Facebook, you can create a private group for each class and post objectives, activities and assignments daily to that group’s wall. Edmodo is another free online platform that allows teachers to populate calendars, upload documents, track student progress and communicate with families, all in one location.

Curriculum: What is the purpose of the assignment?

Graded assignments provide students an opportunity to independently practice skills and demonstrate their progress toward mastery of objectives. They also allow teachers to collect data about student learning for planning future instruction. Because they are rooted in standards, it should matter to student achievement if an assignment is not completed.

Ask yourself: How do students know the value of class assignments?

Share class goals and objectives with your students and keep them posted in a visible location in your classroom. Point out how assignments are explicitly linked to those goals and objectives, and make it clear that students who complete the assignment by the due date move to the next skill or assignment based on mastery. This reinforces the authentic importance of attendance and of making up work when students miss a day.

Students should also understand the distinction between a due date and a drop-dead due date. Drop-dead due dates are driven by the school calendar and marking periods. Reporting midterm and end-of-term grades is mandatory, and students must complete all required work by these dates. Help students understand that assignments are intentionally built into the quarter or semester to help them work toward previously identified goals and objectives. The desired outcome is to master all class objectives within the marking period. Making this connection allows students to see their learning as cumulative and fosters self-monitoring and awareness—skills that become increasingly important as more and more independence is required of them.

Facilitating and tracking student make-up work can feel like a chore, but incorporating strategies designed to maximize student success serves two important purposes. One, it keeps learning on track and kids moving forward academically. And, two, it makes your classroom an environment that welcomes students back rather than heightens their anxieties about being gone in the first place.

Wicht is the senior manager for teaching and learning for Teaching Tolerance.

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A Few Ideas for Dealing with Late Work

August 4, 2019

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Most of my 9-week grading periods ended the same way: Me and one or two students, sitting in my quiet, empty classroom together, with me sitting at the computer, the students nearby in desks, methodically working through piles of make-up assignments. They would be focused, more focused than I’d seen them in months, and the speed with which they got through the piles was stunning. 

As they finished each assignment I took it, checked it for accuracy, then entered their scores—taking 50 percent off for being late—into my grading program. With every entry, I’d watch as their class grade went up and up: from a 37 percent to a 41, then to 45, then to 51, and eventually to something in the 60s or even low 70s, a number that constituted passing, at which point the process would end and we’d part ways, full of resolve that next marking period would be different.

And the whole time I thought to myself, This is pointless . They aren’t learning anything at all. But I wasn’t sure what else to do.

For as long as teachers have assigned tasks in exchange for grades, late work has been a problem. What do we do when a student turns in work late? Do we give some kind of consequence or accept assignments at any time with no penalty? Do we set up some kind of system that keeps students motivated while still holding them accountable? Is there a way to manage all of this without driving ourselves crazy?

To find answers, I went to Twitter and asked teachers to share what works for them. What follows is a summary of their responses. I wish I could give individual credit to each person who offered ideas, but that would take way too long, and I really want you to get these suggestions now! If you’ve been unsatisfied with your own approach to late work, you should find some fresh ideas here.

First, a Few Questions About Your Grades

Before we get into the ways teachers manage late work, let’s back up a bit and consider whether your overall program of assignments and grading is in a healthy place. Here are some questions to think about:  

• What do your grades represent? How much of your grades are truly based on academic growth, and how much are based mostly on compliance? If they lean more toward compliance, then what you’re doing when you try to manage late work is basically a lot of administrative paper pushing, rather than teaching your content. Although it’s important for kids to learn how to manage deadlines, do you really want an A in your course to primarily reflect the ability to follow instructions? If your grades are too compliance-based, consider how you might shift things so they more accurately represent learning. (For a deeper discussion of this issue, read How Accurate Are Your Grades? )
• Are you grading too many things? If you spend a lot of time chasing down missing assignments in order to get more scores in your gradebook, it could be that you’re grading too much. Some teachers only enter grades for major, summative tasks, like projects, major writing assignments, or exams. Everything else is considered formative and is either ungraded or given a very low point value for completion, not graded for accuracy; it’s practice . For teachers who are used to collecting lots of grades over a marking period, this will be a big shift, and if you work in a school where you’re expected to enter grades into your system frequently, that shift will be even more difficult. Convincing your students that ungraded practice is worthwhile because it will help their performance on the big things will be another hurdle. With all of that said, reducing the number of scored items will make your grades more meaningful and cut way down on the time you spend grading and managing late work.
• What assumptions do you make when students don’t turn in work? I’m embarrassed to admit that when I first started teaching, I assumed most students with missing work were just unmotivated. Although this might be true for a small portion of students, I no longer see this as the most likely reason. Students may have issues with executive function and could use some help developing systems for managing their time and responsibilities. They may struggle with anxiety. Or they may not have the resources—like time, space, and technology—to consistently complete work at home. More attention has been paid lately to the fact that homework is an equity issue , and our policies around homework should reflect an understanding that all students don’t have access to the same resources once they leave school for the day. Punitive policies that are meant to “motivate” students don’t take any of these other issues into consideration, so if your late work penalties don’t seem to be working, it’s likely that the root cause is something other than a lack of motivation.
• What kind of grading system is realistic for you ? Any system you put in place requires YOU to stay on top of grading. It would be much harder to assign penalties, send home reminders, or track lateness if you are behind on marking papers by a week, two weeks, even a month. So whatever you do, create a plan that you can actually keep up with.

Possible Solutions

1. penalties.

Many teachers give some sort of penalty to students for late work. The thinking behind this is that without some sort of negative consequence, too many students would wait until the end of the marking period to turn work in, or in some cases, not turn it in at all. When work is turned in weeks or even months late, it can lose its value as a learning opportunity because it is no longer aligned with what’s happening in class. On top of that, teachers can end up with massive piles of assignments to grade in the last few days of a marking period. This not only places a heavy burden on teachers, it is far from an ideal condition for giving students the good quality feedback they should be getting on these assignments.

Several types of penalties are most common:

Point Deductions In many cases, teachers simply reduce the grade as a result of the lateness. Some teachers will take off a certain number of points per day until they reach a cutoff date after which the work will no longer be accepted. One teacher who responded said he takes off 10 percent for up to three days late, then 30 percent for work submitted up to a week late; he says most students turn their work in before the first three days are over. Others have a standard amount that comes off for any late work (like 10 percent), regardless of when it is turned in. This policy still rewards students for on-time work without completely de-motivating those who are late, builds in some accountability for lateness, and prevents the teacher from having to do a lot of mathematical juggling with a more complex system. 

Parent Contact Some teachers keep track of late work and contact parents if it is not turned in. This treats the late work as more of a conduct issue; the parent contact may be in addition to or instead of taking points away. 

No Feedback, No Re-Dos The real value of homework and other smaller assignments should be the opportunity for feedback: Students do an assignment, they get timely teacher feedback, and they use that feedback to improve. In many cases, teachers allow students to re-do and resubmit assignments based on that feedback. So a logical consequence of late work could be the loss of that opportunity: Several teachers mentioned that their policy is to accept late work for full credit, but only students who submit work on time will receive feedback or the chance to re-do it for a higher grade. Those who hand in late work must accept whatever score they get the first time around. 

2. A Separate Work Habits Grade

In a lot of schools, especially those that use standards-based grading, a student’s grade on an assignment is a pure representation of their academic mastery; it does not reflect compliance in any way. So in these classrooms, if a student turns in good work, it’s going to get a good grade even if it’s handed in a month late. 

But students still need to learn how to manage their time. For that reason, many schools assign a separate grade for work habits. This might measure factors like adherence to deadlines, neatness, and following non-academic guidelines like font sizes or using the correct heading on a paper. 

• Although most teachers whose schools use this type of system will admit that students and parents don’t take the work habits grade as seriously as the academic grade, they report being satisfied that student grades only reflect mastery of the content.
• One school calls their work habits grade a “behavior” grade, and although it doesn’t impact GPA, students who don’t have a certain behavior grade can’t make honor roll, despite their actual GPA.
• Several teachers mentioned looking for patterns and using the separate grade as a basis for conferences with parents, counselors, or other stakeholders. For most students, there’s probably a strong correlation between work habits and academic achievement, so separating the two could help students see that connection.
• Some learning management systems will flag assignments as late without necessarily taking points off. Although this does not automatically translate to a work habits grade, it indicates the lateness to students and parents without misrepresenting the academic achievement.

3. Homework Passes

Because things happen in real life that can throw anyone off course every now and then, some teachers offer passes students can use to replace a missed assignment.

• Most teachers only offer these passes to replace low-point assignments, not major ones, and they generally only offer 1 to 3 passes per marking period. Homework passes can usually only recover 5 to 10 percent of a student’s overall course grade. 
• Other teachers have a policy of allowing students to drop one or two of their lowest scores in the gradebook. Again, this is typically done for smaller assignments and has the same net effect as a homework pass by allowing everyone to have a bad day or two.
• One teacher gives “Next Class Passes” which allow students one extra day to turn in work. At the end of every marking period she gives extra credit points to students who still have unused passes. She says that since she started doing this, she has had the lowest rate ever of late work. 

4. Extension Requests

Quite a few teachers require students to submit a written request for a deadline extension rather than taking points off. With a system like this, every student turns something in on the due date, whether it’s the assignment itself or an extension request.

• Most extension requests ask students to explain why they were unable to complete the assignment on time. This not only gives the students a chance to reflect on their habits, it also invites the teacher to help students solve larger problems that might be getting in the way of their academic success. 
• Having students submit their requests via Google Forms reduces the need for paper and routes all requests to a single spreadsheet, which makes it easier for teachers to keep track of work that is late or needs to be regraded.  
• Other teachers use a similar system for times when students want to resubmit work for a new grade. 

5. Floating Deadlines

Rather than choosing a single deadline for an assignment, some teachers assign a range of dates for students to submit work. This flexibility allows students to plan their work around other life activities and responsibilities.

• Some teachers offer an incentive to turn in work in the early part of the time frame, such as extra credit or faster feedback, and this helps to spread out the submissions more evenly. 
• Another variation on this approach is to assign a batch of work for a whole week and ask students to get it in by Friday. This way, students get to manage when they get it done. 
• Other names mentioned for this strategy were flexible deadlines , soft deadlines , and due windows .

6. Let Students Submit Work in Progress

Some digital platforms, like Google Classroom, allow students to “submit” assignments while they are still working on them. This allows teachers to see how far the student has gotten and address any problems that might be coming up. If your classroom is mostly paper-based, it’s certainly possible to do this kind of thing with paper as well, letting students turn in partially completed work to demonstrate that an effort has been made and show you where they might be stuck.

7. Give Late Work Full Credit

Some teachers accept all late work with no penalty. Most of them agree that if the work is important, and if we want students to do it, we should let them hand it in whenever they get it done. 

• Some teachers fear this approach will cause more students to stop doing the work or delay submission until the end of a marking period, but teachers who like this approach say they were surprised by how little things changed when they stopped giving penalties: Most students continued to turn work in more or less on time, and the same ones who were late under the old system were still late under the new one. The big difference was that the teacher no longer had to spend time calculating deductions or determining whether students had valid excuses; the work was simply graded for mastery.
• To give students an incentive to actually turn the work in before the marking period is over, some teachers will put a temporary zero in the gradebook as a placeholder until the assignment is turned in, at which point the zero is replaced with a grade.
• Here’s a twist on the “no penalty” option: Some teachers don’t take points off for late work, but they limit the time frame when students can turn it in. Some will not accept late work after they have graded and returned an assignment; at that point it would be too easy for students to copy off of the returned papers. Others will only accept late work up until the assessment for the unit, because the work leading up to that is meant to prepare for that assessment. 

8. Other Preventative Measures

These strategies aren’t necessarily a way to manage late work as much as they are meant to prevent it in the first place.

• Include students in setting deadlines. When it comes to major assignments, have students help you determine due dates. They may have a better idea than you do about other big events that are happening and assignments that have been given in other classes.
• Stop assigning homework. Some teachers have stopped assigning homework entirely, recognizing that disparities at home make it an unfair measurement of academic mastery. Instead, all meaningful work is done in class, where the teacher can monitor progress and give feedback as needed. Long-term projects are done in class as well, so the teacher is aware of which students need more time and why. 
• Make homework optional or self-selected. Not all students need the same amount of practice. You may be able to get your students to assess their own need for additional practice and assign that practice to themselves. Although this may sound far-fetched, in some classes, like this self-paced classroom , it actually works, because students know they will be graded on a final assessment, they get good at determining when they need extra practice.

With so many different approaches to late work, what’s clear is that there are a lot of different schools of thought on grading and assessment, so it’s not a surprise that we don’t always land on the best solution on the first try. Experiment with different systems, talk to your colleagues, and be willing to try something new until you find something that works for you. 

Further Reading

20 Ways to Cut Your Grading Time in Half This free e-book is full of ideas that can help with grading in general.

On Your Mark: Challenging the Conventions of Grading and Reporting Thomas R. Guskey This book came highly recommended by a number of teachers.

Hacking Assessment: 10 Ways to Go Gradeless in a Traditional Grades School Starr Sackstein

Come back for more. Join our mailing list and get weekly tips, tools, and inspiration that will make your teaching more effective and fun. You’ll get access to our members-only library of free downloads, including 20 Ways to Cut Your Grading Time in Half , the e-booklet that has helped thousands of teachers save time on grading. Over 50,000 teachers have already joined—come on in.

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Categories: Classroom Management , Instruction , Podcast

Tags: assessment , organization

51 Comments

I teach high school science (mine is a course that does not have an “end of course” test so the stakes are not as high) and I teach mostly juniors and seniors. Last year I decided not to accept any late work whatsoever unless a student is absent the day it is assigned or due (or if they have an accomodation in a 504 or IEP – and I may have had one or two students with real/documented emergencies that I let turn in late.) This makes it so much easier on me because I don’t have to keep up with how many days/points to deduct – that’s a nightmare. It also forces them to be more responsible. They usually have had time to do it in class so there’s no reason for it to be late. Also, I was very frustrated with homework not being completed and I hated having to grade it and keep up with absent work. So I don’t “require” homework (and rarely assign it any more) but if students do ALL (no partial credit) of it they get a 100% (small point value grade), if they are absent or they don’t do it they are exempt. So it ends up being a sort of extra credit grade but it does not really penalize students who don’t do it. When students ask me for extra credit (which I don’t usually give), the first thing I ask is if they’ve done all the homework assigned. That usually shuts down any further discussion. I’ve decided I’m not going to spend tons of time chasing and calculating grades on small point values that do not make a big difference in an overall grade. 🙂

Do I understand correctly….

Homework is not required. If a student fully completes the HW, they will earn full points. If the student is absent or doesn’t do it, they are excused. Students who do complete the HW will benefit a little bit in their overall grade, but students who don’t compete the work will not be penalized. Did I understand it correctly?

Do you stipulate that a student must earn a certain % on the assignment to get the full points? What about a student who completed an assignment but completes the entire thing incorrectly? Still full credit? Or an opportunity to re-do?

Thank you in advance.

From reading this blog post I was thinking the same thing. When not penalizing students for homework do you have students who do turn it in getting extra points in class?

From what I have seen, if there is a benefit for turning in homework and students see this benefit more will try to accomplish what the homework is asking. So avoid penalization is okay, but make sure the ones turning it in are getting rewarded in some way.

The other question regarding what to do with students who may not be completing the assignments correctly, you could use this almost as a formative assessment. You could still give them the credit but use this as a time for you to focus on that student a little more and see where he/she isn’t understanding the content.

Our school has a system called Catch Up Cafe. Students with missing work report to a specific teacher during the first 15 minutes of lunch to work on missing work. Students upgrade to a Wednesday after school time if they have accumulated 4 or more missing assignments on any Monday. They do not have to serve if they can clear ALL missing work by the end of the day Wednesday. Since work is not dragging out for a long period of time, most teachers do not take off points.

How do you manage the logistics of who has missing and how many assignments are needed to be completed-to make sure they are attending the Catch up Cafe or Wednesday after school? How do you manage the communication with parents?

When a student has missing work it can be very difficult to see what he/she is missing. I always keep a running record of all of their assignments that quarter and if they miss that assigement I keep it blank to remind myself there was never a submission. Once I know that this student is missing this assignment I give them their own copy and write at the top late. So once they do turn it in I know that it’s late and makes grading it easier.

There are a lot of different programs that schools use but I’ve always kept a paper copy so I have a back-up.

I find that the worst part of tracking make-up work is keeping tabs on who was absent for a school activity, illness or other excused absence, and who just didn’t turn in the assignment. I obviously have to accept work turned in “late” due to an excused absence, but I can handle the truly late work however I wish. Any advice on simplifying tracking for this?

I tell my students to simply write “Absent (day/s)” at the top of the paper. I remind them of this fairly regularly. That way, if they were absent, it’s their responsibility to notify me, and it’s all together. If you create your own worksheets, etc., you could add a line to the top as an additional reminder.

It might be worth checking out Evernote .

In order to keep track of what type of missing assignments, I put a 0 in as a grade so students and parents know an assignment was never submitted. If a student was here on the due date and day assignment was given then it is a 0 in the grade book. If a student was absent the day the assignment was given or when it was due, I put a 00 in the grade book. This way I know if it was because of an absence or actual no work completed.

This is exactly what I do. Homework can only count 10% in our district. Claims that kids fail due to zeros for homework are specious.

This is SUCH a difficult issue and I have tried a few of the suggested ways in years past. My questions is… how do we properly prepare kids for college while still being mindful of the inequities at home? We need to be sure that we are giving kids opportunity, resources, and support, but at the same time if we don’t introduce them to some of the challenges they will be faced with in college (hours of studying and research and writing regardless of the hours you might have to spend working to pay that tuition), are we truly preparing them? I get the idea of mastery of content without penalty for late work and honestly that is typically what I go with, but I constantly struggle with this and now that I will be moving from middle to high school, I worry even more about the right way to handle late work and homework. I don’t want to hold students back in my class by being too much of a stickler about seemingly little things, but I don’t want to send them to college unprepared to experience a slap in the face, either. I don’t want to provide extra hurdles, but how do I best help them learn how to push through the hurdles and rigor if they aren’t held accountable? I always provide extra time after school, at lunch, etc., and have also experienced that end of term box checking of assignments in place of a true learning experience, but how do we teach them the importance of using resources, asking for help, allowing for mistakes while holding them to standards and learning work habits that will be helpful to them when they will be on their own? I just don’t know where the line is between helping students learn the value of good work habits and keeping them from experiencing certain challenges they need to understand in order to truly get ahead.

Thanks for sharing – I can tell how much you care for your students, wanting them to be confident independent learners. What I think I’m hearing is perhaps the struggle between that fine line of enabling and supporting. When supporting kids, whether academically or behaviorally, we’re doing something that assists or facilitates their growth. So, for example, a student that has anxiety or who doesn’t have the resources at home to complete an assignment, we can assist by giving that student extra time or an alternative place to complete the assignment. This doesn’t lower expectations, it just offers support to help them succeed.

Enabling on the other hand, puts systems in place that don’t involve consequences, which in turn allow the behaviors to continue. It involves excuses and solving problems for others. It may be about lowering expectations and letting people get by with patterns of behavior.

Late work is tricky. The article does mention the importance of time management, which is why separating academic grades from work habits is something a lot of schools are doing. Sometimes real life happens and kids need a “pass.” If whatever you’re doing seems to be helping to support a student rather than enabling patterns, then that might help you distinguish between that fine line. Hope this helps!

Thank you again for such a great post. Always high-quality, relevant, and helpful. I so appreciate you and the work you do!

So glad to hear you enjoyed the post, Liz! I’ll make sure Jenn sees this.

I thought that these points brought up about receiving late work were extremely helpful and I hope that every classroom understands how beneficial these strategies could be.

When reading the penalties section under point deductions it brought up the idea of taking points off slowly as time goes by. Currently in my classroom the only point deduction I take off is 30% of the total grade after it is received late. No matter how much time has gone by in that grading period it will have 30% off the total.

I’m curious if changing this technique to something that would increase the percentage off as time goes by will make students turn in their work on time.

My question to everyone is which grading technique would be more beneficial for the students? Do you believe that just taking off 30% for late work would help students more when turning in their work or do you think that as time goes by penalizing their final score will have students turn in their work more?

If anyone has any answers it would be extremely beneficial.

Thank you, Kirby

When I was in school my school did 1/3 of a grade each day it was like. So 1 day late A >A-. Two days late: A->>B+ so on and so forth. This worked really well for me because I knew that I could still receive a good grade if I worked hard on an assignment, even if it was a day or two late.

I dread it when I have missing work or unsubmitted work. I would try to get a last-minute effort to chase those needed pieces of work which could be done from those students housed in dorms on campus. It is better than not failing them for lacking to turn in graded submissions or taking scheduled quizzes. I dread this not for the students, sadly, but for likely call to explain why I did not keep physical evidence of students’ supposed learning. In my part of the globe, we have a yearly “quality assurance” audit by the country’s educational authorities or their representatives.

I am a pre-service teacher and I am in the process of developing my personal philosophies in education, including the topic of late work. I will be certified as a secondary social studies teacher and would like to teach in a high school. Your post brought my attention to some important insights about the subject. For example, before this post I had not thought to use feedback as a way to incentivize homework submission on time. This action coupled with the ability to re-do assignments is a great way to emphasize the importance of turning work in on time. I do have a follow-up question, how do you adequately manage grading re-do’s and feedback on all assignments? What kinds of organizational and time-management strategies do you use as a teacher? Further, how much homework do you assign when providing this as an option?

Additionally, have you administered or seen the no penalty and homework acceptance time limit in practice (for example, all homework must be turned in by the unit test)? I was curious if providing a deadline to accept all homework until the unit test may result in an access of papers I need to grade. From your experience, what practice(s) have you seen work well in the classroom?

My goal is to prepare students for life beyond high school and to support their intellectual, social, and emotional development during their high school learning experience. Similar to a previous commenter (Kate), I am also trying to define a balance between holding students accountable in order to best prepare them for their future lives and providing opportunities to raise their grade if they are willing to do the work.

Hey Jessica, you have some great questions. I’d recommend checking out the following blog posts from Jenn that will help you learn more about keeping track of assessments, differentiation, and other aspects of grading: Kiddom: Standards-based Grading Made Wonderful , Could You Teach Without Grades , Boost Your Assessment Power with GradeCam , and Four Research-Based Strategies Every Teacher Should be Using . I hope this helps you find answers to your questions!

Overall I found this article extremely helpful and it actually reinforced many ideas I already had about homework and deadlines. One of my favorite teachers I had in high school was always asking for our input on when we felt assignments should be due based on what extra curricular activities were taking place in a given time period. We were all extremely grateful for his consideration and worked that much harder on the given assignments.

While it is important to think about our own well-being when grading papers, I think it is just as important (if not more) to be conscious of how much work students might have in other classes or what students schedules are like outside of school. If we really want students to do their best work, we need to give them enough time to do the work. This will in turn, help them care more about the subject matter and help them dive deeper. Obviously there still needs to be deadlines, but it does not hurt to give students some autonomy and say in the classroom.

Thanks for your comment Zach. I appreciate your point about considering students’ involvement in extracurricular activities and other responsibilities they may have outside the school day. It’s definitely an important consideration. The only homework my son seemed to have in 8th grade was for his history class. I agree that there’s a need for teachers to maintain more of a balance across classes when it comes to the amount of homework they give to students.

Thank you for an important, thought-provoking post! As a veteran teacher of 20+ years, I have some strong opinions about this topic. I have always questioned the model of ‘taking points off’ for late work. I do not see how this presents an accurate picture of what the student knows or can do. Shouldn’t he be able to prove his knowledge regardless of WHEN? Why does WHEN he shows you what he knows determine WHAT he knows?

Putting kids up against a common calendar with due dates and timelines, regardless of their ability to learn the material at the same rate is perhaps not fair. There are so many different situations facing our students – some students have challenges and difficulty with deadlines for a plethora of potential reasons, and some have nothing but support, structure, and time. When it comes to deadlines – Some students need more time. Other students may need less time. Shouldn’t all students have a chance to learn at a pace that is right for them? Shouldn’t we measure student success by demonstrations of learning instead of how much time it takes to turn in work? Shouldn’t students feel comfortable when it is time to show me what they’ve learned, and when they can demonstrate they’ve learned it, I want their grade to reflect that.

Of course we want to teach students how to manage their time. I am not advocating for a lax wishy-washy system that allows for students to ‘get to it when they get to it’. I do believe in promoting work-study habits, and using a separate system to assign a grade for responsibility, respect, management, etc is a potential solution. I understand that when introducing this type of system, it may be tough to get buy-in from parents and older students who have traditionally only looked at an academic grade because it is the only piece of the puzzle that impacts GPA. Adopting a separate work-study grading system would involve encouraging the entire school community – starting at the youngest level – to see its value. It would be crucial for the school to promote the importance of high level work-study habits right along side academic grades.

I teach a specials course to inner city middle schoolers at a charter school. All students have to take my class since it is one of the core pillars of the school’s culture and mission. Therefore it is a double edge sword. Some students and parents think it is irrelevant like an art or music class but will get upset to find out it isn’t just an easy A class. Other students and parents love it because they come to our charter school just to be in this class that isn’t offered anywhere else in the state, except at the college level.

As you may have already guessed, I see a lot of students who don’t do the work. So much that I no longer assign homework, which the majority would not be able to do independently anyways or may develop the wrong way of learning the material, due to the nature of the subject. So everything is done in the classroom together as a class. And then we grade together to reinforce the learning. This is why I absolutely do not accept missing work and there is no reason for late work. Absent students make up the work by staying after school upon their return or they can print it off of Google classroom at home and turn in by the end of the day of their return. Late and missing work is a big issue at our school. I’ve had whole classrooms not do the work even as I implemented the new routine. Students will sit there and mark their papers as we do it in the classroom but by the end they are not handing it in because they claim not to have anything to hand in. Or when they do it appears they were doing very little. I’d have to micromanage all 32 students every 5 minutes to make sure they were actually doing the work, which I believe core teachers do. But that sets a very bad precedent because I noticed our students expect to be handheld every minute or they claim they can’t do the work. I know this to be the case since before this class I was teaching a computer class and the students expected me to sit right next to them and give them step-by-step instructions of where to click on the screen. They simply could not follow along as I demonstrated on the Aquos board. So I do think part of the problem is the administrators’ encouraging poor work ethics. They’re too focused on meeting proficient standard to the point they want teachers to handhold students. They also want teachers to accept late and missing work all the way until the end of each quarter. Well that’s easy if you only have a few students but when you have classrooms full of them, that means trying to grade 300+ students multiplied by “x” amount of late/missing work the week before report card rolls out – to which we still have to write comments for C- or below students. Some of us teach all the grade levels 6-8th. And that has actually had negative effects because students no longer hold themselves accountable.

To be honest, I really do think this is why there is such a high turnover rate and teachers who started giving busy work only. In the inner city, administrators only care about putting out the illusion of proficiency while students and parents don’t want any accountability for their performance. As soon as a student fails because they have to actually try to learn (which is a risk for failing), the parent comes in screaming.

Yea, being an Art teacher you lost me at “ irrelevant like an art or music .”

I teach middle school in the inner city where missing and late work is a chronic issue so the suggestions and ideas above do not work. Students and parents have become complacent with failing grades so penalizing work isn’t going to motivate them to do better the next time. The secret to teaching in the inner city is to give them a way out without it becoming massive work for you. Because trust me, if you give them an inch they will always want a mile at your expense. Depending on which subject you teach, it might be easier to just do everything in class. That way it becomes an all or nothing grade. They either did or didn’t do the work. No excuses, no chasing down half the school through number of calls to disconnected phone numbers and out of date emails, no explaining to parents why Johnny has to stay after school to finish assignments when mom needs him home to babysit or because she works second shift and can’t pick him up, etc. Students have no reason for late work or for missing work when they were supposed to do it right there in class. Absent students can catch up with work when they return.

Milton, I agree with all of what you are saying and have experienced. Not to say that that is for all students I have had, but it is a slow progression as to what is happening with students and parents as years go by. I understand that there are areas outside of the classroom we cannot control and some students do not have certain necessities needed to help them but they need to start learning what can they do to help themselves. I make sure the students know they can come and talk to me if needing help or extra time, tutor after school and even a phone number to contact along with email if needing to ask questions or get help. But parents and students do not use these opportunities given until the week before school ends and are now wanting their student to pass and what can be done. It is frustrating and sad. I let students and parents know my expectation up front and if they do not take the opportunity to talk to me then the grade they earned is the result.

I am a special education resource teacher and late work/missing work happens quite a lot. After reading this article, I want to try a few different things to help minimize this issue. However, I am not the one making the grades or putting the grades in. I am just giving the work to the students in small group settings and giving them more access to the resources they need to help them be successful on these assignments based on their current IEP. I use a make-up folder, and usually I will pull these students to work on their work during a different time than when I regularly pull them. That way they do not miss the delivery of instruction they get from me and it does not punish my other students either if there is make-up work that needs to be completed. I try to give my students ample time to complete their work, so there is no excuse for them not to complete it. If they are absent, then I pull them at a time that they can make it up.

I too agree with that there’s a need for teachers to maintain more of a balance across classes when it comes to the amount of homework they give to students.

I had a few teachers who were willing to tolerate lateness in favor of getting it/understanding the material. Lastly, my favorite teacher was the one who gave me many chances to do rewrites of a ‘bad essay’ and gave me as much time as needed (of course still within like the semester or even month but I never took more than two weeks) because he wanted me to do well. I ended up with a 4 in AP exam though so that’s good.

Late work has a whole new meaning with virtual learning. I am drowning in late work (via Google Classroom). I don’t want to penalize students for late work as every home situation is different. I grade and provide feedback timely (to those who submitted on time). However, I am being penalized every weekend and evening as I try to grade and provide feedback during this time. I would love some ideas.

Hi Susan! I’m in the same place–I have students who (after numerous reminders) still haven’t submitted work due days…weeks ago, and I’m either taking time to remind them again or give feedback on “old” work over my nights and weekends. So, while it’s not specific to online learning, Jenn’s A Few Ideas for Dealing with Late Work is a post I’ve been trying to put into practice the last few days. I hope this helps!

Graded assignment flexibility is essential to the process of learning in general but especially in our new world of digital divide

It is difficult to determine who is doing the work at home. Follow up videos on seesaw help to see if the student has gained the knowledge or is being given the answers.

This is some good information. This is a difficult subject.

I love the idea of a catch-up cafe! I think I will try to implement this in my school. It’s in the same place every day, yes? And the teachers take turns monitoring? I’m just trying to get a handle on the logistics – I know those will be the first questions I get.

I really enjoyed this post. I think it provides a lot of perspective on a topic that teachers get way too strict about. I just wonder: wouldn’t it be inevitable for students to become lazy and care less about their understanding if there wasn’t any homework (or even if it was optional)? I know students don’t like it, and it can get redundant if they understand the content, but it truly is good practice.

Hi Shannon,

Glad the post helped! Homework is one of those hot educational topics, but I can’t say I’ve personally come across a situation or found any research where kids become lazy or unmotivated if not assigned homework. In fact, research indicates that homework doesn’t really have much impact on learning until high school. I just think that if homework is going to be assigned, it needs to be intentional and purposeful. (If students have already mastered a skill, I’m not sure how homework would provide them much benefit.) Here’s an article that I think is worth checking out. See what you think.

I like how you brought up how homework needs to be given with the understanding that not all kids have the same resources at home. Some kids don’t have computers or their parents won’t let them use it. There is no way of knowing this so teachers should give homework that requires barely any utensils or technology.

I think having students help determine the due dates for major assignments is a great idea. This works well with online schools too. Remote jobs are the future so helping students learn how to set their own due dates and to get homework done from home will prepare them for the future.

This year I am trying something new. After reading this article, I noticed that I have used a combination of some of these strategies to combat late work and encourage students to turn work in on time. I only record a letter grade in the grade book: A, B, C, D, F. If a student turns in an assignment late, I flag it as late, but it does not affect their “grade”.

If a student wants to redo an assignment, they must turn something in. If they miss the due date, they can still turn it in, but lose the opportunity to redo the assignment. Students will meet with me one last time before they turn it in to get final feedback.

At the end of the grading period, I conference with the student about their final grade, looking at how many times they have handed work in on-time or late. This will determine if the student has earned an A or an A+ .

I really appreciate how your post incorporates a lot of suggestions for the way that teachers can think about and grade homework. Thank you for mentioning how different students have different resources available as well. As teachers, we need to be aware of the different resources our students have and tailor our approach to homework to match. I like the idea of grading homework based on completion and accepting late work for full credit at any time (substituting a zero in the grade book until it is turned in). This is definitely a strategy that I’ll be using!

So glad the article was helpful for you! I will be sure to pass on your comments to Jenn.

I also have been teaching for a long time and I have found that providing an END OF WEEK (Friday at 11:59) due date for assignments allows students to get the work completed by that time. It helps with athletes, and others involved in extra curricular activities. I feel this is fair. I give my tests/quizzes on the days assigned and the supplemental work on Fridays.

I personally, as a special education teach, would allow my SPED students extra time to complete the work they have missed. This is in alignment with their IEP accommodations. I would work with each one independently and have remediation with the content that they are having difficulty. This setting would be in a small group and separate classroom.

I really like the idea of a work habits grade. I struggle with students who turn things in late regularly earning the same grade as those who always turn things in on time. A work habits grade could really motivate some learners.

I’ve been in education for 37 years and in all manner of positions. I share this only to also say that things have changed quite a bit. When I started teaching I only had one, maybe two students in a class of 34 elementary students that would not have homework or classwork finished. Now, I have two classes of about 15 each. One group is often half the class on a regular basis not having homework or not finishing classwork on a regular basis- so far. Additionally parents will pull students out to go to amusement parks, etc and expect all work to be made up and at full credit. I believe that the idea of homework is clearly twofold- to teach accountability and to reengage a learner. Classwork is critical to working with the content and, learning objective. We can all grade various ways; however, at some point, the learner has to step up. Learning is not passive, nor is it all on the teacher. I have been called “mean” because I make students do their work in class, refocusing them, etc. I find that is my duty. Late work should be simply dealt with consistently and with understanding to circumstance IMO. You were out or it was late because mom and dad were upset, ok versus we went to Disney for three days and I was too tired. hmm- used to be easy with excused/unexcused absences, now there is no difference. Late with no absence? That can be a problem and I reach out to home and handle it individually at my level.

Hi Jennifer! I really like your sharing about this topic! Late work is a problem that every teacher encounters. Thank you for your consideration of this issue and the many wise ideas you have provided. Your ideas also remind me to reflect on whether my overall program of assignments and grading is in a healthy place. I was inspired by the preventative measures you listed in this post. I want to try to include my students in setting deadlines, especially for some big projects. Students will feel respected by teachers and will be more willing to complete the assignments before deadlines! As you mentioned, some teachers have made homework optional or self-selected, or even stopped assigning homework. I partially agree with that opinion. I indeed try to reduce the amount of students’ homework or even stop assigning homework sometime, but doing related practice in class instead. I believe that the purpose of homework is to aid pupils in mastering the knowledge; it is not a necessary thing.

Thanks for sharing your thoughts, Yang. Jenn will be glad to know that you found the post inspiring!

Thanks so much for all your insights on giving assignments or homework. All are very helpful as I prepare to return to work after an extended medical leave. It is good to refresh! Anything we require of our students should be purposeful and meaningful to them, so they will give their best to meet whatever deadlines we set. I also like asking our students when is the best time they can turn work in; this is meeting them halfway. And if one strategy does not work, there are more to try; just read this post. Thanks a bunch!!

Jenn will be glad to know the post was helpful for you, Jo!

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Makeup, Make-up, or Make Up?

"makeup," "make-up," or "make up".

• For the noun and adjective, use "makeup."

• For the verb , use "make up."

Do I Write Make-up, Makeup, or Make Up?

Write makeup (for the noun).

Write Makeup (for the Adjective)

Write make up (for the verb).

This page was written by Craig Shrives .

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Absent Students: How Teachers Can Keep Track of Make-Up Work in 2024

It’s hard enough to keep track of student work when all your students are in class, never mind when you have a student who is absent. Unfortunately, students being absent is an unavoidable occurrence.  Regardless of if the absence lasts a single afternoon for a dentist appointment or an entire week for a family vacation, you’ll want to have a plan in place so you are not wasting time scrambling around to put together work for them to take home. I suggest developing a policy for make-up work as well as a procedure for handling it. Read below are some tips and ideas about how to manage make-up work for absent students in your classroom.

3 Tips for Managing Make-Up Work for Absent Students

Below are 3 tips for managing make-up work for absent students.

1. Check your school’s policy.

Begin by seeing if your school or district has a policy on absenteeism and missed work. If so, you’ll need to adhere to that. If there is not already a policy in place, then you’ll need to determine what will work best for you and your classroom.

2. Share your policy with your students and their families at the beginning of the year.

We all know that what we do in the classroom can’t be replicated in a packet of worksheets, but parents don’t always understand that. If you don’t share your policy proactively, you’ll run the risk of a parent sending in a note that reads, “We’ll be going out of town tomorrow. He’ll be out of school all next week. Can you please send home all his work so he doesn’t fall behind?”

3. Create a procedure for collecting work when a student is absent.

I have a literature sorter in my classroom that I use for unfinished work. I also use this to collect assignments when students are out. When a student is absent, I place an absent student folder in their box and as work gets passed out throughout the day, a student puts a copy on top of the folder. At the end of the day I staple them all together with a “While You Were Out Note” and slip them into the folder. You can find this note in my managing absent students assignments resource . You could also leave a folder on the student’s desk or in his mailbox. When a folder is prepared for a student, I record the date onto a tracking sheet. When it is returned completed I highlight the date.

What to do When you Know a Student is Going to be Absent

I find it challenging to send work home ahead of time. A lot of what we do in class is based on lessons and activities and not just a self-explainable printable. Also, plans change depending on how quickly students are grasping concepts. Here’s what I recommend doing when you know a child in your class will be absent:

• Look at your plans and give the parents a quick summary of the skills, topics and big ideas that will be covered during the absence. It is easy to find resources and interactive games online and the hope is that the parents’ will take the initiative to do so.
• You may want to consider having some “go to” ideas on hand in advance. You can encourage students to read, practice math facts, etc.
• Send home anything that is already prepared and can be completed independently. I try to keep at least a week’s worth of copies ready and sorted by day in my classroom. If there is anything in there that can be sent home I will attach it to my note.

Related Resources

Below are 2 classroom management resources.

1. Managing Absent Student Assignments Packet

I have created a packet to help organize and manage student make-up work in the classroom. It includes notes to send home when you know in advance that a student will be absent, materials to make “While You Were Out Folders” and tracking sheets to keep records on assignment completion. Learn more about this managing absent student assignments resource !

2. Classroom Management Bundle

Managing assignments when you have students who are absent is just the tip of the iceberg. There are tons of things you need systems for as a teacher. This classroom management resource makes it a lot easier for you to stay on top of things!

• Read more about: CLASSROOM MANAGEMENT

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Makeup Course Assignment: A Tutorial

I hope you’re having a wonderful day. This month I’ll be taking you through one of my favorite assignments yet, assignment D3: Bridal Makeup! I absolutely LOVE bridal makeup applications so I’m excited to revisit this one. Are you ready?

For this assignment I had to create a client card, do a practical bridal application, and ask my model to complete a Model Feedback Form. I asked my friend, and real bride-to-be, to be my model for this one. I arranged her hair in a messy updo to give her a more bridal look and asked her to wear a white top. Since she’s getting married in July, I asked her to bring magazine tear-outs of bridal looks she liked so we could try one out. She brought a beautiful and sexy bridal look.

After talking about the look and knowing what she wanted, I started with the application. She had already cleansed and moisturized her face beforehand.

I applied Becca’s Ever-Matte Poreless Priming Perfector to get perfect, matte skin. It’s one of my favorite primers ever for combination to oily skin.

Afterwards I applied Makeup Forever foundation and Eve Pearl concealer and set with Makeup Forever HD Powder.

I did a light contour with Too Faced Chocolate Soleil, highlighted with The Balm’s Mary Lou-Manizer (Nathan’s favorite) and applied L’Oreal True Match Blush in W 5-6.

For the eyes I used the Naked Palette by Urban Decay. Here’s a step-by-step for the eye makeup.

• First, I primed the lid with MAC Paint Pot in Soft Ochre and used Virgin to highlight the brow bone.
• I used a bit of Half Baked to highlight the tear duct area.
• I applied Toasted on the upped lid.
• I used Naked as a transition shade, applied with a fluffy brush.
• I added a bit more Toasted on the upped lid.
• I used Hustle for the crease shade and Darkhorse for the outer v.
• Add liner, mascara, and lashes (I used FRENDS D-Wispies on her)

My model was very happy with her makeup and gave me a perfect score on the Model Feedback Form. 🙂

Once I sent the assignment in I just had to wait a few days before Nathan got back to me. I got an A on the whole unit. Nathan’s feedback was that her skin looked very good and that is was a beautiful application. He did say the blush color was a bit low on the cheeks and mentioned that he normally doesn’t line the waterline on brides with black since it gives the looks a more sultry feel. Overall it was a positive feedback.

I think something that comes into play here is the difference in cultures in terms of color choices in bridal. In this unit, the one question I got wrong on one of the assignments was saying that bridal makeup is almost always neutral instead of natural. I live in Puerto Rico, and the makeup trends here tend to be a bit heavier-handed and a bit darker. 99% of brides have black liner all over and full coverage foundation. Most of them feel that if they’re paying for professional makeup, they want to look like they have lots of makeup on. The style here is like a toned-down version of the beautiful traditional Asian bridal makeup applications.

The important thing is that you learn all the theory and the foundation of makeup application here at QC and you can always take seminars around your home to continue your education. I started taking a course with a Makeup Artist here on the island to learn the makeup techniques and trends used here and, believe me, I arrived with a huge knowledgebase thanks to Nathan.

So, if I could give you 3 tips on getting a good grade on this particular assignment they would be:

• Flawless foundation application—Take the time to really make the skin look perfect.
• Color choices—Pick appropriate shades for the application (lighter tones)
• Lighting—Since this is a distance course, you HAVE to take well-lit pictures that really showcase the hard work you did.

Feel free to comment below with any questions and have lots of fun!!

Interested to learn more about our assignments? Check out the different kinds of assignments you’ll encounter when taking an online makeup course with QC here!

An 8-rule guide to email marketing, author ana scholtes, join the discussion 2 comments.

Great post with excellent tips for this assignment! I’m looking forward to completing it for my course. Thanks for sharing : )

Since my mother passed away when I was young, I never had anyone teach me how to use makeup. I’m so glad that I found this tutorial! So far, I’ve just followed your pictures to put on a base, mascara, and eyelashes. I already feel like I look so much better!

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• Make Up Assignment Form

A make up assignment form allows students to communicate their absence to teachers. Using this free Make up Assignment Form template gives you the chance to manage absences in your classroom, so you can plan your assignments accordingly. To complete this form, you can take it in person or have your students submit it electronically.

Want to make the Liquor Inventory Information Record Form your own? Add your logo, update the background image, or add as many form fields as you need to collect as much information as you need. You can even connect to 100+ powerful apps right from your Jotform account — including Dropbox, Google Drive, and Salesforce. Just customize the form the way you want it, embed it in your website, and watch as students enter their absence information.

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"make up assignment" 是什麼意思 查看翻譯

It means if you missed or failed an assignment you have to redo the assignment or do a new assignment in its place

• 為什麼你認為是"嗯..."呢?
• 你的意見並不會顯示給其他用戶

If you miss any work from school because you were absent, the teacher could give you a make up assignment to help you catch up with the class.

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• "snowed under with work"是什麼意思
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• "to have to make do"是什麼意思
• "put me on a job"是什麼意思
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• Kindly find the attached are my assignments (in email composing) 聽起來自然嗎?
• Could you help me with my assignment? Check my answers, please. I have to complete the following...
• gyatt 是什麼意思
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• Could you see your way clear to go out on a date with me? 是什麼意思
• Maybe when I’m better we can go to ◯◯是什麼意思
• 以下の句子の文末にある呢は、 語気助詞になるのでしょうか？ 呢があることで文のニュアンスはどうなるのか、 自分なりに調べたのですが分かりませんでした😭😭 『誰先洗澡呢？』　『那是什麼呢？』 ...
• what does gong san xiao mean? and how to spell it in traditional character?是什麼意思
• 度々台湾の友人との聊天の中で、 友人は私に対して質問をする際に文頭に『問個〜』という中国語をよく使用します。 私なりに調べましたが、 いまいち正確な日本語訳を見つけることができません。 ニュア...
• “阿熙，這樣做不值得，我是不會回到你身邊的。” in this sentence she said 是不會. what does 是 in 是不會 mean in this context a...
• you liked me 用 意大利語 要怎麼說？
• I'm so tired用 韓語 要怎麼說？

這個標誌代表你有興趣的語言的程度到哪裡，幫助回答者提供和程度相對應的回答。

難以理解使用非母語語言的回答

能夠提出簡單的問題，也可以理解簡單的回答。

能夠提出一般程度的問題，也能夠理解大部分的答案。

能夠完整理解問題與回答。

比起按讚跟貼圖更能表達你的感謝之情

贈送禮物將會讓你更容易收到答案！

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