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VALUE ASSIGNMENT SHEETS

Use Value Assignment Sheets to locate the correct target values and ranges for your i-STAT  test cartridge controls and calibration verification materials. You may also access  electronic Value Assignment Sheets (eVAS) .  Content on this page was updated on 28-February-2024.

Find Your Value Assignment Sheet

To find the right Value Assignment Sheet, you must have:

• CLEW revision (found within the handheld’s Status Page)
• Control/Calibration Verification lot number found on the box (not the unique lot for each level located on the vials of the Calibration Verification kits)
• Cartridge type and lot number (found on cartridge pouch or cartridge box)

To locate the correct ranges for your controls:

• Select the CLEW revision below that corresponds with the handheld’s current CLEW.
• Locate and select the Control/Calibration Verification lot and type below that corresponds with your lot number.
• Locate cartridge type and lot prefix letter WITHIN the value sheet that corresponds with your cartridge.

ACT LEVEL 1 CONTROL

• Lot 261158, for CLEW A47
• Lot 261160, for CLEW A47
• Lot 261161, for CLEW A47
• Lot 261165, for CLEW A47

ACT LEVEL 2 CONTROL

• Lot 271158, for CLEW A47
• Lot 271160, for CLEW A47
• Lot 271161, for CLEW A47
• Lot 271165, for CLEW A47

B-Hcg Calibration Verification Set

• Lot 220117, for CLEW A47
• Lot 220237, for CLEW A47
• Lot 230039, for CLEW A47
• Lot 230104, for CLEW A47
• Lot 240332, for CLEW A47

B-HCG LEVEL 1 CONTROL

• Lot 351159, for CLEW A47
• Lot 351163, for CLEW A47
• Lot 351169, for CLEW A47
• Lot 351171, for CLEW A47
• Lot 351178, for CLEW A47

B-HCG LEVEL 2 CONTROL

• Lot 361159, for CLEW A47
• Lot 361163, for CLEW A47
• Lot 361169, for CLEW A47
• Lot 361171, for CLEW A47
• Lot 361178, for CLEW A47

B-HCG LEVEL 3 CONTROL

• Lot 371159, for CLEW A47
• Lot 371163, for CLEW A47
• Lot 371169, for CLEW A47
• Lot 371171, for CLEW A47
• Lot 371178, for CLEW A47

Bnp Calibration Verification Set

• Lot 220083, for CLEW A47
• Lot 230258, for CLEW A47
• Lot 230354, for CLEW A47

BNP LEVEL 1 CONTROL

• Lot 041158, for CLEW A47
• Lot 041176, for CLEW A47
• Lot 041179, for CLEW A47

BNP LEVEL 2 CONTROL

• Lot 051158, for CLEW A47
• Lot 051176, for CLEW A47
• Lot 051179, for CLEW A47

BNP LEVEL 3 CONTROL

• Lot 061158, for CLEW A47
• Lot 061176, for CLEW A47
• Lot 061179, for CLEW A47

CHEM8+ CALIBRATION VERIFICATION LEVEL 1B

• Lot 181166, for CLEW A47
• Lot 181169, for CLEW A47

Ck-Mb Calibration Verification Set

• Lot 220115, for CLEW A47
• Lot 220257, for CLEW A47
• Lot 230055, for CLEW A47
• Lot 230132, for CLEW A47
• Lot 230282, for CLEW A47

CK-MB LEVEL 1 CONTROL

• Lot 071159, for CLEW A47
• Lot 071164, for CLEW A47
• Lot 071169, for CLEW A47
• Lot 071172, for CLEW A47
• Lot 071177, for CLEW A47

CK-MB LEVEL 2 CONTROL

• Lot 081159, for CLEW A47
• Lot 081164, for CLEW A47
• Lot 081169, for CLEW A47
• Lot 081172, for CLEW A47
• Lot 081177, for CLEW A47

CK-MB LEVEL 3 CONTROL

• Lot 091159, for CLEW A47
• Lot 091164, for CLEW A47
• Lot 091169, for CLEW A47
• Lot 091172, for CLEW A47
• Lot 091177, for CLEW A47

Ctni Calibration Verification Set

• Lot 220137, for CLEW A47
• Lot 220262, for CLEW A47
• Lot 230100, for CLEW A47
• Lot 230244, for CLEW A47
• Lot 240357, for CLEW A47

CTNI LEVEL 1 CONTROL

• Lot 011160, for CLEW A47
• Lot 011164, for CLEW A47
• Lot 011171, for CLEW A47
• Lot 011176, for CLEW A47
• Lot 011179, for CLEW A47

CTNI LEVEL 2 CONTROL

• Lot 021160, for CLEW A47
• Lot 021164, for CLEW A47
• Lot 021171, for CLEW A47
• Lot 021176, for CLEW A47
• Lot 021180, for CLEW A47

CTNI LEVEL 3 CONTROL

• Lot 031160, for CLEW A47
• Lot 031164, for CLEW A47
• Lot 031171, for CLEW A47
• Lot 031176, for CLEW A47
• Lot 031179, for CLEW A47

i-STAT CALIBRATION VERIFICATION SET

• Lot 23102, for CLEW A47
• Lot 23307, for CLEW A47

i-STAT LEVEL 1 CONTROL

• Lot 101164, for CLEW A47
• Lot 101170, for CLEW A47

i-STAT LEVEL 2 CONTROL

• Lot 111164, for CLEW A47
• Lot 111170, for CLEW A47

i-STAT LEVEL 3 CONTROL

• Lot 121164, for CLEW A47
• Lot 121170, for CLEW A47

PT LEVEL 1 CONTROL

• Lot 281159, for CLEW A47
• Lot 281162, for CLEW A47
• Lot 281167, for CLEW A47

PT LEVEL 2 CONTROL

• Lot 291159, for CLEW A47
• Lot 291162, for CLEW A47
• Lot 291167, for CLEW A47

PT plus LEVEL 1 CONTROL

• Lot 501163, for CLEW A47
• Lot 501164, for CLEW A47

PT plus LEVEL 2 CONTROL

• Lot 511163, for CLEW A47
• Lot 511165, for CLEW A47

Tricontrols Calibration Verification Set

• Lot 23004, for CLEW A47
• Lot 23067, for CLEW A47
• Lot 23226, for CLEW A47
• Lot 23335, for CLEW A47

TRICONTROLS LEVEL 1 CONTROL

• Lot 301161, for CLEW A47
• Lot 301163, for CLEW A47
• Lot 301168, for CLEW A47
• Lot 301171, for CLEW A47

TRICONTROLS LEVEL 2 CONTROL

• Lot 311161, for CLEW A47
• Lot 311163, for CLEW A47
• Lot 311168, for CLEW A47
• Lot 311171, for CLEW A47

TRICONTROLS LEVEL 3 CONTROL

• Lot 321161, for CLEW A47
• Lot 321163, for CLEW A47
• Lot 321168, for CLEW A47
• Lot 321171, for CLEW A47

CLEW A47 EXPIRES 19 JUNE 2024

Download electronic Value Assignment Sheets to streamline and simplify the liquid quality control process.

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Quality Control Value Assignment Program

Contribute to a diverse global testing network

Bio-Rad is a leader in independent quality controls with the world’s largest QC peer group program. QC Value Assignment testing is critical in contributing meaningful data to support our diverse global QC customers and plays an integral part in the release of new assayed quality control lots. When participating in the QC Value Assignment Program, clinical laboratories and other organizations can earn money while contributing data toward establishing analyte recovery means and ranges for Bio-Rad quality control inserts. Together with our industry-leading Unity data management software, our QC Value Assignment Program can help laboratories increase confidence in the reliability of patient test results.

Inclusive QC value assignment program for testing

Enhanced support for worldwide peer group.

Value assignment testing is critical to support our diverse global testing network. By participating in the VA program, your laboratory or organization can help play a key role in new product development or product modification studies.

Help generate product insert values

By participating in the value assignment program, labs contribute data that is used to develop product insert values. Submitting data in the VA program helps increase visibility of popular instruments in your region.

Added revenue for your lab

Participation in the QC value assignment program can also generate additional revenue for your laboratory or organization. We seek and engage support from high-quality labs, and labs are compensated for these testing services.

Getting started

In order to join the QC value assignment program, there are some minimum requirements for participation, including:

• Your lab must be certified. (In the US, ISO, CLIA/CAP, or Joint Commission is required. In other countries, local or regional certification may be acceptable.)
• Results must be delivered within two weeks from receipt of sample.
• Your lab must be able to directly enter results into Bio-Rad's online database, VAWeb.
• Each participating lab shall maintain its current profile and contact information in VAWeb.

How it works

Bio-Rad assesses the lab for fit in the program.

If accepted, lab enrolls in the program and receives samples.

Lab confirms receipt of samples in VAWeb.

Lab performs testing and enters data into VAWeb.

Benefits of the QC value assignment program

Data is used to develop product insert values

Diverse VA network helps in contributing meaningful data for each control lot

Joining the program increases your lab’s revenue

Unity software offers world’s largest peer network

Bio-Rad quality controls

Bio-Rad offers more than 300 independent quality control products with over 600 of these analytes tested in most areas of the laboratory. Our controls are used to monitor precision on hundreds of the most widely used diagnostic test systems.

InteliQ Load-and-Go

Cardiac Markers

Coagulation

Diabetes & Hemoglobin

Immunoassay

Infectious Disease

Therapeutic Drug Monitoring

Serum Indices

Experience the Bio-Rad advantage

Integrated unity software solutions.

By partnering with Bio-Rad, your lab can access the powerful Unity QC data management system, which provides access to the world’s largest peer group through our interlaboratory program. Assessment tools and reports can help your lab meet compliance requirements, streamline your QC workflow, create criteria for testing and benchmarking lab performance, and report results with confidence.

Highest level of customer service, partnership, and technical support

Bio-Rad can support your lab with more than our leading independent quality controls. We provide QC technical support, program support for both Unity and the QCNet portal, software and connectivity support, and specialized technical proficiency in the form of trained specialists.

Frequently asked questions

What is the qc value assignment program.

Participation in the QC Value Assignment Program with other clinical laboratories and hospitals allows you to contribute meaningful data towards establishing analyte statistical means and ranges posted for Bio-Rad quality controls.

What is the benefit of participating in QC value assignment to your lab or organization?

• Generate additional revenue for your organization
• Increase visibility for instruments and assays utilized by your laboratory
• Contribute with your meaningful data to support a diverse global testing network

How can your lab participate?

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• Build Survey
• Question types
• Value assignment (professional user)

Value assignment: How can I use it?

The Value Assignment element is a very powerful tool for complex surveys. This also means it’s quite complicated to explain! To do this, we’ve created four examples of how to use it.

For the element with the first rank in a rank order question, no placeholder exists. To get a placeholder for a later question we have to create it. To do this:

• Create a text variable (in this example we’ll call it ‘rank_one’)
• The setting should be ‘Execute everytime the participant passes this point’
• The value of ‘rank_one’ should be set to the label of the corresponding element
• The filter should be set to: Execute only if the corresponding element has rank one

Now you can use the placeholder {{custom.rank_one}} for a question such as ‘Why did you choose {{custom.rank_one}} as rank one?’

Use Case 2: Random Number

Let’s imagine you want to show one of four questions, but the question should be random. In this case it would be useful to have a random number created and stored.

To do this:

• Create a number variable (in this example we’ll call it ‘random_number’)
• The setting should be ‘Execute only the first time the participant passes this point’
• The value of ‘random_number’ should be set to randomInt(1,5). This function will create a random number between 1 and 4 (the maximum value is excluded).

Now you can use this ‘random_number’ variable as the filter variable for the four questions. You should set a filter like: ‘Show this element if ‘random_number’ is equal to 1′.

Use Case 3: Test Calculation

Let’s imagine you want to use Survalyzer as a tool to conduct a test, for example, for a school class. On the final page you want to show the number of points scored, with a corresponding grade. For this to work, we need some preparation. For each question we will need to create an own number variable. We will also need to create two value assignments per question (only if the participant is allowed to go backwards):

• one value assignment to set the variable to 0 (which happens when the participant passes this element)
• a filtered value assignment which sets the value to the number of points the participant gets for this question; filtered to only assign this value if the question is answered correctly. The setting should be ‘everytime the participant passes this element’.

At the end of the survey we’ll create an additional variable, let’s call it ‘sum_points’, where we will store the sum of all question variables. For example: pq1+pq2+pq3…etc.

• a filtered value assignment which sets the value to the sum of all points; the setting should be ‘every time the participant passes this point’.

Now we have a sum of all points attained, stored in a variable. For each grade we now need to create a text block. Here we’ll use our ‘sum_points’ variable as a filter variable and placeholder, to show the number of points attained. Now we have a working test in place.

Use Case 4: Saving complex filters

Sometimes you may need to set a complex filter several times at different places in your survey. There is a way to make this easier.

To do this you’ll need to create two value assignments (only if the participant is allowed to go backwards) directly after you gathered all necessary information for your complex filter:

• one value assignment to set the variable (let’s call it ‘complex_filter’) to 0 (which happens whenever the participant passes this element)
• The Filter to set is your complex filter

Now you can simply use the filter ‘show this element if ‘complex_filter’ is equal to 1′. This is much easier to set than repeatedly creating a complex filter. Additionally, if you need to update the filter, you only have to change it in one place.

Was this article helpful?

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Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

• Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
• Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

• What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that he or she will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

• define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
• describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
• explain —give reasons why or examples of how something happened
• illustrate —give descriptive examples of the subject and show how each is connected with the subject
• summarize —briefly list the important ideas you learned about the subject
• trace —outline how something has changed or developed from an earlier time to its current form
• research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

• compare —show how two or more things are similar (and, sometimes, different)
• contrast —show how two or more things are dissimilar
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
• cause —show how one event or series of events made something else happen
• relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

• assess —summarize your opinion of the subject and measure it against something
• prove, justify —give reasons or examples to demonstrate how or why something is the truth
• evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
• support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
• synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
• analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
• argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

• What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
• In lecture, does your instructor ask your opinion, try to prove her point of view, or use keywords that show up again in the assignment?
• What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
• How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, he or she still has to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

• Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
• The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and she already knows everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality she or he expects.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

• spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
• use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
• use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
• get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Assignment operators (C# reference)

• 11 contributors

The assignment operator = assigns the value of its right-hand operand to a variable, a property , or an indexer element given by its left-hand operand. The result of an assignment expression is the value assigned to the left-hand operand. The type of the right-hand operand must be the same as the type of the left-hand operand or implicitly convertible to it.

The assignment operator = is right-associative, that is, an expression of the form

is evaluated as

The following example demonstrates the usage of the assignment operator with a local variable, a property, and an indexer element as its left-hand operand:

The left-hand operand of an assignment receives the value of the right-hand operand. When the operands are of value types , assignment copies the contents of the right-hand operand. When the operands are of reference types , assignment copies the reference to the object.

This is called value assignment : the value is assigned.

ref assignment

Ref assignment = ref makes its left-hand operand an alias to the right-hand operand, as the following example demonstrates:

In the preceding example, the local reference variable arrayElement is initialized as an alias to the first array element. Then, it's ref reassigned to refer to the last array element. As it's an alias, when you update its value with an ordinary assignment operator = , the corresponding array element is also updated.

The left-hand operand of ref assignment can be a local reference variable , a ref field , and a ref , out , or in method parameter. Both operands must be of the same type.

Compound assignment

For a binary operator op , a compound assignment expression of the form

is equivalent to

except that x is only evaluated once.

Compound assignment is supported by arithmetic , Boolean logical , and bitwise logical and shift operators.

Null-coalescing assignment

You can use the null-coalescing assignment operator ??= to assign the value of its right-hand operand to its left-hand operand only if the left-hand operand evaluates to null . For more information, see the ?? and ??= operators article.

Operator overloadability

A user-defined type can't overload the assignment operator. However, a user-defined type can define an implicit conversion to another type. That way, the value of a user-defined type can be assigned to a variable, a property, or an indexer element of another type. For more information, see User-defined conversion operators .

A user-defined type can't explicitly overload a compound assignment operator. However, if a user-defined type overloads a binary operator op , the op= operator, if it exists, is also implicitly overloaded.

C# language specification

For more information, see the Assignment operators section of the C# language specification .

• C# reference
• C# operators and expressions
• ref keyword
• Use compound assignment (style rules IDE0054 and IDE0074)

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• English (US)

Assignment (=)

The assignment ( = ) operator is used to assign a value to a variable or property. The assignment expression itself has a value, which is the assigned value. This allows multiple assignments to be chained in order to assign a single value to multiple variables.

A valid assignment target, including an identifier or a property accessor . It can also be a destructuring assignment pattern .

An expression specifying the value to be assigned to x .

Return value

The value of y .

Thrown in strict mode if assigning to an identifier that is not declared in the scope.

Thrown in strict mode if assigning to a property that is not modifiable .

Description

The assignment operator is completely different from the equals ( = ) sign used as syntactic separators in other locations, which include:

• Initializers of var , let , and const declarations
• Default values of destructuring
• Default parameters
• Initializers of class fields

All these places accept an assignment expression on the right-hand side of the = , so if you have multiple equals signs chained together:

This is equivalent to:

Which means y must be a pre-existing variable, and x is a newly declared const variable. y is assigned the value 5 , and x is initialized with the value of the y = 5 expression, which is also 5 . If y is not a pre-existing variable, a global variable y is implicitly created in non-strict mode , or a ReferenceError is thrown in strict mode. To declare two variables within the same declaration, use:

Simple assignment and chaining

Value of assignment expressions.

The assignment expression itself evaluates to the value of the right-hand side, so you can log the value and assign to a variable at the same time.

Unqualified identifier assignment

The global object sits at the top of the scope chain. When attempting to resolve a name to a value, the scope chain is searched. This means that properties on the global object are conveniently visible from every scope, without having to qualify the names with globalThis. or window. or global. .

Because the global object has a String property ( Object.hasOwn(globalThis, "String") ), you can use the following code:

So the global object will ultimately be searched for unqualified identifiers. You don't have to type globalThis.String ; you can just type the unqualified String . To make this feature more conceptually consistent, assignment to unqualified identifiers will assume you want to create a property with that name on the global object (with globalThis. omitted), if there is no variable of the same name declared in the scope chain.

In strict mode , assignment to an unqualified identifier in strict mode will result in a ReferenceError , to avoid the accidental creation of properties on the global object.

Note that the implication of the above is that, contrary to popular misinformation, JavaScript does not have implicit or undeclared variables. It just conflates the global object with the global scope and allows omitting the global object qualifier during property creation.

Assignment with destructuring

The left-hand side of can also be an assignment pattern. This allows assigning to multiple variables at once.

For more information, see Destructuring assignment .

Specifications

Browser compatibility.

BCD tables only load in the browser with JavaScript enabled. Enable JavaScript to view data.

• Assignment operators in the JS guide
• Destructuring assignment

JS Tutorial

Js versions, js functions, js html dom, js browser bom, js web apis, js vs jquery, js graphics, js examples, js references, javascript assignment, javascript assignment operators.

Assignment operators assign values to JavaScript variables.

Shift Assignment Operators

Bitwise assignment operators, logical assignment operators, the = operator.

The Simple Assignment Operator assigns a value to a variable.

Simple Assignment Examples

The += operator.

The Addition Assignment Operator adds a value to a variable.

Addition Assignment Examples

The -= operator.

The Subtraction Assignment Operator subtracts a value from a variable.

Subtraction Assignment Example

The *= operator.

The Multiplication Assignment Operator multiplies a variable.

Multiplication Assignment Example

The **= operator.

The Exponentiation Assignment Operator raises a variable to the power of the operand.

Exponentiation Assignment Example

The /= operator.

The Division Assignment Operator divides a variable.

Division Assignment Example

The %= operator.

The Remainder Assignment Operator assigns a remainder to a variable.

Remainder Assignment Example

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The <<= Operator

The Left Shift Assignment Operator left shifts a variable.

Left Shift Assignment Example

The >>= operator.

The Right Shift Assignment Operator right shifts a variable (signed).

Right Shift Assignment Example

The >>>= operator.

The Unsigned Right Shift Assignment Operator right shifts a variable (unsigned).

Unsigned Right Shift Assignment Example

The &= operator.

The Bitwise AND Assignment Operator does a bitwise AND operation on two operands and assigns the result to the the variable.

Bitwise AND Assignment Example

The |= operator.

The Bitwise OR Assignment Operator does a bitwise OR operation on two operands and assigns the result to the variable.

Bitwise OR Assignment Example

The ^= operator.

The Bitwise XOR Assignment Operator does a bitwise XOR operation on two operands and assigns the result to the variable.

Bitwise XOR Assignment Example

The &&= operator.

The Logical AND assignment operator is used between two values.

If the first value is true, the second value is assigned.

Logical AND Assignment Example

The &&= operator is an ES2020 feature .

The ||= Operator

The Logical OR assignment operator is used between two values.

If the first value is false, the second value is assigned.

Logical OR Assignment Example

The ||= operator is an ES2020 feature .

The ??= Operator

The Nullish coalescing assignment operator is used between two values.

If the first value is undefined or null, the second value is assigned.

Nullish Coalescing Assignment Example

The ??= operator is an ES2020 feature .

Test Yourself With Exercises

Use the correct assignment operator that will result in x being 15 (same as x = x + y ).

Start the Exercise

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Value Assignment Program

It is recommended to use Third-Party control materials to ensure that the methods are performing properly. Quality control materials can be categorized as assayed or unassayed. Assayed controls are provided with a list of targeted values and upper and lower limits (control ranges) for all analytes specified in the control material for the common analytical methods and instruments. Unassayed controls have no assigned analyte values provided by the manufacturer. The control values for these materials must be determined by the individual laboratory.

More Diagnostics works closely with the instrument manufacturers and selected clinical laboratory partners to establish statistically meaningful data as part of the value-assignment process for each given lot number of quality control. The results are contained in the Value Assignment documents also accessible on our website.

Why Is Value Assignment Important?

What are the benefits?

Join our Value Assignment Team and make an impact in the laboratory to help ensure accuracy.

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• Assignment Statement

An Assignment statement is a statement that is used to set a value to the variable name in a program .

Assignment statement allows a variable to hold different types of values during its program lifespan. Another way of understanding an assignment statement is, it stores a value in the memory location which is denoted by a variable name.

The symbol used in an assignment statement is called as an operator . The symbol is ‘=’ .

Note: The Assignment Operator should never be used for Equality purpose which is double equal sign ‘==’.

The Basic Syntax of Assignment Statement in a programming language is :

variable = expression ;

variable = variable name

expression = it could be either a direct value or a math expression/formula or a function call

Few programming languages such as Java, C, C++ require data type to be specified for the variable, so that it is easy to allocate memory space and store those values during program execution.

data_type variable_name = value ;

In the above-given examples, Variable ‘a’ is assigned a value in the same statement as per its defined data type. A data type is only declared for Variable ‘b’. In the 3 rd line of code, Variable ‘a’ is reassigned the value 25. The 4 th line of code assigns the value for Variable ‘b’.

Assignment Statement Forms

This is one of the most common forms of Assignment Statements. Here the Variable name is defined, initialized, and assigned a value in the same statement. This form is generally used when we want to use the Variable quite a few times and we do not want to change its value very frequently.

Tuple Assignment

Generally, we use this form when we want to define and assign values for more than 1 variable at the same time. This saves time and is an easy method. Note that here every individual variable has a different value assigned to it.

(Code In Python)

Sequence Assignment

(Code in Python)

Multiple-target Assignment or Chain Assignment

In this format, a single value is assigned to two or more variables.

Augmented Assignment

In this format, we use the combination of mathematical expressions and values for the Variable. Other augmented Assignment forms are: &=, -=, **=, etc.

Browse more Topics Under Data Types, Variables and Constants

• Concept of Data types
• Built-in Data Types
• Constants in Programing Language 
• Access Modifier
• Variables of Built-in-Datatypes
• Declaration/Initialization of Variables
• Type Modifier

Few Rules for Assignment Statement

Few Rules to be followed while writing the Assignment Statements are:

• Variable names must begin with a letter, underscore, non-number character. Each language has its own conventions.
• The Data type defined and the variable value must match.
• A variable name once defined can only be used once in the program. You cannot define it again to store other types of value.
• If you assign a new value to an existing variable, it will overwrite the previous value and assign the new value.

FAQs on Assignment Statement

Q1. Which of the following shows the syntax of an  assignment statement ?

• variablename = expression ;
• expression = variable ;
• datatype = variablename ;
• expression = datatype variable ;

Answer – Option A.

Q2. What is an expression ?

• Same as statement
• List of statements that make up a program
• Combination of literals, operators, variables, math formulas used to calculate a value
• Numbers expressed in digits

Answer – Option C.

Q3. What are the two steps that take place when an  assignment statement  is executed?

• Evaluate the expression, store the value in the variable
• Reserve memory, fill it with value
• Evaluate variable, store the result
• Store the value in the variable, evaluate the expression.

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• Access Modifiers
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