Transparency in Learning and Teaching (TILT)

The TILT (Transparency in Learning and Teaching) Transparency Framework is an educational strategy designed to enhance student learning and engagement by making the purpose, tasks, and criteria of assignments explicitly clear. Developed by Dr. Mary-Ann Winkelmes and her colleagues, the framework aims to promote equitable teaching and learning experiences by demystifying academic expectations and processes.

The TILT Framework focuses on three main components:

1. Purpose: Clearly articulating the learning objectives and relevance of the assignment. This helps students understand the importance of the task and how it fits into their overall learning goals.
2. Task: Providing explicit instructions on what students are expected to do. This includes detailing the steps, processes, and methods required to complete the assignment.
3. Criteria: Specifying the standards by which the work will be evaluated. This includes providing rubrics, examples of successful work, or explanations of what constitutes excellence in the task.
4.  

1. Improved Student Understanding and Performance: By clarifying assignment expectations, students are more likely to understand what is required of them, which can lead to improved academic performance. Research has shown that TILT can reduce the performance gap between underrepresented students and their peers, promoting greater equity in education.

2. Enhanced Student Engagement: Transparency in assignments increases students' motivation by helping them see the relevance of their work. When students understand why they are doing a task and how it relates to their learning, they are more likely to engage deeply.

3. Consistency and Fairness in Grading: By clearly defining criteria, the TILT Framework helps ensure consistency and fairness in grading. This transparency can reduce disputes over grades and increase students' trust in the assessment process.

To implement the TILT Framework, faculty can follow these steps:

1. Review and Revise Assignments: Start by reviewing existing assignments and revising them to include clear descriptions of the purpose, tasks, and criteria. This may involve writing explicit instructions, creating rubrics, or providing examples of excellent work.
2. Communicate with Students: Clearly communicate the purpose, tasks, and criteria to students at the beginning of the course and for each assignment. This can be done through syllabus statements, assignment sheets, or classroom discussions.
3. Solicit and Incorporate Feedback: Encourage students to ask questions if they are unclear about any aspect of an assignment. Use this feedback to further refine instructions and expectations.
4. Provide Support and Resources: Offer students resources such as writing centers, tutoring, or office hours to help them meet the assignment criteria.

Example 1: Research Paper Assignment in a History Course

• Purpose: The purpose of this research paper is to develop your skills in historical analysis and argumentation. By researching a historical event, you will learn to critically assess primary and secondary sources, and present a well-supported argument.
• Task: Choose a historical event from the 19th century. Conduct research using at least five primary and secondary sources. Write a 10-page paper that presents a clear thesis statement, supports your argument with evidence, and includes proper citations in APA format.
• Criteria: Papers will be evaluated based on the clarity of the thesis statement, the depth and relevance of the research, the strength and organization of the argument, and adherence to APA citation guidelines. A rubric detailing these criteria will be provided.

Example 2: Group Presentation in a Marketing Course

• Purpose: This presentation aims to develop your skills in market analysis and teamwork. You will apply marketing theories to analyze a real-world company and its strategies.
• Task: In groups of four, select a company and analyze its marketing strategy. Prepare a 15-minute presentation covering the company's target market, marketing mix, and competitive positioning. Each group member must present a portion of the analysis.
• Criteria: Presentations will be evaluated on the clarity and accuracy of the analysis, the quality of visual aids, the professionalism of the presentation, and equal participation by all group members. A detailed rubric will outline expectations for each aspect.

• Transparent Assignment Template for instructors
• Checklist for Designing Transparent Assignments
• Measuring Transparency: A Learning-focused Assignment Rubric (Palmer, M., Gravett, E., LaFleur, J.)
• Assignment Cues to use when designing an assignment (adapted from Bloom’s Taxonomy) for faculty
• Transparent Equitable Learning Readiness Assessment for Teachers
• Transparent Assignment Template for students (to help students learn to parse assignments; also to frame a conversation to gather feedback from your students about how to make assignments more transparent and relevant for them)
• Transparent Equitable Learning Framework for Students (to frame a conversation with students about how to make the purposes, tasks and criteria for class activities transparent and relevant for them)