Overview
Setting an assignment is easy to measure badly. You remember the ones that produced good work and the ones that produced complaints, and you forget the one that eleven of thirty students simply did not do.
This page lists every assignment you have set with the three numbers that matter — how many came back, how well they scored, and how many are still waiting on you.
What the table shows
| Column | What it tells you |
|---|---|
| Assignment | The title, with the course it belongs to. |
| Batch | Which group it was set to. The same task set to two batches is two rows, which is what lets you compare them. |
| Due date | When it was due — the number that makes a low submission rate either alarming or simply early. |
| Submitted | How many students have handed it in, against how many are enrolled. |
| Average score | The mean across graded submissions. |
| Needs grading | Submissions waiting on you. |
The header also carries your totals — how many assignments you have set and how many students are enrolled across them.
Reading the colours
| Band | Range | What it means |
|---|---|---|
| Green | 70% and above | Healthy. The task landed. |
| Amber | 40–69% | Worth a look — either the task or the timing. |
| Red | Below 40% | Something is wrong with the assignment, not with the students. |
Diagnosing a weak assignment
A low number means different things depending on which number is low. The combination is the diagnosis:
| Submission | Average score | Most likely cause |
|---|---|---|
| Low | High | Only the confident students attempted it. The task was probably too hard or too long, and the rest quietly opted out. |
| High | Low | They tried and could not do it. This is a teaching gap, not an engagement one — reteach before setting more. |
| Low | Low | The task was unclear, or set at a bad moment. Check the wording and what else was due that week. |
| High | High | It worked. Note what made it work — length, timing, clarity — and repeat it. |
The needs-grading column
Work handed in and not marked is worse than work not set. The student has spent the effort, is waiting for the feedback, and learns from the delay that the effort was optional.
Sort by this column to clear the backlog oldest-first. Where the assignment carries a rubric or an answer key, AI grading can do the first pass and leave you reviewing rather than marking from scratch.
Patterns worth noticing
- The same task, two batches, different rates. The task is fine; something about the second batch — timing, pacing, a clash — is not.
- A steady decline across the term. Assignment fatigue. You are probably setting more than the batch can absorb.
- A cliff at one date. Look at what else was due that week, including from other subjects.
- High submission, falling scores. The syllabus is moving faster than the class.
What to do about it
- Clear the needs grading backlog first. It is the only column where the delay is yours.
- For any red row, read the assignment as a student would and check what else was due that week.
- Cross-check the students who missed it against engagement — the same names in both places is a different problem from a one-off.
- Reteach where the pattern says teaching gap, rather than setting a second assignment on the same material.
Limitations
- Average score only counts graded submissions, so it moves as you mark. A large needs-grading count makes the average provisional.
- Submission rate is measured against enrolment, so students who enrolled after the due date depress it.
- Work collected outside the platform does not appear here at all.
Common questions
Do students see this?
No. Students see their own assignments and grades. This is the teaching view.
Why is the average score blank?
Nothing has been graded yet. It appears once the first submission is marked.
Can I see who specifically did not submit?
Yes — open the assignment itself for the per-student list. This page is the overview across all of them.
Does an extended deadline change the numbers?
Submissions counted are simply those received, so extending a deadline lets the rate keep climbing.