online assignment submission system for college

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Easily distribute, analyze, and grade student work with Assignments for your LMS

Assignments is an application for your learning management system (LMS). It helps educators save time grading and guides students to turn in their best work with originality reports — all through the collaborative power of Google Workspace for Education.

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Bring your favorite tools together within your LMS

Make Google Docs and Google Drive compatible with your LMS

Simplify assignment management with user-friendly Google Workspace productivity tools

Built with the latest Learning Tools Interoperability (LTI) standards for robust security and easy installation in your LMS

Save time distributing and grading classwork

Distribute personalized copies of Google Drive templates and worksheets to students

Grade consistently and transparently with rubrics integrated into student work

Add rich feedback faster using the customizable comment bank

Examine student work to ensure authenticity

Compare student work against hundreds of billions of web pages and over 40 million books with originality reports

Make student-to-student comparisons on your domain-owned repository of past submissions when you sign up for the Teaching and Learning Upgrade or Google Workspace for Education Plus

Allow students to scan their own work for recommended citations up to three times

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Protect student privacy — data is owned and managed solely by you and your students

Provide an ad-free experience for all your users

Compatible with LTI version 1.1 or higher and meets rigorous compliance standards

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“Assignments enable faculty to save time on the mundane parts of grading and...spend more time on providing more personalized and relevant feedback to students.” Benjamin Hommerding , Technology Innovationist, St. Norbert College

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Online Assignment Submission System in Django Source Code

A Online Assignment Submission System Project in Django is a system that allows students to upload their assignments or projects online instead of sending them in a module file.

The proposed method aids teachers in the process of monitoring and handling students by eliminating and mitigating human error.

This is a role-based module in which the teachers and student can perform any operation on the data.

Please enable JavaScript

The  Online Assignment Submission System  is an easy project for beginners to learn how to build a web-based python Django project.

We will provide you with the complete source code and database for the python project so that you can easily install it on your machine and learn how to program in Python Django.

To start creating a  Online Assignment Submission System Project in Python Django , makes sure that you have  PyCharm Professional IDE  Installed in your computer.

This  Online Assignment Submission System Django   Framework , also includes a  Download   Source Code  for free, just find the downloadable source code below and click download now.

Checkout the related articles below.

• Student Management System Project in Python with Source Code

Student Features of  Online Assignment Submission System Project in Django

• Manage Student Profile – For the student profile, The student update his/her information details.
• Registration – For the registration, The student need to register first to create their own account.
• View Assignment and exam – For the assignment and exam, The student can view their assignment and exam through this website.
• Login – By default the student need to login first to enable to access the system.
• View Course – For the course, The student can view all their courses.

Teachers Features of  Online Assignment Submission System Project in Django

• Manage Teacher Profile – For the teacher profile, The teacher can update his/her information details.
• Registration – For the registration, The teacher need to register first to create their own account.
• Create Course – For the add course, The teacher can add and update course information.
• Login – By default the teacher need to login first to enable to access the system.
• Create Exam – For the exam, The teacher can create and update exam information.
• Create Assignment – For the assignment, The teacher can create and update assignment information.

Online Assignment Submission System Django  Steps on How to Create a Project

Time needed:  5 minutes

Here’s the step’s on how to create a Online Assignment Submission System project in Django

Finally, we will now start adding functionality to our Django Framework by adding some functional codes.

Functionality and Codes of the Online Assignment Submission System Project in Django

• Create template for the student login in form

In this section, we will learn on how create a templates for the student login form. To begin with, add the following code in your login.html under the folder of templates/authentication/.

• Create template for the student registration

In this section, we will learn on how create a templates for the student registration . To start with, add the following code in your register.html under the folder of templates/authentication/student.

• Create template for the create assignment form

In this section, we will learn on how create a templates for the create assignment form . To start with, add the following code in your assignment_create.html under the folder of templates/core/instructor.

Downloadable Source Code Below

Anyway, if you want to level up your programming knowledge, especially python, try this new article I’ve made for you  Best Python Projects with source code for Beginners .

But If you’re going to focus on web development using Django, you can download here from our list of  Best Django Projects with source code  based on real-world projects.

How To Run The  Online Assignment System project in Django ?

• Step 1:  Extract/unzip the file
• Step 2:  Go inside the project folder, open cmd and type the following commands to install Django Framework and run the webserver:
• pip install -r requirements.txt
• python manage.py migrate
• python manage.py runserver
• Step 3:  Finally, open the browser and go to  http://127.0.0.1:8000/

In summary, this Online Assignment System in Django  with Source Code  can be useful to students or professional who wants to learn python programming language.

This project can also be modified to fit your personal requirements. Hope this project will help you to improve your skills. Happy Coding!

If you have any questions or suggestions about  Online Assignment Submission System in Django  with Source Code , please feel free to leave a comment below.

2 thoughts on “Online Assignment Submission System in Django Source Code”

Hii i download online assignment submussion dajgo souce code.and i do it the same by seeing your source code. But i am getting errors in urls views,threadings, etc..canu solve my solution

bro is it running ?

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Assignment Management System

An innovative digital solution for day to day assignment problems with educloud homework management software.

Your Problems

Our solution.

Assignment Dashboard

A simple and clean calendar dashboard to create and reschedule assignments easily. Just drag and drop your assignments on your desired date.

Create an Assignment

Adding an assignment was never so easy. Simply select your class, subject, deadline and you are good to go!

Create Assignment with your Gdrive Template

Create Assignment with Google file types

Assignment on your mobile, create assignments and manage submissions on your fingertips..

Manage Submissions

Eliminate communication gaps with our seamless assignment submission.

Review Submissions

Don't just give assignments and take submissions, review the work submitted by your students - in the app itself!

Ready to handle your assignments like a breeze?

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Learn how Assignments works

Assignments is an add-on application for learning management systems (LMSs) to help you distribute, analyze, and grade student work with Google Workspace for Education.

For file submissions, Assignments make Google Docs, Google Sheets, Google Slides, and Google Drive compatible with your LMS. You can use Assignments to save time distributing and grading student work, and analyze student submissions with originality reports to ensure authenticity.

You use Assignments as a Learning Tools Interoperability (LTI) tool integrated within your LMS. It works with any LMS that supports LTI version 1.1 or higher, such as Canvas, Schoology, Blackboard, Moodle, and others.

Adding Assignments to your LMS might require assistance from your LMS administrator. If you have never set up an add-on application or external tool for your LMS before, talk to your IT or LMS admin about setting up Assignments in Canvas, Schoology, or another LMS.

Get started with Assignments

Assignments workflow

Step 1: instructor creates an assignment.

• (Required) Setting the point value
• (Optional) Setting the due date
• (Optional) Adding a grading rubric
• (Optional) Attaching assignment files to make a copy for each student to edit and submit
• (Optional) Enabling originality reports

Step 2: Students submit their assignments

• Google Docs, Sheets, Slides, Sites, and Drawings
• Microsoft®️ Word®️, Excel®️, or PowerPoint®️
• Image files
• Video files (WEBM, MPEG4, 3GPP, MOV, AVI, MPEG-PS, WMV, FLV, OGG)
• They no longer have edit or comment access to their original file.
• Assignments makes a copy of the submitted file and saves it to the student's Drive.

For more details, go to How instructors and students share files .

Step 3: Instructor grades and returns assignments

• Ownership of the file returns to the student.
• Assignments archives a copy of the graded file and saves it to the instructor's Drive.
• Grades are saved to the LMS grade book.

General FAQ

Does my organization need google workspace for education to use assignments, where and in what languages is assignments available, how much does assignments cost, what browsers are supported, does assignments work on mobile devices, is assignments built for accessibility, grading faq, does assignments have plagiarism detection, does assignments support rubric grading, can i save draft grades or feedback outside the student’s view, can classwork be returned individually or all at once.

• Leave draft grades and overall feedback.
• Return to the list of students.
• Check the boxes for all the students whose assignments you want to return.
• Click Return .

Can I return classwork without a grade?

Can returned classwork be resubmitted or regraded.

• To provide context for giving a new grade, the previous grade is displayed next to the grade field. Only the most recent grade syncs to the LMS.
• Previous overall feedback is displayed and new overall feedback open in a separate text box.

Can co-instructors grade assignments?

Do grades sync to the lms, class management faqs, can instructors see all their linked courses & assignments, can instructors delete courses & assignments.

Instructors who own courses can delete courses and assignments. Learn how to delete courses and assignments .

Does Assignments support group assignments?

• Tell each group to create a Google Doc and share it with group members for editing.
• Have the owner of the file submit the assignment for grading.
• Grade the assignment, leaving overall feedback as a margin comment or suggestion. Tip : The overall feedback field is visible only to the owner of the file and not to the group.
• In your grade book, record the grade for the other group members.

Does Assignments support peer review of assignments?

• Ask your students to start their assignments in Docs.
• Tell students to share their files with their peer reviewer.
• In Docs, peer reviewers leave margin comments and suggestions.
• Have students turn in their assignments, leaving in the reviewer’s comments and suggestions.Alternatively, students can review, implement, and resolve reviewer comments and instructors can view version history.
• Grade the assignments.
• (Optional) Record a separate grade for peer reviews.

Will Assignments work in a course copied in my LMS?

• Total points
• Settings for originality reports
• Attachments
• Use Assignments LTI version 1.3 for best results.
• Copied assignments can only be opened by students after an instructor links the Assignment to their account. Learn about linking your account to Assignments .
• Make sure the person who copies the course is in the same Google Workspace for Education organization as the course creator or is on the organization’s allow list. Learn more about how to manage your organization’s allow lists .
• Don’t edit or delete the original assignment or its attachments.

Need more help?

Try these next steps:.

• Columbia University in the City of New York
• Office of Teaching, Learning, and Innovation
• University Policies
• Columbia Online
• Academic Calendar
• Resources and Technology
• Instructional Technologies
• Teaching in All Modalities

Designing Assignments for Learning

The rapid shift to remote teaching and learning meant that many instructors reimagined their assessment practices. Whether adapting existing assignments or creatively designing new opportunities for their students to learn, instructors focused on helping students make meaning and demonstrate their learning outside of the traditional, face-to-face classroom setting. This resource distills the elements of assignment design that are important to carry forward as we continue to seek better ways of assessing learning and build on our innovative assignment designs.

On this page:

Rethinking traditional tests, quizzes, and exams.

• Examples from the Columbia University Classroom
• Tips for Designing Assignments for Learning

Reflect On Your Assignment Design

Connect with the ctl.

• Resources and References

Cite this resource: Columbia Center for Teaching and Learning (2021). Designing Assignments for Learning. Columbia University. Retrieved [today’s date] from https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/teaching-online/designing-assignments/

Traditional assessments tend to reveal whether students can recognize, recall, or replicate what was learned out of context, and tend to focus on students providing correct responses (Wiggins, 1990). In contrast, authentic assignments, which are course assessments, engage students in higher order thinking, as they grapple with real or simulated challenges that help them prepare for their professional lives, and draw on the course knowledge learned and the skills acquired to create justifiable answers, performances or products (Wiggins, 1990). An authentic assessment provides opportunities for students to practice, consult resources, learn from feedback, and refine their performances and products accordingly (Wiggins 1990, 1998, 2014). 

Authentic assignments ask students to “do” the subject with an audience in mind and apply their learning in a new situation. Examples of authentic assignments include asking students to: 

• Write for a real audience (e.g., a memo, a policy brief, letter to the editor, a grant proposal, reports, building a website) and/or publication;
• Solve problem sets that have real world application; 
• Design projects that address a real world problem; 
• Engage in a community-partnered research project;
• Create an exhibit, performance, or conference presentation ;
• Compile and reflect on their work through a portfolio/e-portfolio.

Noteworthy elements of authentic designs are that instructors scaffold the assignment, and play an active role in preparing students for the tasks assigned, while students are intentionally asked to reflect on the process and product of their work thus building their metacognitive skills (Herrington and Oliver, 2000; Ashford-Rowe, Herrington and Brown, 2013; Frey, Schmitt, and Allen, 2012). 

It’s worth noting here that authentic assessments can initially be time consuming to design, implement, and grade. They are critiqued for being challenging to use across course contexts and for grading reliability issues (Maclellan, 2004). Despite these challenges, authentic assessments are recognized as beneficial to student learning (Svinicki, 2004) as they are learner-centered (Weimer, 2013), promote academic integrity (McLaughlin, L. and Ricevuto, 2021; Sotiriadou et al., 2019; Schroeder, 2021) and motivate students to learn (Ambrose et al., 2010). The Columbia Center for Teaching and Learning is always available to consult with faculty who are considering authentic assessment designs and to discuss challenges and affordances.   

Examples from the Columbia University Classroom 

Columbia instructors have experimented with alternative ways of assessing student learning from oral exams to technology-enhanced assignments. Below are a few examples of authentic assignments in various teaching contexts across Columbia University. 

• E-portfolios: Statia Cook shares her experiences with an ePorfolio assignment in her co-taught Frontiers of Science course (a submission to the Voices of Hybrid and Online Teaching and Learning initiative); CUIMC use of ePortfolios ;
• Case studies: Columbia instructors have engaged their students in authentic ways through case studies drawing on the Case Consortium at Columbia University. Read and watch a faculty spotlight to learn how Professor Mary Ann Price uses the case method to place pre-med students in real-life scenarios;
• Simulations: students at CUIMC engage in simulations to develop their professional skills in The Mary & Michael Jaharis Simulation Center in the Vagelos College of Physicians and Surgeons and the Helene Fuld Health Trust Simulation Center in the Columbia School of Nursing; 
• Experiential learning: instructors have drawn on New York City as a learning laboratory such as Barnard’s NYC as Lab webpage which highlights courses that engage students in NYC;
• Design projects that address real world problems: Yevgeniy Yesilevskiy on the Engineering design projects completed using lab kits during remote learning. Watch Dr. Yesilevskiy talk about his teaching and read the Columbia News article . 
• Writing assignments: Lia Marshall and her teaching associate Aparna Balasundaram reflect on their “non-disposable or renewable assignments” to prepare social work students for their professional lives as they write for a real audience; and Hannah Weaver spoke about a sandbox assignment used in her Core Literature Humanities course at the 2021 Celebration of Teaching and Learning Symposium . Watch Dr. Weaver share her experiences.  

​Tips for Designing Assignments for Learning

While designing an effective authentic assignment may seem like a daunting task, the following tips can be used as a starting point. See the Resources section for frameworks and tools that may be useful in this effort.  

Align the assignment with your course learning objectives 

Identify the kind of thinking that is important in your course, the knowledge students will apply, and the skills they will practice using through the assignment. What kind of thinking will students be asked to do for the assignment? What will students learn by completing this assignment? How will the assignment help students achieve the desired course learning outcomes? For more information on course learning objectives, see the CTL’s Course Design Essentials self-paced course and watch the video on Articulating Learning Objectives .  

Identify an authentic meaning-making task

For meaning-making to occur, students need to understand the relevance of the assignment to the course and beyond (Ambrose et al., 2010). To Bean (2011) a “meaning-making” or “meaning-constructing” task has two dimensions: 1) it presents students with an authentic disciplinary problem or asks students to formulate their own problems, both of which engage them in active critical thinking, and 2) the problem is placed in “a context that gives students a role or purpose, a targeted audience, and a genre.” (Bean, 2011: 97-98). 

An authentic task gives students a realistic challenge to grapple with, a role to take on that allows them to “rehearse for the complex ambiguities” of life, provides resources and supports to draw on, and requires students to justify their work and the process they used to inform their solution (Wiggins, 1990). Note that if students find an assignment interesting or relevant, they will see value in completing it. 

Consider the kind of activities in the real world that use the knowledge and skills that are the focus of your course. How is this knowledge and these skills applied to answer real-world questions to solve real-world problems? (Herrington et al., 2010: 22). What do professionals or academics in your discipline do on a regular basis? What does it mean to think like a biologist, statistician, historian, social scientist? How might your assignment ask students to draw on current events, issues, or problems that relate to the course and are of interest to them? How might your assignment tap into student motivation and engage them in the kinds of thinking they can apply to better understand the world around them? (Ambrose et al., 2010). 

Determine the evaluation criteria and create a rubric

To ensure equitable and consistent grading of assignments across students, make transparent the criteria you will use to evaluate student work. The criteria should focus on the knowledge and skills that are central to the assignment. Build on the criteria identified, create a rubric that makes explicit the expectations of deliverables and share this rubric with your students so they can use it as they work on the assignment. For more information on rubrics, see the CTL’s resource Incorporating Rubrics into Your Grading and Feedback Practices , and explore the Association of American Colleges & Universities VALUE Rubrics (Valid Assessment of Learning in Undergraduate Education). 

Build in metacognition

Ask students to reflect on what and how they learned from the assignment. Help students uncover personal relevance of the assignment, find intrinsic value in their work, and deepen their motivation by asking them to reflect on their process and their assignment deliverable. Sample prompts might include: what did you learn from this assignment? How might you draw on the knowledge and skills you used on this assignment in the future? See Ambrose et al., 2010 for more strategies that support motivation and the CTL’s resource on Metacognition ). 

Provide students with opportunities to practice

Design your assignment to be a learning experience and prepare students for success on the assignment. If students can reasonably expect to be successful on an assignment when they put in the required effort ,with the support and guidance of the instructor, they are more likely to engage in the behaviors necessary for learning (Ambrose et al., 2010). Ensure student success by actively teaching the knowledge and skills of the course (e.g., how to problem solve, how to write for a particular audience), modeling the desired thinking, and creating learning activities that build up to a graded assignment. Provide opportunities for students to practice using the knowledge and skills they will need for the assignment, whether through low-stakes in-class activities or homework activities that include opportunities to receive and incorporate formative feedback. For more information on providing feedback, see the CTL resource Feedback for Learning . 

Communicate about the assignment 

Share the purpose, task, audience, expectations, and criteria for the assignment. Students may have expectations about assessments and how they will be graded that is informed by their prior experiences completing high-stakes assessments, so be transparent. Tell your students why you are asking them to do this assignment, what skills they will be using, how it aligns with the course learning outcomes, and why it is relevant to their learning and their professional lives (i.e., how practitioners / professionals use the knowledge and skills in your course in real world contexts and for what purposes). Finally, verify that students understand what they need to do to complete the assignment. This can be done by asking students to respond to poll questions about different parts of the assignment, a “scavenger hunt” of the assignment instructions–giving students questions to answer about the assignment and having them work in small groups to answer the questions, or by having students share back what they think is expected of them.

Plan to iterate and to keep the focus on learning 

Draw on multiple sources of data to help make decisions about what changes are needed to the assignment, the assignment instructions, and/or rubric to ensure that it contributes to student learning. Explore assignment performance data. As Deandra Little reminds us: “a really good assignment, which is a really good assessment, also teaches you something or tells the instructor something. As much as it tells you what students are learning, it’s also telling you what they aren’t learning.” ( Teaching in Higher Ed podcast episode 337 ). Assignment bottlenecks–where students get stuck or struggle–can be good indicators that students need further support or opportunities to practice prior to completing an assignment. This awareness can inform teaching decisions. 

Triangulate the performance data by collecting student feedback, and noting your own reflections about what worked well and what did not. Revise the assignment instructions, rubric, and teaching practices accordingly. Consider how you might better align your assignment with your course objectives and/or provide more opportunities for students to practice using the knowledge and skills that they will rely on for the assignment. Additionally, keep in mind societal, disciplinary, and technological changes as you tweak your assignments for future use. 

Now is a great time to reflect on your practices and experiences with assignment design and think critically about your approach. Take a closer look at an existing assignment. Questions to consider include: What is this assignment meant to do? What purpose does it serve? Why do you ask students to do this assignment? How are they prepared to complete the assignment? Does the assignment assess the kind of learning that you really want? What would help students learn from this assignment? 

Using the tips in the previous section: How can the assignment be tweaked to be more authentic and meaningful to students? 

As you plan forward for post-pandemic teaching and reflect on your practices and reimagine your course design, you may find the following CTL resources helpful: Reflecting On Your Experiences with Remote Teaching , Transition to In-Person Teaching , and Course Design Support .

The Columbia Center for Teaching and Learning (CTL) is here to help!

For assistance with assignment design, rubric design, or any other teaching and learning need, please request a consultation by emailing [email protected] . 

Transparency in Learning and Teaching (TILT) framework for assignments. The TILT Examples and Resources page ( https://tilthighered.com/tiltexamplesandresources ) includes example assignments from across disciplines, as well as a transparent assignment template and a checklist for designing transparent assignments . Each emphasizes the importance of articulating to students the purpose of the assignment or activity, the what and how of the task, and specifying the criteria that will be used to assess students. 

Association of American Colleges & Universities (AAC&U) offers VALUE ADD (Assignment Design and Diagnostic) tools ( https://www.aacu.org/value-add-tools ) to help with the creation of clear and effective assignments that align with the desired learning outcomes and associated VALUE rubrics (Valid Assessment of Learning in Undergraduate Education). VALUE ADD encourages instructors to explicitly state assignment information such as the purpose of the assignment, what skills students will be using, how it aligns with course learning outcomes, the assignment type, the audience and context for the assignment, clear evaluation criteria, desired formatting, and expectations for completion whether individual or in a group.

Villarroel et al. (2017) propose a blueprint for building authentic assessments which includes four steps: 1) consider the workplace context, 2) design the authentic assessment; 3) learn and apply standards for judgement; and 4) give feedback. 

References 

Ambrose, S. A., Bridges, M. W., & DiPietro, M. (2010). Chapter 3: What Factors Motivate Students to Learn? In How Learning Works: Seven Research-Based Principles for Smart Teaching . Jossey-Bass. 

Ashford-Rowe, K., Herrington, J., and Brown, C. (2013). Establishing the critical elements that determine authentic assessment. Assessment & Evaluation in Higher Education. 39(2), 205-222, http://dx.doi.org/10.1080/02602938.2013.819566 .  

Bean, J.C. (2011). Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom . Second Edition. Jossey-Bass. 

Frey, B. B, Schmitt, V. L., and Allen, J. P. (2012). Defining Authentic Classroom Assessment. Practical Assessment, Research, and Evaluation. 17(2). DOI: https://doi.org/10.7275/sxbs-0829  

Herrington, J., Reeves, T. C., and Oliver, R. (2010). A Guide to Authentic e-Learning . Routledge. 

Herrington, J. and Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48. 

Litchfield, B. C. and Dempsey, J. V. (2015). Authentic Assessment of Knowledge, Skills, and Attitudes. New Directions for Teaching and Learning. 142 (Summer 2015), 65-80. 

Maclellan, E. (2004). How convincing is alternative assessment for use in higher education. Assessment & Evaluation in Higher Education. 29(3), June 2004. DOI: 10.1080/0260293042000188267

McLaughlin, L. and Ricevuto, J. (2021). Assessments in a Virtual Environment: You Won’t Need that Lockdown Browser! Faculty Focus. June 2, 2021. 

Mueller, J. (2005). The Authentic Assessment Toolbox: Enhancing Student Learning through Online Faculty Development . MERLOT Journal of Online Learning and Teaching. 1(1). July 2005. Mueller’s Authentic Assessment Toolbox is available online. 

Schroeder, R. (2021). Vaccinate Against Cheating With Authentic Assessment . Inside Higher Ed. (February 26, 2021).  

Sotiriadou, P., Logan, D., Daly, A., and Guest, R. (2019). The role of authentic assessment to preserve academic integrity and promote skills development and employability. Studies in Higher Education. 45(111), 2132-2148. https://doi.org/10.1080/03075079.2019.1582015    

Stachowiak, B. (Host). (November 25, 2020). Authentic Assignments with Deandra Little. (Episode 337). In Teaching in Higher Ed . https://teachinginhighered.com/podcast/authentic-assignments/  

Svinicki, M. D. (2004). Authentic Assessment: Testing in Reality. New Directions for Teaching and Learning. 100 (Winter 2004): 23-29. 

Villarroel, V., Bloxham, S, Bruna, D., Bruna, C., and Herrera-Seda, C. (2017). Authentic assessment: creating a blueprint for course design. Assessment & Evaluation in Higher Education. 43(5), 840-854. https://doi.org/10.1080/02602938.2017.1412396    

Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice . Second Edition. San Francisco: Jossey-Bass. 

Wiggins, G. (2014). Authenticity in assessment, (re-)defined and explained. Retrieved from https://grantwiggins.wordpress.com/2014/01/26/authenticity-in-assessment-re-defined-and-explained/

Wiggins, G. (1998). Teaching to the (Authentic) Test. Educational Leadership . April 1989. 41-47. 

Wiggins, Grant (1990). The Case for Authentic Assessment . Practical Assessment, Research & Evaluation , 2(2). 

Wondering how AI tools might play a role in your course assignments?

See the CTL’s resource “Considerations for AI Tools in the Classroom.”

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• Computer Science Topics

Design And Implementation Of An Online Assignment Submission Management System

The paper examines the design and implementation of an online assignment submission system. The challenges faced by students in meeting assignment deadlines and cost associated with printing hard copies of paper, necessitated the researcher to develop a user friendly system to tackle these challenges. The system allows students to submit assignments online to a particular course lecture, who have access to the system for grading purpose. The system was developed using PHP and MYSQL technologies.

Session One

Introduction, 1.1 background of the study.

An online assignment handling is a system contained within the Module virtual learning environment. The functionality of the standard assignment handling module has been extended to cater for all the Department’s needs in terms of receiving assignments from students, making them available to tutors to mark, returning grades, comments and marked work to students and keeping Registry and course administrators informed at all stages of the process. Extension requests are an integral part of the system.

Universities, Polytechnics and colleges of education are considered the main provider of knowledge in various fields. Various courses of studies are taught in institutions, covering several fields including applied Sciences, Math, Computer, Human Resource, and Accounting. Most courses at universities consist of theoretical as well as practical subject matter. To evaluate the level of understanding and degree of comprehension among students, assignments are often given.

Assignments are submitted by students either individually or in groups. Assignment management involves collecting, marking, and redistributing to students. Tregobov (1998) breaks the process down into four stages: submission, recording, marking, and return. Online assignment submission and management (OASM) involves the use of the World-Wide Web, the Internet and computers to aid this process (Jones, 2003). With traditional assignment submission system, lots of problems arise especially when the students have to submit the answers of the assignment to the lecturer. There may be problems due to distance, time, or format of the assignment (written or printed). Also every learning process requires administrative support. Much of this administrative support is to some degree transparent but if the latter is not well organized it could disrupt the flow of learning between students and the staff.

As the educational world is moving faster and becoming more competitive, almost every university started to use an online submission system, or newer technologies to facilitate their task, to have more time, and to be in pace with this fast moving IT world.

1.2 Statement of the Problem

Many reported failures in courses thought in the tertiary institutions can be attributed to the careless of the course representative or the teaching assistant who failed to submit an assignment paper to the lecturer for marking (Jones, 2003). Such careless could lead to a zero mark for the victim whose paper was declared missing or simply not found. The manual method of submitting assignments to the course lecturer or directly to the lecturer in most Nigerian Universities is simply not effective as these papers could get damaged or get missing due to the carelessness of the course representative or the lecturer.

Moreover, assignments that are large in terms of pages or volume could easily discourage a student from submitting due to financial constraints brought about by high cost of printing an assignment. All these problems highlighted are the main reasons the researcher is developing an electronic assignment submission system to curtail these challenges and make studying more enjoyable in our tertiary institutions.

1.3 Objectives of Study

The main objective of the paper is to design and implement an online assignment submission system. Specific objectives of the study are:

• To develop a system for proper documentation of students’ record in the in the school system.
• To Create a database that will manage each student assignment submission and allow access by leacturer to access those files submitted by the student.
• To Create a quick search and advance search that the student / lecturer when sorting a file.
• To provide a system to assure equal opportunity and impartial review of student assignment submission
• To provide a full school system by that will take care of registration and grading processes.

1.4 Scope of the Study

The study focuses on the areas of concentration of this project i.e. the assignment submission and grading processes. It also covers the faculty registration, lecturer registration, course registration, department registration, users registration, student registration, perform scores/grades registration, test scores assessment and article entry.

1.5 Limitations

This project covers some of the aspect of a computer software based assignment submission management system. However, the following are the constraints:

A constraint in project management is any restriction that defines a project’s limitations; the scope, for example, is the limit of what the project is expected to accomplish.

The three most significant project constraints are: schedule, cost and scope.

Sometimes stated more broadly as time, specifies the timeline according to which those components will be delivered, including the final deadline for completion.

Sometimes stated more broadly as resources, involves the financial limitation of resources input to the project and also the overall limit of the total amount that can be spent.

A project’s scope involves specific goals, deliverables and tasks that defines the boundaries of the project.

1.6 Definition of Terms

Assignment:.

A task or piece of work allocated to someone as part of a job or course of study

A student or pupil is a learner, or someone who attends an educational institution.

Indicates a state of connectivity.

Any program that is accessed over a network connection using HTTP rather than existing within a device’s memory.

A lecture is an oral presentation intended to present information or teaches people about a particular subject, for example by a university or college teacher.

Submission:

The action of presenting a proposal, application, or other document for consideration or judgment.

Management:

Is an academic discipline, a social science whose objective is to study organization and organizational leadership.

Set of computer components that is, an assembling of hardware, software and peripherals functioning together.

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Base on the new system that is developed, several points has been carefully observed for further research in other to further improve our school system activities.

In summary of this project the researcher has read through school management system, which is quite large to be encapsulated in just one project work, so this project is reduced to focus on the online assignment submission management system as a whole.

The online assignment submission management system has been sub-divided into modules in other to carefully handle the processes involved in this system. The online assignment submission management system is sub-divided into (4) four major modules which are:

• Description of the system
• Program Specification
• Interface Design
• Structure of the Database

This module is also broken down, so as to capture all the necessary segments that are required to make this project successful.

Recommendation

The software developed for the implementation of this research can be used by any School. The following recommendations are proposed:

• System backup should be carry out day-to-day if place on a central server on the school building.
• A cloud system backup is highly recommended to ensure safety of system in terms of theft or fire outbreak.
• Every staff granted access to the system is require to sign an undertaken to protect the integrity of the system.
• Users of the system should ensure to print out payment transactions for future references.
• Administrator of the system should create passwords with long characters so as to make password hacking difficult.
• User with certain privilege should ensure safekeeping of password since it provides access to the system.

In deciding what a school management system should look like for a school before abstracting to the research domain for any faculty or department. They should be validated in the fields. It’s important to look closely at systems that have successfully been deployed in challenging environment and any available evaluation data.

In creating an online assignment submission management system, out of school management system, it is essential that the assignment submission management system is designed with goal of allowing register student to login in with their valid ID access to access the assignment page and being able to upload his / her assignment in the system.

We are now in the fortunate situation of falling information technology costs, improving computer literacy combined with preliminary evidence of school management successes in resource poor areas. The critical challenge is to create well- designed, effective, low cost systems by sharing resources, learning from each other experiences and evaluating our work.

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DESIGN AND IMPLEMENTATION OF AN ONLINE ASSIGNMENT SUBMISSION AND FEEDBACK SYSTEM FOR ENUGU STATE COLLEGE OF EDUCATION (TECHNICAL), ENUGU

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In this study, the researchers focused on the design and implementation of an online assignment submission and feedback system. The challenges faced by students in submitting assignment such as replication of the works of brilliant students, interfering with some students’ assignments especially those that are not in good terms with the course representatives, the cost associated with printing hard copies of assignment paper, among other setbacks necessitated the researchers to embark on the study with a view to proffering solutions. Thus, the researchers designed and implemented a user friendly assignment submission and feedback system to tackle these challenges. The system was implemented using PHP and MYSQL technologies.

Article Details

Charles o. ogbozor, enugu state college of education technical enugu.

Charles O. Ogbozor, Dept. Computer Science Education, Enugu State college of Education Technical Enugu

Lawrence Animanjo Okolo, Enugu State college of Education Technical Enugu

Dr. Lawrence Animanjo, Dept. Computer Science Education, Enugu State college of Education Technical Enugu

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Online assignment submission system [classic]

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Online College Assignment System Using PHP and MySQL

• INR : ₹ 649. 00

Online College Assignment  System (OCAS)

OCAS Package Includes :

• Full Source Code of the project.
• Project Report ( in doc and pdf format).

Project and Report are Downloadable immediately after payment made successful.

In this project, we use PHP and  MySQL database. It has three modules

• User(Students)

Admin Module

• Admin is the superuser of the website who can manage everything on the website. Admin can log in through the login page
• Dashboard: In this section, admin can see all detail in brief like the total course, total subjects and total teachers.
• Course: In this section, admin can mange course (add/update/delete).
• Subject: In this section, admin can mange subject (add/update/delete).
• Teacher: In this section, admin can manage teacher (add/update).
• Announcement/News: In this section, admin can add and delete the announcement/news.
• Uploaded Assignment: In this section, admin can view checked and unchecked assignment which is uploaded by the students and checked by teachers.
• Search: In this section, admin can search uploaded assignment with the help of teacher name, assignment number and subjects name.
• Reports: In this section, admin can view uploaded assignment report in a particular period.
• Admin can also update his profile, change the password and recover the password.

Teacher Module

• Dashboard: In this section, teacher can see all detail in brief like the total students (who is registered with the same course as the teacher have), total assignment and total announcement.
• Assignment: In this section, teachers can manage the assignment (add/update).
• Uploaded Assignment: In this section, teachers can view checked and unchecked assignment which is uploaded by the students and checked by them.
• Subject Wise Reports: In this section, teacher can view uploaded assignment (subject wise) report in particular periods.
• Reg Users(students): In this section, teacher can view the detail of registered students with particular courses.
• Teacher can also view his profile, change the password and recover the password.

User Module

• Dashboard: In this section, user(students) can view the notice which is announced by his/her course teachers.
• Assignment: In this section, user(students) submit his/her own assignment and view assignment status it is checked or unchecked.
• Teacher can also update his/her profile, change the password and recover the password.

Brief of Home Page

It is the home page of Online College Assignment System on this students can view notice which by announcing by a college administrator and also the unregistered student can register himself.

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