Key points:

In education–and particularly with my graduate students in higher education–students occasionally focus on the individual points of an assignment rubric instead of stepping back and looking holistically at the overall purpose of the assignment.

This summer, as I would explain the goal of an assignment, I often received questions such as, “But the rubric asks for….” I explained that the rubric was a guide, but the students should use the assignment to gather information that was effective in supporting their topic development. Their topic development should be primary, the rubric secondary.

While instructors routinely provide detailed rubrics, requirements, and deadlines for assignments, many overlook a crucial component that could transform the student learning experience: an instructional intent statement. With self-directed students at all levels, providing students with this simple yet powerful addition to assignment design serves as a bridge between what students are asked to do and why they are being asked to do it, creating a foundation for deeper engagement and more meaningful learning outcomes.

Illuminating the purpose behind the task

At its core, an instructional intent statement articulates the educational goals and reasoning behind an assignment. Similar to the commander’s intent statement in a military operations order, the intent statement is meant to direct the learner to the overall purpose of the task(s) to be completed and not just the individual pieces as articulated in the assignment’s description or rubric. Rather than leaving students to guess at the instructor’s objectives, an instructional intent statement explicitly communicates the “why” that underlies the “what.” When students understand that a research paper is designed to develop critical analysis skills rather than simply demonstrate content knowledge, or that a group project aims to build collaborative problem-solving abilities, they can approach the task with greater focus and intentionality.

This clarity of purpose transforms assignments from mere academic hurdles into purposeful learning experiences. Students who understand the educational rationale behind their work are more likely to engage authentically with the material, moving beyond surface-level compliance to ensure genuine intellectual engagement. The intent statement serves as a guide for students through the complexities of the assignment while maintaining a focus on the ultimate learning destination.

Contextualizing requirements and rubrics

Perhaps one of the most significant benefits of instructional intent statements lies in their ability to provide context for assignment requirements and evaluation criteria. Rubrics and requirements, while helpful for establishing expectations, can sometimes feel arbitrary or disconnected from meaningful learning when presented in isolation. An intent statement bridges this gap by explaining how each requirement serves the broader educational purpose.

Consider a writing assignment that requires students to include at least five scholarly sources. Without context, this might appear to be an arbitrary number imposed by the instructor. However, when framed within an intent statement that explains the goal of developing research literacy and the ability to synthesize multiple perspectives, the requirement becomes a meaningful scaffold for learning. Students can better understand that the emphasis should be on quality synthesis rather than simply meeting a numerical threshold.

Similarly, rubric criteria gain deeper meaning when students understand their connection to learning objectives. A rubric that emphasizes “a clear thesis statement” and “logical organization” makes more sense when students know the assignment is designed to develop their ability to construct and communicate complex arguments. This contextual understanding enables students to focus their efforts on the aspects of the assignment that will most effectively develop the intended skills and knowledge.

Empowering student self-differentiation

Modern classrooms include learners with diverse backgrounds, experiences, and learning needs. Instructional intent statements provide students with the information they need to make informed decisions about how to approach assignments in ways that best serve their individual learning goals. When students understand the core objectives of an assignment, they can better advocate for modifications or alternative approaches that maintain educational integrity while accommodating their unique circumstances.

For instance, a student with extensive professional experience in a field might request permission to focus on a more advanced aspect of a topic, while a student new to the subject area might benefit from additional scaffolding or a more foundational approach. The intent statement provides the framework for these conversations, ensuring that any modifications remain aligned with the essential learning outcomes while allowing for personalized pathways to achievement, even if not fully aligned to the assignment’s rubric(s).

This self-differentiation capability is particularly valuable for students with learning differences, those balancing significant external commitments, or those who bring unique perspectives and experiences into the classroom. Rather than forcing all students through an identical process, intent statements can enable individualized approaches to shared learning goals, fostering both inclusion and academic growth. This seems like an instructional intent statement could be a core equitable grading practice, as it would allow students to take the instructor’s intent into consideration while being able to consider their own cultural or personal needs in completing the assignment.

Connecting assignments to broader educational goals

Education is most effective when students can see the connections between individual assignments and their larger academic and professional aspirations. Instructional intent statements can serve as vital connective tissue, linking specific tasks to course objectives, program outcomes, and even broader career preparation goals. This alignment helps students understand their educational journey as a coherent progression rather than a series of disconnected requirements.

When students recognize that a particular assignment is developing skills they will need in subsequent courses or in their chosen profession, they approach the work with greater motivation and strategic thinking. An intent statement might explain how a data analysis project fulfills a course requirement and builds quantitative reasoning skills essential for success in advanced coursework and professional practice. This broader context transforms routine assignments into meaningful steppingstones toward long-term goals.

Making these connections overt instead of implied should help students develop metacognitive awareness about their own learning. As they progress through their academic program, students who regularly encounter clear instructional intent statements may become more adept at identifying learning objectives, recognizing skill development opportunities, and making strategic choices about how to best invest their academic efforts.

Implementation strategies for instructors

Crafting effective instructional intent statements requires thoughtful reflection on educational goals and clear communication skills. Instructors should begin by articulating for themselves the specific learning objectives each assignment is designed to address, then translate these objectives into language that is accessible and meaningful to students. The statement should be concise yet comprehensive, typically ranging from a paragraph to a few brief bullet points.

Effective intent statements often address three key questions: What skills or knowledge will students develop through this assignment? How do these learning outcomes connect to broader course or program objectives? Why are these particular skills or knowledge areas important for students’ academic and professional development? By addressing these questions explicitly, instructors provide students with a clear roadmap for understanding and approaching their work.

Transforming the educational experience

The addition of instructional intent statements to assignment design represents a shift toward more transparent, student-centered pedagogy. By making educational intent explicit, instructors demonstrate respect for students as partners in the learning process rather than passive recipients of requirements. This transparency builds trust, enhances motivation, and creates opportunities for more meaningful student-instructor dialogue about learning goals and outcomes.

As K-12 and higher education continue to evolve toward more inclusive and effective teaching practices, the humble instructional intent statement emerges as a powerful potential tool for transformation. It costs nothing to implement, yet has the potential to dramatically improve student engagement, learning outcomes, and overall educational satisfaction. For instructors committed to student success, the question is not whether to include intent statements in their assignments, but rather how quickly they can begin implementing this practice across their courses.

Thank you to the students of Winona State University’s 2025 Summer Doctoral Program Residency for helping to grow this concept.

Dr. Steve Baule is a faculty member at Winona State University (WSU), where he teaches in the Leadership Education Department. Prior to joining WSU, Baule spent 28 years in K-12 school systems in Illinois, Indiana, and Iowa, and two years teaching in the University of Wisconsin System. For the 13 years prior to moving to the university level, Baule served as a public -school superintendent. He has written 10 books on a variety of educational and historical topics and has served on the editorial boards for two journals. Baule earned an advanced diversity and equity certificate while in the UW system. He holds a doctorate in instructional technology from Northern Illinois University and a doctorate in educational leadership and policy studies from Loyola University Chicago.

Baule’s scholarly interests focus on online student engagement, educational technology– particularly the impact of 1:1 implementations, social-emotional learning, and the history of education. Baule led several efforts to improve student emotional health and reduce discipline issues prior to moving into higher education. He also writes on aspects of early American history.

Baule has held memberships in the American Association of School Administrators, the American Library Association, the American Association of School Librarians, the Association for Supervision and Curriculum Development, the Consortium for School Networking, the International Association of School Librarians, the National Association of Secondary School Principals, the National Staff Development Council, and many of their state affiliates. He has served as a consultant in the areas of educational technology, facilities design, library program development, team building, and communications.

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