Personalizing Student Assignments

Image: Aviavlad, Pixabay, 2026

I remember my favorite project from third grade. We were asked to demonstrate a 'how-to' procedural writing piece as a presentation.

"Think of what you like to make," was our teacher's guidance. Growing up in hot Florida, I chose to model the steps to make fresh, ice-cold lemonade.

I poured my heart and soul into my project. And I still remember one of my classmates, Alexandria, presenting how to make food sculptures with found objects at home: first stretch cotton pads as white bread slices, next add fallen leaves as lettuce, and finally, place sticks and twigs as fries on the side. I went home and tried it myself after school.

Personalizing assignments at any level of education can make learning meaningful and relevant. Students can move beyond content mastery toward creative innovation by integrating their perspectives and lived experiences into assignments. Not only does tailored learning stick with individuals, it can build connection between classmates. 

Strategies for Effective Personalization

Personalization on large and small assignments does not guarantee student success. However, Katz and Assor (2007) find that it can promote student agency and motivation when professors:

• encourage autonomy that is relevant to students’ interests and goals

• set clear class guidelines and offering support to reduce undue complexity

• value students’ voices, identities, and backgrounds. 

Example Personalized Assignment

Weekly Assignment: Personalized Marketing + Product Utility and Value

1. Find a real object or product in your own home that you use frequently or deeply appreciate.

2. Take a photo or short video of the object and include a written or audio description of its dimensions, weight, color, shape, texture, and other sensory attributes.

3. If you were tasked with selling this product to yourself, what are the three most compelling reasons for you to buy this product? Supply details. 

4. If you were tasked with selling this product to someone you care about (perhaps a sibling, a best friend, a parent, a child, a partner), what are three compelling reasons for that person to buy this product? Supply details.

5. Please upload the image or video file and written or audio component to the LMS by [date/time]. Please be prepared to discuss your product and reflection with classmates.

Contact the Nexus team at nexus@nyu.edu for assistance personalizing your course assignments. 

APA References

Katz, I., & Assor, A. (2007). When choice motivates and when it does not. Educational Psychology Review, 19(4), 429–442. https://doi.org/10.1007/s10648-006-9027-y