Excerpt #2
Grading Smarter Not Harder: Assessment Strategies that Motivate Kids and Help Them Learn. Dueck, Myron. (pg. 50)
"Grading Homework Results in Deflated Grades (and Disillusion)"
. . .The research literature suggests that struggling learners can expect to see the greatest academic gains when their teachers adopt nontraditional grading methods (Black & William., 1998). This is especially true for homework. . .the term double jeopardy [is used to] describe situations in which struggling learners who already face many obstacles to success in the classroom are hit yet again by punitive homework grades. The incomplete homework of at-risk-learners is probably more reflective of the sparse support such student tend to have outside of school than anything else---a notion backed up by recent brain research that points to a correlation between the emotional state of students' home lives and their ability to succeed in school (Medina, 2008).
I do agree that homework can result in deflated grades for many students. As I read this chapter I decided to quit having homework in my class. I usually have one homework assignment per week that is due on Friday. It is a current science news article, write a paragraph on the subject we are learning in class, etc. I find that I am chasing paper as I try to get students to turn in the homework. About 3/4 of my class doesn't turn in the homework in spite of all I do as reminders to them (including text messages the night before the homework is due). I thought it interesting when Dueck said, "Some students find that their success with homework completion in high school doesn't translate to success in college..." I think students need to learn more critical thinking skills and much of the time homework does not teach this.
ReplyDeleteI also agree that homework is not giving us accurate and vital reflection on understanding ninety percent of the time. The part in chapter two which discussed also the conditions that many students have to live under while homework is trying to be done (52-53) is accurate and more poignant as our family units are breaking down and parents are extremely busy just trying to keep a roof together. I like the idea of homework, but in this real world we live it, it really does not work so well. The quiz often approach is a better way, the after school tutoring has a vital role, and the approach using common assessments as learning tool is a key to our grading practices.
ReplyDeleteI like the common assessments and quiz approach as well! My students do quiz corrections on the ones they get incorrect on the quiz. I like doing quiz corrections because then they have to rework and relearn the concepts they got wrong.
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ReplyDeleteOne thing from the reading that really stuck with me was when he said, "For many students, home might be the worst environment imaginable in which to grapple with challenging academic material." It is a good reminder that sometimes when students don't do their homework it's not because they are just being rebellious and are saying forget you Ms. Dymock but it is because they do not have support from home. They do not live in an environment conducive for school work. I do like the thought that the completion of homework does not show understanding, especially with how common cheating or "working together" is. Usually, homework in my class consists of assignments that students do not complete during the class period. If they don't finish their assignment, they take it home as homework. I try to keep it that way because I have found that once my 7th graders take something home it usually doesn't make it back.
ReplyDeleteAs a parent, I have a constant struggle with my son to get his homework done. I have tried to help him stay organized, I e-mail his teachers, I signed up for every Remind offer, we check Canvas for updates, and I still struggle getting my son to do his work. He will often remember that he has an assignment due tomorrow at 9 pm the night before. So, as a parent, I really don't like homework...
DeleteThis is such a hot topic for many teachers. Unfortunately, there is not enough class time to get everything done, so homework has to happen sometimes. My experience with giving homework is that a huge chunk of my students simply won't do it. I have done away with homework unless my students need more time to work on an assignment. I am finding that my students have so many other things to do besides school...dance, sports, music, scouts, church, etc. that they can't keep up with life. I have started asking more of them during class time and not giving homework. I feel like I have a better understanding of how much they have learned by interacting with them in person.
ReplyDeleteI absolutely agree. With that one on one interaction in the classroom you can get a better feel for what they are understanding, and what they are not understanding Then you can immediately jump in with further instruction when needed.
DeleteI agree that assessing work during class time allows the teacher to address any issues immediately, rather than waiting for the next day, or however long it takes to grade the homework.
DeleteAs a teacher I no longer have specified homework assignments. I prefer to assess their knowledge based on what is produced during class time. I am glad to not spend time tracking down missing homework. It became commonplace that less motivated students, or those lacking home support, would consistently be missing it. As a parent I see homework as valuable when it directly supports what has been taught in class. If planned well it allows the student to further their knowledge, or to practice skills. It does not have to be long. It can be valuable for working on home projects or taking 30 minutes to read.
ReplyDeleteIt depends on the class if homework can be completely dropped or not. English classes have novels that need to be read, math has problems to be practiced the problem lies in how much homework is necessary and does it have to be done at home? We have plus period, if the students can get their math problems done or read their books then it frees up their time at home. I keep telling my students that they are in school 35 hours a week...use the time wisely.
ReplyDeleteSome of us are not going to giv up homework suddenly, and feel that it is still very valuable. There is a great deal of research evidence that practice does lead to increased performance in skill sets such as reading fluency and vocabulary knowledge. Therefore, in order to get better, you MUST practice more than you have time to practice in school. I know what my students' home lives are like, esp. in Read180, but I still beg and plead with them to practice and do homework.
ReplyDeleteI have been to lectures that say the same thing about writing. We simply don't have enough time for students to write enough to gain fluency without having them practice writing at home. Some research bases from different content areas conflicts with the book.
Christen, as I understand it, the challenge is not to "give up homework suddenly;" rather, the question is whether or not something intended as "practice" should be graded. Using time away from school to practice emerging skills like reading and writing seems perfectly reasonable. Grading it . . .seems less so. No? Yes? Please disagree. I love it when you disagree with me (as long as you still like me, of course).
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