I was recently asked, along with several other educators, to comment on a post dealing with grading homework. The premise on which we were asked to comment involved a teacher grading homework and giving a zero as a grade to those students who did not do the assignment. This is not an uncommon practice amongst educators. I employed this strategy myself for many years. It was and probably still is an accepted strategy, but after decades of teaching, I have grown to a point where i am not a big believer in giving homework. I stated my homework philosophy in this post, Hmwk: Less Value or Valueless?
If homework is to be given by a teacher, students need to believe that the teacher will value their efforts in completing it. Homework requires a sacrifice of personal time on the part of the student. If students observe that the teacher is not at least checking homework, they will not spend time, which is important to them, doing the assignments that are not valued. A mistake often made however, is that rather than assess the work, the teacher records a zero, or a failing homework grade for the student. This would also apply to a project prepared outside of the class that was to be presented at a specific time, a deadline.
I see assessment having two functions. The formative assessment is to tell me how much the student understands, so I can decide to move forward, or if I need to, change my strategy. The summative assessment comes at the end to determine, how much of what I taught, was learned by the student. A zero for a homework grade does not seem to fall into either of these categories.
It would seem that the zero grade is a punishment for non-compliance. Maybe an argument can be made for assessing the student’s understanding of deadlines, but that might be a stretch. That may be more of a work-ethic value and I don’t know how to assess that in number terms. The issue is bigger than zero for a grade of non-compliance. It is a question of the relevance of homework.
If the grade is an assessment of the work, and the student’s understanding, but it was not done, how can it be assessed? If the homework is more important to the teacher than it is to the student, who benefits? The zero seems more like retribution for not finding value in what the teacher values, or has been told to value. It’s more of a control thing, and not an assessment thing. If a student consistently performs well in class, how is it that when assessed on the same skills performed outside the class in the form of homework, the work gets a zero? It is a power issue.
Maybe we need to change the emphasis or at least offer an option for change. We could give control to the students, by giving them a homework opt-out option. Of course the ultimate control would need to be given to the parents, but let us consider this option. Students, with parents’ permission, could opt out of a homework grade for the year. The teacher would give homework assignments to the entire class, but would only be required to assess the work of those who have opted in for it. Students who have opted in, get a homework grade as an extra grade in their overall average. Every student will be given an opportunity to do the assignments, but, the only grading the teacher needs to do would be for those who opted in. If, as the teacher would hope, the homework makes a difference, it should be evident to all in the grades of the students who have opted-in. The opt-outs could still do the work, but it would not be assessed for a grade. Additionally, if opt-in students miss a specific number of assignments, they would be opted-out and parents would be informed. The group choosing to do the homework is now perceived as having the advantage in grading, making it very desirable for all. Of course that only works if the homework is relevant and if it does make a difference. There is a very good possibility that homework may make no difference at all in the students’ learning. In that case, those who have opted out, have not been harmed at all.
I believe homework should be given as infrequently as possible, and only if necessary. It should take no more than brief period of time. If homework is given to students, it must be valued. Their efforts outside of the class should be recognized. If we consider the schedules of our students and value down time, homework becomes less important and class time becomes more valuable.
This topic of homework is often a huge magnet for teachers’ comments on a blog post. For some reason educators feel a need to defend or attack the homework issue as a matter of professional pride. I await those comments.
My Island View 
Some valid points. The problem is that it isn’t simply a decision of “homework.” The bigger picture, and more comprehensive issue is to change from a culture of “point grubbers” to a culture of learners. This requires a complete shift in how and what we assess.
I have to agree. When I started teaching homework was expected. However, I noticed many of my students failing because they were not doing the work and I had nothing to leave feedback on to help them improve. This is particularly true of my low performing students who need help jumping seeral grade levels in reading and writing. I also feel the amount of homework is getting too high, many if my students opting to finish assignments in one class and not another. I do feel that types of homework are okay, such as gathering informal research, finding an article, or jotting down/finishing a piece if writing from class. These assignments always lead to thoughtful class discussion and reflection, concepts even my brightest students struggle with. The support my students need to be successful can be found at school, much more than at home. To say parents can’t help is not an absolute, but I have found it to be predominantly true. Good post, I’m curious to see how your policy works out.
Thanks for your post. I like your idea about the parent/student opt out agreement. In my 11+ years as a school principal, homework and grading procedures have been among the most difficult topics to discuss and reflect upon with teachers. The open-mindedness I see with so many other issues goes out the window, and they hunker down with long-held beliefs about work ethic, responsibility, follow-through, etc. To this day, I have teachers who still believe that a zero is an appropriate grade to give on a 100-point grading scale (where 90-100 is an A).
I’ve studied this issue for many years looking at the work of Alfie Kohn, Doug Reeves, and others. Your recommendation is the first I’ve seen of the opt out agreement. Already looking ahead to the 2011-12 school year, it will be provided to my teachers as an option that I find to meet the criteria of “best practice.”
Interesting points, especially the opt-out. I am looking at my 6th graders with that in mind, and wonder if they could make a decision like that which they could honor for a full year. Maybe do it for first grading period, and use that As part of a student-run parent conf. I.e. Reassess quarterly.
Many of the students who would opt in are the same ones who don’t really need the homework, and vise-versa. Students who need the reinforcement don’t or won’t get it.
Might be an interesting study.
The “did they do the (what they view as) busywork” vs. “did you master the material” issue has been a source of high stress throughout my kids’ school careers — my son flunked AP U.S. History and got a 5 on the test, for example. I know they’re not unique, and I think it would be much more productive to find an effective way to deal with kids like that.
My problem with homework is an more of a socio/economic issue. More affluent kids go home to parents who support and help with homework while many, many kids go home and then either go to work or fulfill major responsibilities in the home such as child care and cooking for their siblings. No fairness there!
I agree and like this idea. I think that we give homework to simply divide the hard workers from the not so hard workers and that somehow that is a measure of learning. It is not. It’s a measure of compliance and work ethic. Those are good things but not the goal in education. Far too many times homework is busy work with no particular skill practice but a finishing up of random projects, worksheets and othe rsuch nonsense.
On the other hand, sometimes homework is important. For instance, math homework. The lesson is taught in the class for a particular type of problem. The students do some questions in class for practice along with the teacher and then the student does some at home for practice. This practice in math helps the student to do the problems independently. This helps them to learn it. The same goes for essays and write ups of experiments. It helps students to transfer some of the lessons in the classroom to independent work.
Thus, I think instead of the opt-in, opt-out method, a revision in the homework should be made. It should be only those things that truly need practice (such as math problems and vocabulary) and/or things that require more investigation such as essays, research projects, etc. This should not be a daily activity but as needed. Kids get way too much and it is not needed.
The opt out alternative is quite interesting especially as in some cases teachers do not make the home work a thing of value; something that would be relevant to the child and add to his training and education.
Still, homework, when properly planned by the teacher is an essential tool. Consider the following points:
(1) It gives parent the oppurtunity to be actively involved in the child’s education when they work with their children on homework projects. Working with mom or dad on a homework project makes a child feel supported in his/her education.
(2) Some homework can help students further develop research skills and creativity.
(3) It gives the child something to go home to do instead of engaging in any negative practices. Students who hve learned to manage their time wisely will show this in their ability to complete their assignments on time.
This is my issue with teachers every year. Are we grading for compliance or are we grading for mastery? Simple concept to discuss, difficult to put into practice. I see this in the elementary halls up to the high school PSEO and AP classes.
As a parent, homework has been the bane of our existence. My son just doesn’t do it. As a result, he ends up with zeros and at the end of a class, he’ll have a C simply because he’s got a D or F for homework. Doesn’t matter that he’s got all A’s on his tests and in-class work.
As a teacher, I do give some homework, mostly it’s reading assignments or finishing work we weren’t able to complete in class. Homework doesn’t even show up as a grade for me. The consequences of not doing it could show up in a test or project, but I suspect most kids will find ways to do well even if they haven’t done the homework. Which is fine by me.
I rarely believe homework ever has a benefit, too often it is just busy work and a waste of our students time. Why steal valuable time from students except when it is totally necessary?
Great post! Research shows homework has little or no value in elementary school and into the first years of high school. I will admit to giving homework (in the past) to make parents happy (a terrible reason to do so).
Homework if given should be engaging and differentiated – not one size fits all or it is a waste of time. It should never be a time of new learning. (Gathering informal research, reading for pleasure etc. will have some place in a student’s after school life.)
I never give math homework. If a student can demonstrate their math understanding they do not need to complete 25 questions. If they do not understand the concept then goodness knows they should not be practicing incorrect procedure at home.
Homework is often a socioeconomic issue.
It should certainly NEVER be assessed. I wonder how many times in my early years of teaching that I have given a parent a “B”.
Denise
I see great value in your comments and suggestions regarding the grading of homework. I’m glad you challenge teachers to analyze their intent with each assignment to encourage students to see the value in participating. I have a question I’d like your insight on regarding some homework assignments. As a Library Media Specialist, I give very few assignments. When I do, however, I discuss the topic, give the students a few minutes to get started and then “assign” the project to be completed at home. Because I have access to the students for such little time, I’m unable to give enough time in class to finish and they much finish at home. Some students will take much longer to finish resulting in more homework than students who are able to finish much quicker. If they don’t complete and hand in the assignment (the majority of which was homework) they earn a zero. Is there a better way to look at this and assess this assignment when I’m assisting the classroom teacher, but I’m not regarded at their classroom teacher? Thank you for your time in commenting!
There is a fine line between what is convenient and valued by the teacher (and justifiably makes the job of assessing easier in theory) and what is convenient and valued by the student. The issue, though, comes down to the principle of responsibility, not understanding. A grade is based on understanding, not responsibility. However, the world values responsibility just as much as understanding. I’ve heard it said that companies feel that they can teach what an employee needs to know, but that skills such as responsibility, teamwork, and communication are valued upon entering a job.
Perhaps just as salient a question should be, “How do we increase the value of student responsibility in a classroom to that of student understanding of content?”
Great post, Tom. Homework sometimes seems like a third rail in teaching. Now that I mention it, many things seem third-rail-esque in teaching to include: access, assessment, classroom management, curricula, developmental appropriateness, diversity, equity, grading, language, literacy, pedagogy, and support. It must be a testament to the tremendous import teaching holds for our country, and the immense complexity involved in doing it well.
But back to homework. My homework philosophy (for high school students, as a secondary math teacher) evolved appreciably over the past several months. It started out where homework must be assigned and graded to prepare students for college (where homework is an integral part of most courses) and evolved to homework is an important element in student learning, however, it should not be graded since doing so can inequitably impact students.
Now, as I near completion of my credential program, I’ve settled on the following homework policy.
1. Homework will be assigned, typically 3-5 times per week, for one or more of the following reasons:
– reinforce a lesson or concept introduced in class,
– expand or extend upon something introduced in class,
– allow investigation of alternatives to that introduced in class,
– develop higher order thinking, and
– prepare for the next lesson / topic, or an assessment.
2. Homework should take no longer than 20-30 minutes; if it does, see me for assistance.
3. Homework will not be graded, however, not doing homework can negatively impact your grade.
4. Homework will not be reviewed in its entirety during class, however, a limited number of problems, as selected by a student tally, can be covered at the outset of the following day’s class.
5. Homework solutions to all assigned problems will be available for students the day after they are assigned.
I also have the following current philosophies re: homework.
– Homework will not necessarily make a student who does not understand a lesson suddenly get it, without significant effort by the student. However, it does offer the opportunity for a student to keep trying to learn, and to seek help in learning, especially those who are not adept at taking notes, or have special challenges.
– The written structure of the assignment should lend itself to re-learning the lesson, even for the most challenged students.
– Homework can help students develop methods of self-sufficiency, especially if the teacher provides suggestions and support (e.g. students can find ways to network among themselves or their community).
– Homework should neither be excessive nor a punishment; it is not a rite of passage.
The only lingering issue I need to address is a request by a fewe students that homework not only be assigned, but graded, as a means to force them to do the work; counterbalancing their comments, a larger number of students appreciated not having homework graded. I need to contemplate this a bit more, since I noticed that most, if not all, students stopped doing homework when I implemented this policy when I took over my classes midway through the year. At the same time, I do not think it negatively impacted grades, whereas, grading homework definitely lowered grades for the vast majority of students in class.
What are others thoughts of my policy? Especially regarding this last issue?
Dave
PS See http://mathequality.wordpress.com/2010/09/11/homework-harangue/ for my earlier thoughts towards homework and http://mathequality.wordpress.com/2011/02/09/assessment-and-grading-policy/ for my view of homework in context of an overall assessment and grading policy.
[…] following are comments I made to Tom Whitby’s post titled The Homework Option Plan, which, in turn, addressed another, unnamed blogger’s post dealing with grading homework. […]
Great thoughts, Tom.
It makes me think of my time studying abroad in France. Homework was never, ever assigned. In fact, attendance was never even taken.
Really, all that mattered was the final.
This suited some students just fine, but toyed with my American sensibilities a bit. Homework is sort of the norm here.
This whole issue ties into the ongoing debate about how students learn best. I think the best answer to that is, “it depends on the student.”
Your idea gets to the heart of the issue. If students know they aren’t very good test takers and need extra practice they should opt in for homework. Otherwise they are free to opt out.
Of course, this places a lot of trust on the awareness of students.
As a side note, I just discovered your blog from comments you made on Twitter that people were retweeting about ISTE 2011. What grades do you teach? I would imagine your plan can only succeed in grades above elementary school, at least…
[…] out there who are copyright-confused, here are some pointers Ms. Sims shared with The Chronicle.The Homework Option Plan « My Island View–Maybe we need to change the emphasis or at least offer an option for change. We could give […]
[…] Tom Whitby: The Homework Option Plan […]
Homework is very much needed and will only contribute to a kids increased knowledge to better prepare them as they continue their education. Homework also when valued, will give our kids the discipline needed to help prepare them for life outside of the classroom.