6.++Homework


 * Consider the role of Homework in Assessment**

Homework refers to any work that teachers expect students to complete outside of school hours. Some teachers assign separate homework assignments that they expect students to complete entirely on their own time, while others may expect students to complete work at home that they did not finish during the class time provided. Either way this is considered homework.

To assign homework or not to assign homework that is the first question that needs to be addressed. Researchers continue to explore the effect of homework on student achievement. There have been numerous studies conducted on the effect of homework on student achievement A multitude of factors can influence the results of these studies so that a simple conclusion is often difficult to determine. “When we try to relate homework to achievement, it is difficult to separate where the effect of classroom teaching ends and the effect of homework begins” (Vatterott, 2009, p.57.). It is easy to build a case for or against the use of homework. (Vatterott, 2009)

Marzano and Pickering (2007) indicate that inappropriate use of homework may not be beneficial and in some studies has shown to decrease student achievement. Homework, however, if used effectively can be a powerful instructional tool and “it can enhance achievement by extending learning beyond the school day” (Marzano & Pickering, 2007, p.76).

Teachers have many strong beliefs about homework practices and policies. Some of these beliefs are based on fact while others have been adhered to over time so have come to be accepted as common truths. Vatterott, (2009, p.10) examines five commonly held beliefs about students and learning.

1. The role of the school is to extend learning beyond the classroom. 2. Intellectual activity is intrinsically more valuable than nonintellectual activity. 3. Homework teaches responsibility. 4. Lots of homework is a sign of a rigorous curriculum. 5. Good teachers give homework; good students do their homework.

While these beliefs coincide with the good intentions of teachers they indirectly make assumptions about student learning. If we believe that we have an obligation to extend learning beyond the classroom then we are making the assumption that we have a right to control students’ lives outside the school. Perhaps our role should focus on instilling the value and joy of learning in our students. When we advocate for the extended use of homework we are placing emphasis on the importance of intellectual activities over physical, emotional and social activities. There is a strong belief that homework teaches responsibility. We have to ask ourselves if learning responsibility means that students must be obedient and do what they are told when they are told to. Students may better learn responsibility from involvement in their own learning. The belief that some homework is good so more must be better, neglects to consider the individual needs of students. Assigning fifty math questions for homework does not make sense if students can understand the concept after completing only a few questions. Students without adequate support at home are at a disadvantage for completing homework which does not necessarily make them lazy or noncompliant and therefore bad students (Vatterott, 2009).

How can we use homework to support the assessment for learning philosophy? Homework has several different purposes. It can be used as a preview of what students will be learning at school. Homework can be used for practicing skills and reviewing concepts introduced at school. Homework may also be used to assist teachers in checking students’ understanding of concepts. Since it is difficult to be sure that the student completed the work independently, homework should only provide formative evidence of learning. If homework is to be used for practice and to provide formative information for the teacher it should not be graded. “Nonthreatening feedback with no grades attached provides positive information to students and keeps the focus on checking for understanding and learning” (Vatterott, 2009, p.75). The practice of grading homework does not support the assessment for learning philosophy in a couple of ways. First, the practice of grading homework and including the score as part of a final grade may distort the meaning of a grade. In this case students are rewarded grades for completing homework thoroughly and in a timely manner but may not have developed an adequate level of achievement. Teachers think this practice rewards these responsible students when it actually gives them incorrect feedback on the level of achievement that they have obtained. Second, incomplete and late penalties, while intending to encourage students to complete homework may have the opposite effect for some. Late penalties or zeros for homework completion may cause some students to be defiant and not complete homework at all. This does not support assessment for learning nor does it allow all students the opportunity to be successful.

Teachers can encourage students to value homework enough that they see the importance of completing it and handing it in for feedback not by rewarding homework completion with prizes or grades. It is important to check that homework is complete and provide the necessary supports for students to complete homework. Vatterott (2009) outlines several strategies that encourage students to complete homework:

· Provide a course syllabus at the beginning of the semester listing all homework. · Have students track their homework completion on a visual chart. · Limit homework assignments to one assignment per night. · Explain the homework assignment and provide time to start the assignment in class to clarify misunderstandings. · Avoid assigning homework at the end of class when students are focused on leaving. · Set maximum amounts of time that students should work on assignments. · Allow students more than one day to complete assignments. · Establish intermittent due dates for parts of long term projects. · Makes sure students have the necessary materials to complete assignments. · Establish study groups to assist students with homework completion.