Should homework be assigned and graded on a regular basis, or should it be viewed as an educational means to an end?As a means to an end, should one centralized school or district policy govern homework, or should some flexibility exist?
Education consultant Ken O’Connor (1999) suggests eight guidelines for successful assessment, which includes a directive to not mark every single assignment for grades, but rather take a sampling of student efforts in order to assess how much they have learned.
His approach pushes for a more standards based approach in determining grades, combining formative assessment to track students’ grasp of lesson concepts as they learn, enabling adjustment of teaching practice on-the-fly, and summative assessment in the form of a test or quiz, which measures the level of student knowledge and understanding after the learning process.
Proponents and opponents make cases to support their views on the necessity and importance of homework in the development of the student and the construction of knowledge.
Good and Brophy (2003) indicate that many view homework as, “An important extension of in-school opportunities to learn” (p. While some proponents of homework believe in its purpose, a question still persists about the role of homework in determining the student’s grade.
The author of the essay “The Case for (Quality) Homework—Why It Improves Learning and How Parents Can Help” in the winter 2019 issue of , Bempechat has studied how the debate about homework is influencing teacher preparation, parent and student beliefs about learning, and school policies.
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She worries especially about socioeconomically disadvantaged students from low-performing schools who, according to research by Bempechat and others, get little or no homework.Ravitch believes the study’s data only supports the idea that those who complete homework benefit from homework.She also cites additional benefits of homework: when else would students be allowed to engage thoughtfully with a text or write a complete essay?Cooper and his colleagues analyzed dozens of studies on whether homework is beneficial in a 2006 publication, “Does Homework Improve Academic Achievement?A Synthesis of Research, 1987–2003.” This analysis found 12 less-authoritative studies that link achievement to time spent on homework, but control for many other factors that could influence the outcome.sat down with Bempechat and Erin Bruce (Wheelock’17,’18), a new fourth-grade teacher at a suburban Boston school, and future teacher freshman Emma Ardizzone (Wheelock) to talk about what quality homework looks like, how it can help children learn, and how schools can equip teachers to design it, evaluate it, and facilitate parents’ role in it.Parents and educators who are against homework in elementary school say there is no research definitively linking it to academic performance for kids in the early grades. Bempechat: I think teachers assign homework in elementary school as a way to help kids develop skills they’ll need when they’re older—to begin to instill a sense of responsibility and to learn planning and organizational skills.While the act of completing homework has benefits in terms of developing good habits in students, homework must prove useful for students so that they buy in to the process and complete their assignments.If students (or their parents) feel homework is a useless component of their learning, they will skip it—and miss out on the major benefits, content and otherwise, that homework has to offer.For high school students, the positive line continues to climb until between 90 minutes and 2.5 hours of homework a night, after which returns diminish.” Dr.Cooper’s conclusion—homework is important, but discretion can and should be used when assigning it—addresses the valid concerns of homework critics.