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Not Including Classwork and Homework (Formative Assessment) in the Grade

Danny, middle school humanities teacher.

“I stopped including students’ classwork performance in the grade. I let them know that we do classwork, and I expect them to do it, because it will help us practice and prepare for the test. They do it, I give them feedback, and that’s it. No one’s copying off each other, and I save myself lots of time that I used to spend entering every classwork assignment every day.

“I used to think classwork should be part of the grade. Now I don’t because when I think about classwork, it should be like a safe zone for students. Put yourself in that situation. Let’s say the classwork was learning how to cook lasagna, and I don’t know how to cook. The teacher’s giving me all these ingredients, and I don’t know what I’m doing. I’m not going to show mastery that day on an exit ticket. It’s going to take me time, it’s going to take me practice, practice, and more practice, but I’ll be able to cook it when the “test” comes. Classwork is a safezone for students to practice the material, so when it comes to actually testing them, they can do it.

Nick, high school science teacher

“I don’t include classwork or homework in the grade. I had a conversation with my students about it when I introduced it—about how classwork and homework are means to learning the materials which they will then demonstrate on the quiz and tests. Student reactions were very mixed at the beginning, but they admitted that they treat a lot of classes as a game, where you figure out what things you need to do to get a certain grade and you accumulate points by doing the right things. It’s much more straightforward in my class. We can get away from all those games and we can focus on learning. We can focus on improving your understanding of the material. When I said that exact thing in my sixth period class, one student blurted out, “I like this way of grading,” and I said, “Me too.” What surprised me is that it’s the students who always get A’s who were the most skeptical and resistant to the change, because they do all their homework and behave well in class, and do whatever the teacher says, and they rely on the behavior-type points to maintain their grades, and now I’m holding them accountable for what they know, not how much they do what I say.

Jillian, middle school math & science teacher

“I’ve significantly lowered the percentage of what homework is worth. Before homework was worth 25% and tests were worth 60%. Now homework is worth 5% and assessments are worth 80%. Students were just doing homework for the points and to help their grade, rather than doing it because it helps them in their learning. Now they start to realize there is a purpose to homework. They see problems show up on the exams and they think, ‘Ok, maybe I should do more of the homework problems. It’s not just so I can get points.’ I’ve seen them do more homework this year than in the last few years.

Kelly, middle school Humanities teacher

“I used to be kind of afraid that if I didn’t count things for grades, specifically things like group work, homework, or classwork that students would lose motivation and not want to do it. And then not do it. But now I’ve come to realize that students will be motivated to do the work if it’s structured properly. If they see the value in doing it. And that’s kind of the biggest shift that I’ve really made. What changed my thinking was that I have better participation now and homework completion than I did when I was counting those things for grades. I mean that’s pretty compelling evidence.

Sarah, high school special education teacher

“If you’re grading all the small stuff, it just becomes so massive and overwhelming for the teacher as well as the student, making sure that every little thing is in. The question is really: ‘Can you master this skill, or have you mastered this skill?’ rather than ‘Did you fill out a worksheet?’ The worksheets are important because they help build toward the test, but it takes the stress off of the student and off of the teacher. The stress is not on are they a good student because they’ve finished all this work. Instead I’m really looking at how well do they understand the concept, and I can really focus more on what they need.

Temy, high school science teacher

“I made the announcement at the beginning of the quarter: From now on we’re only grading you on your assessments. That’s it. And students were very happy with that. But some of them said, ‘Oh, what do you mean? I don’t get credit for my work?’ I had been counting homework for 10%, but for those students, that’s a really important 10%. That normally saves them when they don’t do well on the assessments. That 10% normally allows them to copy homework, or get help from someone else, or just follow all the directions, but still not learn anything.

Theresa, middle school English teacher

“There’s a lot of stuff I don’t put into the grade book now, but it was kind of a slow progression where at the beginning of the year I still had a homework category, but this quarter I’m not including any homework in their grades at all. Instead I’m having a lot more conversations with kids about the purpose of the homework. I’m as still assigning homework, and they still need to go home and study and they still need to be reading independently. But I remind them how I’m assessing: I know that you studied for the spelling test if you do well on the spelling test. I know you did your spelling homework if you do well on a spelling test. I know you’ve been doing your independent reading if you manage to put together a book report at the end of the month. I’m really kind of pushing the homework piece to being: Here’s the reason why you’re doing it and I’m not going to actually grade that. It’s not going to become part of your grade. I’m instead going to grade what you learned from doing the homework.

Grading for Equity by Joe Feldman is a publication of the Crescendo Education Group .

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Homework vs. Classwork — What's the Difference?

Difference Between Homework and Classwork

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Study: Homework Doesn’t Mean Better Grades, But Maybe Better Standardized Test Scores

Robert H. Tai, associate professor of science education at UVA's Curry School of Education

The time students spend on math and science homework doesn’t necessarily mean better grades, but it could lead to better performance on standardized tests, a new study finds.

“When Is Homework Worth The Time?” was recently published by lead investigator Adam Maltese, assistant professor of science education at Indiana University, and co-authors Robert H. Tai, associate professor of science education at the University of Virginia’s Curry School of Education , and Xitao Fan, dean of education at the University of Macau. Maltese is a Curry alumnus, and Fan is a former Curry faculty member.

The authors examined survey and transcript data of more than 18,000 10th-grade students to uncover explanations for academic performance. The data focused on individual classes, examining student outcomes through the transcripts from two nationwide samples collected in 1990 and 2002 by the National Center for Education Statistics.

Contrary to much published research, a regression analysis of time spent on homework and the final class grade found no substantive difference in grades between students who complete homework and those who do not. But the analysis found a positive association between student performance on standardized tests and the time they spent on homework.

“Our results hint that maybe homework is not being used as well as it could be,” Maltese said.

Tai said that homework assignments cannot replace good teaching.

“I believe that this finding is the end result of a chain of unfortunate educational decisions, beginning with the content coverage requirements that push too much information into too little time to learn it in the classroom,” Tai said. “The overflow typically results in more homework assignments. However, students spending more time on something that is not easy to understand or needs to be explained by a teacher does not help these students learn and, in fact, may confuse them.

“The results from this study imply that homework should be purposeful,” he added, “and that the purpose must be understood by both the teacher and the students.”

The authors suggest that factors such as class participation and attendance may mitigate the association of homework to stronger grade performance. They also indicate the types of homework assignments typically given may work better toward standardized test preparation than for retaining knowledge of class material.

Maltese said the genesis for the study was a concern about whether a traditional and ubiquitous educational practice, such as homework, is associated with students achieving at a higher level in math and science. Many media reports about education compare U.S. students unfavorably to high-achieving math and science students from across the world. The 2007 documentary film “Two Million Minutes” compared two Indiana students to students in India and China, taking particular note of how much more time the Indian and Chinese students spent on studying or completing homework.

“We’re not trying to say that all homework is bad,” Maltese said. “It’s expected that students are going to do homework. This is more of an argument that it should be quality over quantity. So in math, rather than doing the same types of problems over and over again, maybe it should involve having students analyze new types of problems or data. In science, maybe the students should write concept summaries instead of just reading a chapter and answering the questions at the end.”

This issue is particularly relevant given that the time spent on homework reported by most students translates into the equivalent of 100 to 180 50-minute class periods of extra learning time each year.

The authors conclude that given current policy initiatives to improve science, technology, engineering and math, or STEM, education, more evaluation is needed about how to use homework time more effectively. They suggest more research be done on the form and function of homework assignments.

“In today’s current educational environment, with all the activities taking up children’s time both in school and out of school, the purpose of each homework assignment must be clear and targeted,” Tai said. “With homework, more is not better.”

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Article Information

November 20, 2012

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‘Should Grades Be Based on Classwork?’ And Other Questions We Should Stop Asking

One of the most important lessons I’ve learned in my career is that the best way to respond to a question is not always to offer an answer. Sometimes one should linger on the question itself, asking what assumptions it conceals and what other questions it displaces. Many questions in education, for example, take for granted the inevitability of traditional practices. That means our job is to challenge the question’s hidden premises. “Wait,” we might say. “You skipped a step.”

Here are five such questions from a virtually unlimited list:

1. Should grades be “standards based?” Should they be posted online? To what extent should they be based on tests/homework/class participation?

You skipped a step. Multiple studies have found that students who get letter or number grades—particularly those who have been led to focus on improving those grades—become less interested in learning, tend to think less deeply, and prefer the easiest possible task, as compared with students who are not graded (but may receive informational feedback when needed).

That means our job is to challenge the question’s hidden premises."

The question, then, isn’t how to grade but how to stop grading. Fortunately, more teachers are doing just that in order to create classrooms that help students of all backgrounds and ability levels become more focused on (and excited about) the learning itself. Even when administrators still demand a final course grade, these teachers never put a letter or number on any individual assignment. And some let their students decide on their own final grade.

2. How can we improve the quality of the curriculum?

You skipped a big step by assuming we should be doing this for students rather than with them. The latter requires not only relinquishing some control but learning more about students’ interests and how to involve them in figuring out which topics to pursue and how best to do so. The same is true of solving tricky discipline problems, or deciding how to arrange and decorate the classroom. A teacher who simply wonders whether (or when or how) to do x isn’t asking the far more consequential question: Must such matters really be decided unilaterally by the adult and imposed on students?

By the same token, if an administrator mulls what speaker or consultant to hire for a professional-development session, he or she has skipped asking the question, “Shouldn’t the teachers be deciding this?”

3. Are we assigning the right amount of homework? Are parents helping their kids too much (or too little) with these assignments?

You skipped right over asking why we should force kids to work what amounts to a second shift after getting home from a full day of school, particularly when there’s no evidence that any kind of homework is beneficial for younger students. (Indeed, recent research casts doubt on its necessity even in high school.) I have heard from many teachers who have eliminated all homework, and they all report fabulous results, with students experiencing less stress and greater interest in learning without sacrificing achievement. To focus on the quantity, or even the quality, of something is to discourage questions about whether it needs to be done at all. This is especially unfortunate when that something may be the greatest extinguisher of curiosity ever devised.

4. Are we making progress at closing the achievement gap?

Wait—how are you defining achievement? If you skipped that step, it will probably be defined by default as raising standardized test scores. Unfortunately, tests measure what matters least, intellectually speaking. They mostly reflect two things: the size of the houses near a school and how much time has been set aside to train students to be better test-takers. It is common for a rise in test scores to accompany (indeed, to contribute to) a decline in the quality of teaching and learning.

Because “achievement gap” usually just means “test score gap,” attempts to narrow it often entail transforming low-scoring schools into test-prep factories. This may succeed in raising scores, but at a substantial cost to the cause of genuine equity. (Much the same is true of closing the digital gap. Greater access to computers doesn’t help—and actually may hurt—if they’re used mostly for traditional drill-and-skill instruction.)

5. Should we praise students’ ability or their effort?

Too often we fail to ask why praising children for anything—offering a verbal doggie biscuit for pleasing the adult—is necessary or constructive. Regardless of one’s criteria (ability or effort), praise is often construed by the recipient as manipulative. A substantial research literature has shown that people typically end up less interested in whatever they were rewarded or praised for doing because now their primary goal is to get the reward or praise. The most salient feature of a positive judgment is not that it’s positive, but that it’s a judgment; it’s less about feedback (which is purely informational) or encouragement than about evaluation.

Get the idea? To ask how we can motivate our students is to skip the step of distinguishing between intrinsic and extrinsic motivation—which is critical because the latter tends to undermine the former. To ask who should get into the gifted or honors program is to ignore whether segregating kids by alleged ability makes sense in the first place. To ask which admissions criteria best predict success is to blow past the question of whether selective schools should be looking for students who are easiest to educate rather than those who most need what they have to offer. And so on.

In general, we should pause to consider why we’re doing what we’re doing, whether it’s necessary or desirable, rather than prematurely focusing on the details of implementation. That way, even if we decide to continue with the status quo, at least we’ve grappled with the most meaningful questions.

A version of this article appeared in the September 04, 2019 edition of Education Week as ‘You Skipped a Step’

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Does Homework Really Help Students Learn?

A conversation with a Wheelock researcher, a BU student, and a fourth-grade teacher

“Quality homework is engaging and relevant to kids’ lives,” says Wheelock’s Janine Bempechat. “It gives them autonomy and engages them in the community and with their families. In some subjects, like math, worksheets can be very helpful. It has to do with the value of practicing over and over.” Photo by iStock/Glenn Cook Photography

Do your homework.

If only it were that simple.

Educators have debated the merits of homework since the late 19th century. In recent years, amid concerns of some parents and teachers that children are being stressed out by too much homework, things have only gotten more fraught.

“Homework is complicated,” says developmental psychologist Janine Bempechat, a Wheelock College of Education & Human Development clinical professor. 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 Education Next , Bempechat has studied how the debate about homework is influencing teacher preparation, parent and student beliefs about learning, and school policies.

She worries especially about socioeconomically disadvantaged students from low-performing schools who, according to research by Bempechat and others, get little or no homework.

BU Today 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.

BU Today: 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. You’ve said that they’re missing the point.

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. That’s what I think is the greatest value of homework—in cultivating beliefs about learning and skills associated with academic success. If we greatly reduce or eliminate homework in elementary school, we deprive kids and parents of opportunities to instill these important learning habits and skills.

We do know that beginning in late middle school, and continuing through high school, there is a strong and positive correlation between homework completion and academic success.

That’s what I think is the greatest value of homework—in cultivating beliefs about learning and skills associated with academic success.

You talk about the importance of quality homework. What is that?

Quality homework is engaging and relevant to kids’ lives. It gives them autonomy and engages them in the community and with their families. In some subjects, like math, worksheets can be very helpful. It has to do with the value of practicing over and over.

What are your concerns about homework and low-income children?

The argument that some people make—that homework “punishes the poor” because lower-income parents may not be as well-equipped as affluent parents to help their children with homework—is very troubling to me. There are no parents who don’t care about their children’s learning. Parents don’t actually have to help with homework completion in order for kids to do well. They can help in other ways—by helping children organize a study space, providing snacks, being there as a support, helping children work in groups with siblings or friends.

Isn’t the discussion about getting rid of homework happening mostly in affluent communities?

Yes, and the stories we hear of kids being stressed out from too much homework—four or five hours of homework a night—are real. That’s problematic for physical and mental health and overall well-being. But the research shows that higher-income students get a lot more homework than lower-income kids.

Teachers may not have as high expectations for lower-income children. Schools should bear responsibility for providing supports for kids to be able to get their homework done—after-school clubs, community support, peer group support. It does kids a disservice when our expectations are lower for them.

The conversation around homework is to some extent a social class and social justice issue. If we eliminate homework for all children because affluent children have too much, we’re really doing a disservice to low-income children. They need the challenge, and every student can rise to the challenge with enough supports in place.

What did you learn by studying how education schools are preparing future teachers to handle homework?

My colleague, Margarita Jimenez-Silva, at the University of California, Davis, School of Education, and I interviewed faculty members at education schools, as well as supervising teachers, to find out how students are being prepared. And it seemed that they weren’t. There didn’t seem to be any readings on the research, or conversations on what high-quality homework is and how to design it.

Erin, what kind of training did you get in handling homework?

Bruce : I had phenomenal professors at Wheelock, but homework just didn’t come up. I did lots of student teaching. I’ve been in classrooms where the teachers didn’t assign any homework, and I’ve been in rooms where they assigned hours of homework a night. But I never even considered homework as something that was my decision. I just thought it was something I’d pull out of a book and it’d be done.

I started giving homework on the first night of school this year. My first assignment was to go home and draw a picture of the room where you do your homework. I want to know if it’s at a table and if there are chairs around it and if mom’s cooking dinner while you’re doing homework.

The second night I asked them to talk to a grown-up about how are you going to be able to get your homework done during the week. The kids really enjoyed it. There’s a running joke that I’m teaching life skills.

Friday nights, I read all my kids’ responses to me on their homework from the week and it’s wonderful. They pour their hearts out. It’s like we’re having a conversation on my couch Friday night.

It matters to know that the teacher cares about you and that what you think matters to the teacher. Homework is a vehicle to connect home and school…for parents to know teachers are welcoming to them and their families.

Bempechat : I can’t imagine that most new teachers would have the intuition Erin had in designing homework the way she did.

Ardizzone : Conversations with kids about homework, feeling you’re being listened to—that’s such a big part of wanting to do homework….I grew up in Westchester County. It was a pretty demanding school district. My junior year English teacher—I loved her—she would give us feedback, have meetings with all of us. She’d say, “If you have any questions, if you have anything you want to talk about, you can talk to me, here are my office hours.” It felt like she actually cared.

Bempechat : It matters to know that the teacher cares about you and that what you think matters to the teacher. Homework is a vehicle to connect home and school…for parents to know teachers are welcoming to them and their families.

Ardizzone : But can’t it lead to parents being overbearing and too involved in their children’s lives as students?

Bempechat : There’s good help and there’s bad help. The bad help is what you’re describing—when parents hover inappropriately, when they micromanage, when they see their children confused and struggling and tell them what to do.

Good help is when parents recognize there’s a struggle going on and instead ask informative questions: “Where do you think you went wrong?” They give hints, or pointers, rather than saying, “You missed this,” or “You didn’t read that.”

Bruce : I hope something comes of this. I hope BU or Wheelock can think of some way to make this a more pressing issue. As a first-year teacher, it was not something I even thought about on the first day of school—until a kid raised his hand and said, “Do we have homework?” It would have been wonderful if I’d had a plan from day one.

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Sara Rimer A journalist for more than three decades, Sara Rimer worked at the Miami Herald , Washington Post and, for 26 years, the New York Times , where she was the New England bureau chief, and a national reporter covering education, aging, immigration, and other social justice issues. Her stories on the death penalty’s inequities were nominated for a Pulitzer Prize and cited in the U.S. Supreme Court’s decision outlawing the execution of people with intellectual disabilities. Her journalism honors include Columbia University’s Meyer Berger award for in-depth human interest reporting. She holds a BA degree in American Studies from the University of Michigan. Profile

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Comments & Discussion

Boston University moderates comments to facilitate an informed, substantive, civil conversation. Abusive, profane, self-promotional, misleading, incoherent or off-topic comments will be rejected. Moderators are staffed during regular business hours (EST) and can only accept comments written in English. Statistics or facts must include a citation or a link to the citation.

There are 81 comments on Does Homework Really Help Students Learn?

Insightful! The values about homework in elementary schools are well aligned with my intuition as a parent.

when i finish my work i do my homework and i sometimes forget what to do because i did not get enough sleep

same omg it does not help me it is stressful and if I have it in more than one class I hate it.

Same I think my parent wants to help me but, she doesn’t care if I get bad grades so I just try my best and my grades are great.

I think that last question about Good help from parents is not know to all parents, we do as our parents did or how we best think it can be done, so maybe coaching parents or giving them resources on how to help with homework would be very beneficial for the parent on how to help and for the teacher to have consistency and improve homework results, and of course for the child. I do see how homework helps reaffirm the knowledge obtained in the classroom, I also have the ability to see progress and it is a time I share with my kids

The answer to the headline question is a no-brainer – a more pressing problem is why there is a difference in how students from different cultures succeed. Perfect example is the student population at BU – why is there a majority population of Asian students and only about 3% black students at BU? In fact at some universities there are law suits by Asians to stop discrimination and quotas against admitting Asian students because the real truth is that as a group they are demonstrating better qualifications for admittance, while at the same time there are quotas and reduced requirements for black students to boost their portion of the student population because as a group they do more poorly in meeting admissions standards – and it is not about the Benjamins. The real problem is that in our PC society no one has the gazuntas to explore this issue as it may reveal that all people are not created equal after all. Or is it just environmental cultural differences??????

I get you have a concern about the issue but that is not even what the point of this article is about. If you have an issue please take this to the site we have and only post your opinion about the actual topic

This is not at all what the article is talking about.

This literally has nothing to do with the article brought up. You should really take your opinions somewhere else before you speak about something that doesn’t make sense.

we have the same name

so they have the same name what of it?

lol you tell her

totally agree

What does that have to do with homework, that is not what the article talks about AT ALL.

Yes, I think homework plays an important role in the development of student life. Through homework, students have to face challenges on a daily basis and they try to solve them quickly.I am an intense online tutor at 24x7homeworkhelp and I give homework to my students at that level in which they handle it easily.

More than two-thirds of students said they used alcohol and drugs, primarily marijuana, to cope with stress.

You know what’s funny? I got this assignment to write an argument for homework about homework and this article was really helpful and understandable, and I also agree with this article’s point of view.

I also got the same task as you! I was looking for some good resources and I found this! I really found this article useful and easy to understand, just like you! ^^

i think that homework is the best thing that a child can have on the school because it help them with their thinking and memory.

I am a child myself and i think homework is a terrific pass time because i can’t play video games during the week. It also helps me set goals.

Homework is not harmful ,but it will if there is too much

I feel like, from a minors point of view that we shouldn’t get homework. Not only is the homework stressful, but it takes us away from relaxing and being social. For example, me and my friends was supposed to hang at the mall last week but we had to postpone it since we all had some sort of work to do. Our minds shouldn’t be focused on finishing an assignment that in realty, doesn’t matter. I completely understand that we should have homework. I have to write a paper on the unimportance of homework so thanks.

homework isn’t that bad

Are you a student? if not then i don’t really think you know how much and how severe todays homework really is

i am a student and i do not enjoy homework because i practice my sport 4 out of the five days we have school for 4 hours and that’s not even counting the commute time or the fact i still have to shower and eat dinner when i get home. its draining!

i totally agree with you. these people are such boomers

why just why

they do make a really good point, i think that there should be a limit though. hours and hours of homework can be really stressful, and the extra work isn’t making a difference to our learning, but i do believe homework should be optional and extra credit. that would make it for students to not have the leaning stress of a assignment and if you have a low grade you you can catch up.

Studies show that homework improves student achievement in terms of improved grades, test results, and the likelihood to attend college. Research published in the High School Journal indicates that students who spent between 31 and 90 minutes each day on homework “scored about 40 points higher on the SAT-Mathematics subtest than their peers, who reported spending no time on homework each day, on average.” On both standardized tests and grades, students in classes that were assigned homework outperformed 69% of students who didn’t have homework. A majority of studies on homework’s impact – 64% in one meta-study and 72% in another – showed that take home assignments were effective at improving academic achievement. Research by the Institute for the Study of Labor (IZA) concluded that increased homework led to better GPAs and higher probability of college attendance for high school boys. In fact, boys who attended college did more than three hours of additional homework per week in high school.

So how are your measuring student achievement? That’s the real question. The argument that doing homework is simply a tool for teaching responsibility isn’t enough for me. We can teach responsibility in a number of ways. Also the poor argument that parents don’t need to help with homework, and that students can do it on their own, is wishful thinking at best. It completely ignores neurodiverse students. Students in poverty aren’t magically going to find a space to do homework, a friend’s or siblings to help them do it, and snacks to eat. I feel like the author of this piece has never set foot in a classroom of students.

THIS. This article is pathetic coming from a university. So intellectually dishonest, refusing to address the havoc of capitalism and poverty plays on academic success in life. How can they in one sentence use poor kids in an argument and never once address that poor children have access to damn near 0 of the resources affluent kids have? Draw me a picture and let’s talk about feelings lmao what a joke is that gonna put food in their belly so they can have the calories to burn in order to use their brain to study? What about quiet their 7 other siblings that they share a single bedroom with for hours? Is it gonna force the single mom to magically be at home and at work at the same time to cook food while you study and be there to throw an encouraging word?

Also the “parents don’t need to be a parent and be able to guide their kid at all academically they just need to exist in the next room” is wild. Its one thing if a parent straight up is not equipped but to say kids can just figured it out is…. wow coming from an educator What’s next the teacher doesn’t need to teach cause the kid can just follow the packet and figure it out?

Well then get a tutor right? Oh wait you are poor only affluent kids can afford a tutor for their hours of homework a day were they on average have none of the worries a poor child does. Does this address that poor children are more likely to also suffer abuse and mental illness? Like mentioned what about kids that can’t learn or comprehend the forced standardized way? Just let em fail? These children regularly are not in “special education”(some of those are a joke in their own and full of neglect and abuse) programs cause most aren’t even acknowledged as having disabilities or disorders.

But yes all and all those pesky poor kids just aren’t being worked hard enough lol pretty sure poor children’s existence just in childhood is more work, stress, and responsibility alone than an affluent child’s entire life cycle. Love they never once talked about the quality of education in the classroom being so bad between the poor and affluent it can qualify as segregation, just basically blamed poor people for being lazy, good job capitalism for failing us once again!

why the hell?

you should feel bad for saying this, this article can be helpful for people who has to write a essay about it

This is more of a political rant than it is about homework

I know a teacher who has told his students their homework is to find something they are interested in, pursue it and then come share what they learn. The student responses are quite compelling. One girl taught herself German so she could talk to her grandfather. One boy did a research project on Nelson Mandela because the teacher had mentioned him in class. Another boy, a both on the autism spectrum, fixed his family’s computer. The list goes on. This is fourth grade. I think students are highly motivated to learn, when we step aside and encourage them.

The whole point of homework is to give the students a chance to use the material that they have been presented with in class. If they never have the opportunity to use that information, and discover that it is actually useful, it will be in one ear and out the other. As a science teacher, it is critical that the students are challenged to use the material they have been presented with, which gives them the opportunity to actually think about it rather than regurgitate “facts”. Well designed homework forces the student to think conceptually, as opposed to regurgitation, which is never a pretty sight

Wonderful discussion. and yes, homework helps in learning and building skills in students.

not true it just causes kids to stress

Homework can be both beneficial and unuseful, if you will. There are students who are gifted in all subjects in school and ones with disabilities. Why should the students who are gifted get the lucky break, whereas the people who have disabilities suffer? The people who were born with this “gift” go through school with ease whereas people with disabilities struggle with the work given to them. I speak from experience because I am one of those students: the ones with disabilities. Homework doesn’t benefit “us”, it only tears us down and put us in an abyss of confusion and stress and hopelessness because we can’t learn as fast as others. Or we can’t handle the amount of work given whereas the gifted students go through it with ease. It just brings us down and makes us feel lost; because no mater what, it feels like we are destined to fail. It feels like we weren’t “cut out” for success.

homework does help

here is the thing though, if a child is shoved in the face with a whole ton of homework that isn’t really even considered homework it is assignments, it’s not helpful. the teacher should make homework more of a fun learning experience rather than something that is dreaded

This article was wonderful, I am going to ask my teachers about extra, or at all giving homework.

I agree. Especially when you have homework before an exam. Which is distasteful as you’ll need that time to study. It doesn’t make any sense, nor does us doing homework really matters as It’s just facts thrown at us.

Homework is too severe and is just too much for students, schools need to decrease the amount of homework. When teachers assign homework they forget that the students have other classes that give them the same amount of homework each day. Students need to work on social skills and life skills.

I disagree.

Beyond achievement, proponents of homework argue that it can have many other beneficial effects. They claim it can help students develop good study habits so they are ready to grow as their cognitive capacities mature. It can help students recognize that learning can occur at home as well as at school. Homework can foster independent learning and responsible character traits. And it can give parents an opportunity to see what’s going on at school and let them express positive attitudes toward achievement.

Homework is helpful because homework helps us by teaching us how to learn a specific topic.

As a student myself, I can say that I have almost never gotten the full 9 hours of recommended sleep time, because of homework. (Now I’m writing an essay on it in the middle of the night D=)

I am a 10 year old kid doing a report about “Is homework good or bad” for homework before i was going to do homework is bad but the sources from this site changed my mind!

Homeowkr is god for stusenrs

I agree with hunter because homework can be so stressful especially with this whole covid thing no one has time for homework and every one just wants to get back to there normal lives it is especially stressful when you go on a 2 week vaca 3 weeks into the new school year and and then less then a week after you come back from the vaca you are out for over a month because of covid and you have no way to get the assignment done and turned in

As great as homework is said to be in the is article, I feel like the viewpoint of the students was left out. Every where I go on the internet researching about this topic it almost always has interviews from teachers, professors, and the like. However isn’t that a little biased? Of course teachers are going to be for homework, they’re not the ones that have to stay up past midnight completing the homework from not just one class, but all of them. I just feel like this site is one-sided and you should include what the students of today think of spending four hours every night completing 6-8 classes worth of work.

Are we talking about homework or practice? Those are two very different things and can result in different outcomes.

Homework is a graded assignment. I do not know of research showing the benefits of graded assignments going home.

Practice; however, can be extremely beneficial, especially if there is some sort of feedback (not a grade but feedback). That feedback can come from the teacher, another student or even an automated grading program.

As a former band director, I assigned daily practice. I never once thought it would be appropriate for me to require the students to turn in a recording of their practice for me to grade. Instead, I had in-class assignments/assessments that were graded and directly related to the practice assigned.

I would really like to read articles on “homework” that truly distinguish between the two.

oof i feel bad good luck!

thank you guys for the artical because I have to finish an assingment. yes i did cite it but just thanks

thx for the article guys.

Homework is good

I think homework is helpful AND harmful. Sometimes u can’t get sleep bc of homework but it helps u practice for school too so idk.

I agree with this Article. And does anyone know when this was published. I would like to know.

It was published FEb 19, 2019.

Studies have shown that homework improved student achievement in terms of improved grades, test results, and the likelihood to attend college.

i think homework can help kids but at the same time not help kids

This article is so out of touch with majority of homes it would be laughable if it wasn’t so incredibly sad.

There is no value to homework all it does is add stress to already stressed homes. Parents or adults magically having the time or energy to shepherd kids through homework is dome sort of 1950’s fantasy.

What lala land do these teachers live in?

Homework gives noting to the kid

Homework is Bad

homework is bad.

why do kids even have homework?

Comments are closed.

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Homework vs. Classwork: Means of assessment, Waste of time, or Punishment?

2018, International Journal of Scientific & Engineering Research

This study investigated the aim of Teachers/Instructors when giving homework and In class-exercises (classwork). Also, the study took a survey of students' opinion regarding Homework and In Class-exercise. In so doing, we studied the factors affecting the academic performance of students at Kwara State University. In view of this, we investigated different students and recorded their GPA’s. A major contribution of the study is it examines the impact of homework and classwork on academic performance of various students subgroups. Graded assignments was found to have strongest effect on male students. GPA and higher levels of teacher experience also positively affected performance.

Related Papers

International Journal of Vocational Education and Training Research

Solomon Tibebu

Continuous assessment, mainly tests, and assignments, help students to actively engage in the learning process. However, these assessments have been the only type of assessment in most Ethiopian universities, and they affect the student's academic performance from time to time. Therefore, this study aims to evaluate the effect of assessing students based on their class work and homework performance on the overall academic achievement of students. This study is conducted on 4 th-year Environmental Engineering undergraduate students. The class contains 25 students of which 6 of them were female. In this study, both primary and secondary data were used. The primary data includes test results, observation, and interviews, and the secondary data was collected from reviewing different published articles. The overall achievement of the students was measured in terms of test results. The collected data was analyzed using Microsoft Excel 2016. The test results before the intervention indicate the average values of test 1 and test 2 were 5.96±1.57 and 5.56±1.76 respectively. It is also noted that there is no significant difference (P>0.05) between the two test results. Among the various factors, six major factors that significantly affect the student's academic performance were identified through observations. Previous schooling, family income, student's self-motivation, teacher's delivery style, and assessment are the identified significant factor. The interview result was obtained before the application of the intervention. The result indicates that only 20% of the students are happy with the intervention and thinks that it will affect the improvement of their grade. The majority of the students (72%) are unhappy and think the opposite of the idea and the remaining 8% choose to be abstentious. After the implementation of the intervention, the student's grade improved for both test 1 (7.60±1.04) and test 2 (7.00±1.15). There is also a significant difference (P<0.05) between the student's test results before and after the intervention. It can be concluded that the intervention significantly improves the student's test scores, which in turn improves their overall performance. However, further research has to be conducted for enhancing the student's academic performance.

SKIREC Publication- UGC Approved Journals

This research work took a close look at the influence of class room assignment on studies' performance in junior secondary school mathematics in Awgu Local Government Area of Enugu State. To achieve this purpose, three research questions were formulated. The sampling technique adopted by the researcher was simple random sampling and the sample for the study was 120 respondents. The instrument used for data collection was a structured questionnaire and were analyzed and interpreted using arithmetic mean and standard deviation. The result of this study revealed that take home test, exercised and project influence students 'performance in mathematics. Based on the findings, its recommendation and implication for the study were discussed in the same context.

Volume V Issue I

Dr. Anila Fatima Shakil

Homework is the means by which the relationship between home and school is demonstrated and developed, leading to more consistent progress in all aspects of school life. The current research was carried out in Gilgit Baltistan to find out the impact of homework on the academic performance of students at secondary level. The research was observed by teachers of Gilgit Baltistan public schools while 100 teachers were chosen by a random sampling technique as a sample. Questionnaires were as a research instrument. The study found that homework impacts learning for learners, its impact differs with the age of students, and it plays an important role in student achievement. The study proposed that homework should be purposeful, i.e. it should include the introduction of new content, the practise of skills, the creation of any data and the ability for students to explore topics of their own interest.

Shumaila Hameed

Journal of Contemporary Education Research

Sagir Muhammad

This study compared the performance between male and female undergraduate students of faculty of education, Kebbi state university of science and technology, Aliero. Nigeria. The research design of this study is a combination of two research designs, namely documentary analysis and survey design. The population of the study comprised of the entire undergraduate students from the faculty of education. A sample of 350 students was drawn from the target population. Stratified random sampling was used to determine the sample size of male and female in the quantitative approach. Simple random sampling was used to select the actual students that participated in the study. The instrument used for the collection of data was questionnaires. To establish the validity of the instrument, experts and professionals were consulted. The collected data from the pilot study were statistically analyzed to determine the reliability coefficient. The study also used the final cumulative grade point average (CGPA) of students' examination results in 2019/2020 academic session of the sampled students obtained from the examination officer for the analysis. The independent t-test statistics was used to test the hypotheses at 0.05 levels of significance. The findings revealed that the male and female students of the faculty of education have no significant difference in their academic performance even though the male students had slightly higher mean scores than the female students. It is concluded that there are no longer distinguishing

International Journal of Applied Research

INNOCENT CHIAWA IGBOKWE

In this study, the researcher investigated the relationship between class management and students' academic achievement in public secondary schools in Awka South of Anambra State. The design Adopted for the study is a descriptive survey research design. Three research questions guided the study while three null-hypotheses were tested at 0.05 level of significance. The population of the study consisted of 1,965 SS2 students while the sample size of 491 SS students was drawn using simple random sampling technique. The instrument for data collection was titled; Class Management as Predictor of Students' Academic Achievement Questionnaire (CMPSAAQ). The instrument comprises three sections, section A dealt with the relationship between teachers' discipline and students' academic achievement, section B was concerned with teachers' competence and students' academic achievement while section C investigated teachers' reward system and students' academic achievement. A 15-item questionnaire was designed along a modified four-point rating scale; Strongly Agree (SA) = 4points, Agree (A) = 3points, Strongly Disagree (SD) = 2points and Disagree (D) = 1point. The item by item analysis was done using the same point scale rating. The questionnaire was validated by three experts, two in Educational Management and Policy and one in Measurement and Evaluation all in the Faculty of Education, Nnamdi Azikiwe University, Awka, Anambra State. The reliability of CMPSAAQ was obtained through trial testing and analysis using the split-half method of reliability. The three sets of scores obtained from the pilot tests were correlated using Pearson Product Moment Correlation (PPMC). The reliability value of 0.89 was obtained from the scores which indicated a high reliability of the instrument. The data collected were analysed using arithmetic mean to answer the research questions while the Pearson Product Moment Correlation was used to test the three hypotheses. The study found out that there is a significant relationship between class management and students' academic achievement. It was also recommended that teachers should be proactive enough to identify unwanted actions of students that can affect academic achievement of students and deal with them early before they grow to become serious problems that can impede the process of teaching and learning. Introduction The classroom is a formal setting where teaching and learning takes place. It is a place where education policy objectives and research findings are tested (Moore, 2009) [9]. Beyond the physical arrangement of students in a room that defines the traditional classroom setting, there is also the virtual classroom popularly called the "invisible college". Whether a classroom is on-line (virtual) or physical, it is a place of pedagogical interaction between students and teachers for cognitive development. Classroom management explains the gamut of all activities by the teacher to ensure that teaching and learning in the classroom is smooth and effectual. Everson and Weinsten (2006) [8] define classroom management as all actions taken to create an environment that supports and facilitates academic and extra academic activities in the class. In a more elaborate sense, it is a wide range of skills and techniques engaged by a teacher to get students organized, orderly, focused and attentive to lessons and tasks at the classroom level. Edumark (2006) [6] defines it as all forms of strategies directed at minimizing excess conduct of students that could impede effective teaching and learning in the classroom.

Tichaona Mapolisa

Abstract: The aim of this study was to assess how teachers in the primary schools of Bubi District were using homework to augment their classroom activities. The population comprised of all the 78 primary schools in the district with a teacher population of 994 teachers. Random sampling was employed to select a sample of 200 teachers and 20 heads of schools. The study employed the quantitative methodology and adopted the descriptive survey design. All the data were gathered by use of a questionnaire which had both open-ended and close-ended questions. The study revealed that primary schools in Bubi District were not assigning adequate homework activities to pupils as expected. Pupils also faced problems of resources to effectively do their homework activities. The study recommends that teachers should assign homework regularly so that pupils understand that it is as important as work they do in the classroom. The study also recommends that heads of schools should encourage to provide resources for use by their children when they are doing homework. Keywords: Homework, primary school, district, assessment and effectiveness.

Open Access Publishing Group

The study investigated the effect of class classification, class size and gender on academic performance. Specifically, the objectives of the study was to evaluate the effect of class classification, class size and gender on academic performance of senior secondary school students in Mathematics and English Language. However, three research questions and hypothesis were designed to guide the study. The study employed expo-facto research design and purposeful sampling technique which is stratified in nature in selecting all one-hundred and eighty nine (189) Grade II (SSS II) students participated in the Unified Promotion Examination (UPE) conducted by Osun State Ministry of Education in May, 2017. In this regards, Grade II students’ scores in Mathematics and English Language was used to proxy academic performance which are disaggregated into three strata such as class stream (Science, Art and Commercial), gender (female and male) and class size (large class size and small class size). Inferential statistics such as t-statistics was used to analyse the generated data. The findings of the study revealed that there was no significant difference between the academic performance of students in Science and Art stream, Science and Commercial stream and Art and Commercial stream while significant difference existed in the academic performance of students in English Language between Science and Commercial stream as well as Art and Commercial stream respectively but in favour of Science class and Art class. The study also indicated that there was no significant difference in the performance of students in both Mathematics and English Language not only on the basis of the number of the students allocated into a class (Class size) but also gender quality (female or male). It was concluded that the explanatory variables such as class classification, class size and gender are not only the necessary condition in determining academic performance among students but also work hand-in-hand with other factors in order to guarantee favourable academic performance. The study recommended intensification of efforts by school authority towards monitoring of students in doing class work, assignment, punctuality in school and re-visitation of the classroom instructional practice by the teachers among others.

THE INTERNATIONAL JOURNAL OF HUMANITIES & SOCIAL STUDIES

David Akinola

Abstract: This study is titled ‘homework as a pedagogical practice and its influence on family life in Nigeria: Implication for Social Studies’. The purpose of the study is to x-ray the pedagogical use and misuse of homework, its impact on family life and its implications for Social Studies Education in Nigeria. The purposive population of the study comprises of parents, teachers and Upper Basic Education students of public and private schools in Federal Capital Territory, Abuja, Nigeria. Stratified random sampling technique was used to sample one hundred and fifty respondents each from parents, teachers, and from Upper Basic class to talling 450 respondents. The statistical weighted average mean was used to answer research question. t- test statistics was used to test the formulated hypothesis. It was found that home work as a pedagogical practice has influence on family life and relationships. There is significant difference between home work as a pedagogical practice and family life regarding the owner of the schools. Based on this findings, it is recommended among others that Policy makers should organise workshops and seminars on the modus operandi of home work in our educational system, standard should be set by government for all stakeholders on how to go about home work in our schools, Social Studies should be reorganised to teach family values and teachers should not use home work to replace the quality of their works during classroom pedagogy. Keywords: Homework, pedagogical practice, family life, social studies

International Journal of Educational Foundational Foundations and Management (IJEFAM)

Prof. Hammed I D O W U Adeyanju

This study assessed teachers' classroom practices and students' academic performance in secondary schools in Ogun-East Senatorial District, Ogun State, Nigeria. Purposive sampling technique was used to select three hundred (300) teachers in all the available forty-eight (48) secondary schools in Ogun-East Senatorial District, Ogun State. These are teachers that are either involved in English or Mathematics classroom instruction. The instrument used for this study was tagged Questionnaire on Teacher-Classroom Practices and Students' Performance Checklist (QTCPSPC). The research questions were analysed with descriptive statistics of mean, and inferential statistics involving Multiple Regression Analysis (MRA). Results indicated that the levels of support for teachers' autonomy (3.19), teacher's structure (3.05), classroom management (3.05), and students' academic performance in secondary schools were high. Teachers' classroom practices (autonomy support, teacher's structure and classroom management) significantly and positively influenced students' academic performance (F3, 296= 307.269; p < 0.05). Autonomy support (β = .771), teacher's structure (β = .172) and classroom management (β = .170) were significant and independently influenced students' academic performance grades. The study recommends that teachers in secondary schools should develop in them classroom practices that promote and enhance students' academic performance. This could be achieved by adopting constructivist approach in the classroom.

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Should We Get Rid of Homework?

Some educators are pushing to get rid of homework. Would that be a good thing?

By Jeremy Engle and Michael Gonchar

Do you like doing homework? Do you think it has benefited you educationally?

Has homework ever helped you practice a difficult skill — in math, for example — until you mastered it? Has it helped you learn new concepts in history or science? Has it helped to teach you life skills, such as independence and responsibility? Or, have you had a more negative experience with homework? Does it stress you out, numb your brain from busywork or actually make you fall behind in your classes?

Should we get rid of homework?

In “ The Movement to End Homework Is Wrong, ” published in July, the Times Opinion writer Jay Caspian Kang argues that homework may be imperfect, but it still serves an important purpose in school. The essay begins:

Do students really need to do their homework? As a parent and a former teacher, I have been pondering this question for quite a long time. The teacher side of me can acknowledge that there were assignments I gave out to my students that probably had little to no academic value. But I also imagine that some of my students never would have done their basic reading if they hadn’t been trained to complete expected assignments, which would have made the task of teaching an English class nearly impossible. As a parent, I would rather my daughter not get stuck doing the sort of pointless homework I would occasionally assign, but I also think there’s a lot of value in saying, “Hey, a lot of work you’re going to end up doing in your life is pointless, so why not just get used to it?” I certainly am not the only person wondering about the value of homework. Recently, the sociologist Jessica McCrory Calarco and the mathematics education scholars Ilana Horn and Grace Chen published a paper, “ You Need to Be More Responsible: The Myth of Meritocracy and Teachers’ Accounts of Homework Inequalities .” They argued that while there’s some evidence that homework might help students learn, it also exacerbates inequalities and reinforces what they call the “meritocratic” narrative that says kids who do well in school do so because of “individual competence, effort and responsibility.” The authors believe this meritocratic narrative is a myth and that homework — math homework in particular — further entrenches the myth in the minds of teachers and their students. Calarco, Horn and Chen write, “Research has highlighted inequalities in students’ homework production and linked those inequalities to differences in students’ home lives and in the support students’ families can provide.”

Mr. Kang argues:

But there’s a defense of homework that doesn’t really have much to do with class mobility, equality or any sense of reinforcing the notion of meritocracy. It’s one that became quite clear to me when I was a teacher: Kids need to learn how to practice things. Homework, in many cases, is the only ritualized thing they have to do every day. Even if we could perfectly equalize opportunity in school and empower all students not to be encumbered by the weight of their socioeconomic status or ethnicity, I’m not sure what good it would do if the kids didn’t know how to do something relentlessly, over and over again, until they perfected it. Most teachers know that type of progress is very difficult to achieve inside the classroom, regardless of a student’s background, which is why, I imagine, Calarco, Horn and Chen found that most teachers weren’t thinking in a structural inequalities frame. Holistic ideas of education, in which learning is emphasized and students can explore concepts and ideas, are largely for the types of kids who don’t need to worry about class mobility. A defense of rote practice through homework might seem revanchist at this moment, but if we truly believe that schools should teach children lessons that fall outside the meritocracy, I can’t think of one that matters more than the simple satisfaction of mastering something that you were once bad at. That takes homework and the acknowledgment that sometimes a student can get a question wrong and, with proper instruction, eventually get it right.

Students, read the entire article, then tell us:

Should we get rid of homework? Why, or why not?

Is homework an outdated, ineffective or counterproductive tool for learning? Do you agree with the authors of the paper that homework is harmful and worsens inequalities that exist between students’ home circumstances?

Or do you agree with Mr. Kang that homework still has real educational value?

When you get home after school, how much homework will you do? Do you think the amount is appropriate, too much or too little? Is homework, including the projects and writing assignments you do at home, an important part of your learning experience? Or, in your opinion, is it not a good use of time? Explain.

In these letters to the editor , one reader makes a distinction between elementary school and high school:

Homework’s value is unclear for younger students. But by high school and college, homework is absolutely essential for any student who wishes to excel. There simply isn’t time to digest Dostoyevsky if you only ever read him in class.

What do you think? How much does grade level matter when discussing the value of homework?

Is there a way to make homework more effective?

If you were a teacher, would you assign homework? What kind of assignments would you give and why?

Want more writing prompts? You can find all of our questions in our Student Opinion column . Teachers, check out this guide to learn how you can incorporate them into your classroom.

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Jeremy Engle joined The Learning Network as a staff editor in 2018 after spending more than 20 years as a classroom humanities and documentary-making teacher, professional developer and curriculum designer working with students and teachers across the country. More about Jeremy Engle

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Homework vs Study: Everything You Need To Know

Fiach Smyth

Oct 28, 2016

Homework and study. The two things that all students have in common, no matter where they live, or what school they go to. But what is the real difference between homework and study, and how is a regular routine going to help you do well? Studiosity's Fiach Smyth has the answers.

Why is homework important?

Most nights you are going to have homework set by your teachers. Although we don’t usually think of homework as being study, it’s actually a key part of the learning process. Homework has two purposes: to give you a chance to identify gaps in your knowledge so that you can raise them with your teacher; and to help embed class learnings in your head by making a second pass over the key concepts you covered that day.

What about study?

Now that we know what homework is, what is study? Study is exactly the same as homework, except that you nominate for yourself what work to do, and you do it at a time that’s removed from the class in which you learned the content.

Let’s take a typical maths class as an example. In class the teacher shows you a concept, and then asks you to do a few exercises in class so that they can make sure you’ve understood. They set you some more exercises as homework, so later that night you have to remember what you learned in class, and apply it to those homework exercises. A month later you’ve moved on to another topic in class, but you decide one night to just spend 40 minutes going over those exercises again, to make sure you still remember how to do them, and to keep the learnings fresh in your mind. That’s study.

How much study should I do?

This is going to depend on a lot of things: how much time you have, which subjects you find challenging, where you are in your academic career. For most students from Years 7 to 10, you should be able to manage one block of study at least four nights a week. One block is about 40 - 60 minutes (we’ll discuss why in a moment). Maybe you want to do one block each night Monday to Thursday; maybe it’s easier for you to make Friday a study day where you do all your study. It’s up to you.

It’s important to remember that study is a very personal thing , it’s different for everyone. This approach of four subjects a week isn’t necessarily the best way for you to study; rather it’s the best way to start studying, to get into the habit and to be able to determine for yourself how to change things up to suit your own needs and your available time. Maybe you want to, or have time to do more than four blocks a week – if so, that’s great, as every extra block of time spent studying helps!

What exactly is a 'study block'?

A study block is a set amount of time you set aside for the purpose of studying a particular subject. Although there are exceptions, an average study block should be around 45 minutes long. This is not an arbitrary amount of time. You’ll notice that most classes at school are between 45-50 minutes in length. We know a lot about how people learn, and one thing we know is that after about 45 minutes of working on a particular topic our brains are less able to take in new information.

At school we put a break every 45 minutes or so, allowing students to change classes, change locations and topics, to keep their minds fresh and able to learn, and this is the same with your study. Even if you still feel like you’re fresh and good to keep going, in most cases pushing much past 45 minutes on a block of study will return much less benefit than the first 45 minutes did. Generally you would be better breaking and doing something else and then coming back to study a second time, rather than studying two blocks back-to-back.

At the same time, very short study blocks aren’t as effective as blocks of around 45 minutes (with a few exceptions we’ll discuss below). As you study your brain organises and reorganises information, solidifying it for later recall, and building links between the different things you are jamming into it. It takes a little time for your brain to start building these links, so you need to give your brain time. If you only spend ten minutes reading through your notes that’s not study, that’s revision. Revision is certainly something to work into your overall approach to study, but if that’s all you do then you don’t give your brain the time it needs to start building these information connections. Study blocks should be at least 30 minutes long, but 40-45 is best.

How do I balance homework and study?

Now that we know that homework and study work together, we can see why balancing both is important. You can’t skip homework in order to study, but at the same time you can’t let your homework load become so great that you have no time to study. Teachers are good at knowing how much homework is a reasonable amount to give the maximum chance to bed down class learning without taking all of your available time. However, if you work or have important extra-curricular responsibilities you may find your time being squeezed and that’s something you need to resolve.

Let’s use another example, from maths again. You have maths four days a week, and your teacher sets about 20 exercises for the class each night. These exercises take you two hours to complete, and that’s making it hard to study. First, ask your friends how long it takes them. Is it taking you a lot longer than them? If so, talk to your teacher. Your teacher may be able to identify why the problems take you longer to complete, or may reduce the number of questions they expect you to complete, focusing on the most important questions.

Or maybe it’s just that you have a lot of other commitments. Figure out how much time you can afford to spend on your maths homework , and then stop when you reach that time.

If the reality is that doing all your homework means that you can’t study, it is generally better that you take a few short cuts with your homework rather than just not studying. As we said above, study refreshes what you bedded down doing your homework, so you need both.

Remember, take a break

An essential component of good study is knowing when to take a break from study. If you sit yourself down and do four subjects worth of homework and then power through two study blocks, that study is not going to be nearly as effective as it could have been had you taken some breaks.

As a good rule of thumb, if you study for a block of 45 minutes take the next fifteen minutes off. Get away from wherever you were sitting, go walk around, or talk to people, or grab a yummy study snack .

Both homework and study are equally as important, and both need to be scheduled into your study time. See how you go with the study blocks, and if you have any feedback, let us know in the comments below!

We wish you all the best.

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What are your grading percentages?

Discussion in ' General Education ' started by CatfaceMeowmers , May 7, 2016 .

percentages

CatfaceMeowmers Companion

May 7, 2016

Since my first year is coming to an end, I have realized how many things I am changing next year - one is my grading percentages. I currently have this grading percentages: Homework - 10% Quizzes - 25% Classwork - 25% Tests - 40% However, I am a bit unorganized when it comes to determining what is what. I accidentally grade classwork as quizzes and vice versa. And I was told by veteran teachers that for every 10%, you need 1 grade, so I technically need 4 tests in a quarter (not very doable). Well, since I teach 6th math and homework is an everyday thing, I want to add more emphasis on homework. Here is what I'm thinking for next year. Homework - 20% Quizzes - 25% Tests - 30% Classwork - 25% I am going to do more small "classwork" assignments next year, since I barely do any classwork assignments. But adding more emphasis to homework. When my tests were 40%, one test would drag everyone down if done poorly (I do give minimum F's). It makes it seem like a college course, which I think is great, but many kids don't really realize how much the tests affect their grade until its too late, then I have to deal with parents asking if they can retake/correct tests which puts even more work on me. What are your grading percentages? Any tips or advice? I teach 6th math, so they are still getting out of that elementary stage.

otterpop Phenom

I do points, not percentages. Tests are worth the most points. Approximate points: Tests - 100 points each. Homework - 25 points each. Classwork - 25 points per activity. Quizzes - 25 points each.

swansong1 Virtuoso

I grade tests 40%, quizzes 30%, classwork/participation 15% and homework 15% I rarely grade homework because I never know if the student has completed the work independently. I get many assignments turned in with the parent's handwriting. My students average a quiz each week and a test every two weeks in most of their subjects. All of their subjects have an activity workbook that I count as classwork. We use a Christian curriculum and there are more than enough opportunities for grades. We won't even use all of the workbook pages by the end of the year.

jadorelafrance Cohort

Homework: 10% Classwork: 20% Quizzes: 30% Tests/Projects: 40% I try and have between 3-4 assignments in each category, except for tests. I have one test and one project for each marking period.

shoreline02 Cohort

Our grading percentages are set by the district and are as follows for 4th grade: Assessments 50%, Classwork 35%, and Homework is 15%. We are required to submit two grades per subject each week and the program we use automatically figures out student grades using these percentages.

Peregrin5 Maven

For me: Tests are 45%, Labs/Projects are 35%, Homework is 15%, and Participation/Organization is 5%. I allow test corrections (with reduced value) and submission of late projects/lab with reduced grades. We don't have requirements for how many things we put in the grade, but more is generally seen as better, but I generally have less assignments in the grade than my colleagues. I have students self-grade their homework for the most part.

teacherintexas Maven

Tests are 60% and daily work is 40%. It's school policy so I can't change it.

HistoryVA Devotee

Ours is set by district: 10% homework, 20% classwork, 15% quizzes, 30% tests, 10% Alternative Assessment, 15% final exam

MLB711 Comrade

May 8, 2016

I use points too and I teach 6th Social Studies. Homework assignments are 10 each, quizzes vary from 15-35 points, and tests/projects are 100 or 105 points. Usually there are enough homeworks and quizzes to roughly equal a test for each unit so doing well on hw and quizzes can offset low test grades. I only grade homework on completion; students self-check their homework. I think that adding more graded class work is a great idea for math. You could also split up your units into smaller chunks to get more test grades in. Like you can do a test on area and perimeter only using whole numbers, then next week do another area and perimeter test with fractions and decimals. That way you can get more test grades in a marking period. Granted that reduces your number of quiz grades, but it's worth thinking about, especially for 6th grade.

I'm actually surprised that so many people go by percentages. I would have thought more would use points.

otterpop said: ↑ I'm actually surprised that so many people go by percentages. I would have thought more would use points. Click to expand...

mathmagic Enthusiast

Probably way different due to grade level, but ours is based solely on the 4 / 3 / 2 / 1 scale, and is done using a mixture of trend grading after those scores are entered, overall average, and teacher judgement to determine the report card grade.

CharRMS Companion

This is also my first year teaching, and I too have noticed grading percentages I would like to change for next year. I use the following percentages. Tests = 40% Projects (I usually count final essays as projects) = 30% Quizzes = 20% Homework/Classwork/Participation = 10%

May 11, 2016

Thanks everyone for your input! I still need to work with my team to see if we can use the same one next year. I am with veteran teachers so I don't think they'll move much, but why change something that's been working for years? I think since it was my first year, I was a bit overwhelmed by what all I had to grade/do. I think next year, I may stick with the same percentages and add more classwork/quiz grades Also, we have to use percentages because on our grade book, grades are weighed based on percentages we put in at the beginning of the year.

Letsgo Rookie

50% tests, 20% homework, 20% quizzes, 10% performance. Department policy.

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TO GIVE OR NOT TO GIVE HOMEWORK…That is the question!

The amount of homework students are given differs greatly across grade levels and states. Some students are given hours of work while other students are assigned little or no work to be done at home.

So what’s appropriate? What is the purpose of homework? What are the advantages and disadvantages of homework? How much homework should be assigned? How important is the quality of the assignments? And most importantly: Does homework increase student achievement?

These questions represent the ongoing debate surrounding homework for the past two decades. According to a survey by the University of Michigan , homework has doubled over the last twenty years, especially in the younger grades, due to the school’s requirement to meet higher-than-ever achievement goals for children. Although homework has academic and non-academic advantages and disadvantages, the majority of studies conducted reveal inconclusive evidence that assigning homework increases student achievement. Most studies show positive effects for certain students, others suggest no effects, and some even suggest negative effects according to research by Alfie Kohn , an independent scholar (2006).

Let’s begin with the purpose of homework…

Educators assign homework for different reasons and purposes. Homework is assigned either as practice , preparation , extension , or integration of grade-level skills and concepts.

PRACTICE HOMEWORK reinforces learning from the skills and concepts already taught in the classroom. Practice homework promotes retention and automaticity of the concept , skill, and content taught. Examples include practicing multiplication facts or writing simple sentences in order to commit theses skills and concepts to long-term memory .

PREPARATION HOMEWORK is assigned to introduce content that will be addressed in future lessons. However, research suggests that homework is less effective if it is used to teach new or complex skills. For these types of assignments, students typically become stressed which can create a negative perspective towards learning and school.

EXTENSION HOMEWORK requires students to use previously taught skills and concepts and apply them to new situations or projects. For instance, students may use the concept of area and perimeter to build a flowerbed.

INTEGRATION HOMEWORK requires the student to apply learned skills and concepts to produce a single project like reading a book and writing a report on it.

Homework also serves other purposes not directly related to instruction. Homework can help establish communication between parents and children; it can be used as a form of discipline; and it can inform parents about school topics and activities.

The Homework Debate

The homework debate often focuses on how and why homework affects student learning and achievement. Harris Cooper, a professor of psychology, and colleagues (2006) found there are both positive and negative consequences of homework.

The Benefits

Homework provides practice with content, concepts, and skills taught at school by the teacher. It can foster retention and understanding of the academic content. Some studies suggest that homework correlates with student achievement. Cooper, Robinson, and Patall (2006) discovered a positive correlation between the amount of the homework students do and their achievement at the secondary level. Some studies also suggest that assigning homework improves the achievement of low-performing students and students in low-performing schools. However, the correlation between student achievement and homework given to elementary students is inconclusive. Most research only supports homework for middle and high school students (Cooper 1989a; Kohn 2006).

There are also non-academic reasons for assigning homework. Corno and Xu (2004) discovered that homework fosters independence, develops time-management skills, and teaches responsibility. Assigning homework to primary age students can establish better study habits and skills for secondary education (Bempechat, 2004). Homework promotes a positive attitude towards school and keeps families informed about their child’s learning.

The Potential Harm

Homework also has negative associations. It can lead to boredom if the student has already mastered the skills, and it can lead to loss of interest in school due to burnout. Cheating is involved with homework by either copying another student’s work or when help is received from adults in an attempt to finish all the assignments. Also, assigning excessive amounts of homework may result in unneeded stress and pressure on the child, which affects the student’s emotions, behaviors, thinking ability, and physical health.

The correlation between homework and student achievement is inconsistent. In The Battle Over Homework , Cooper determined that the average correlation between the time primary children spent on homework and achievement was around zero. Not to mention, the amount of homework completed had no effect on test scores. David Baker and Gerald LeTendre, professors of education at Penn State , found that countries that assign minimal amounts of homework, like Japan, were the most successful school systems compared to Greece and Iran school systems where students are given a lot of work.

Another concern surrounding homework is its interference with the student’s time to relax and take their minds off work as well as family time. Students are spending too much time completing homework assignments instead of playing outside or enjoying leisure activities, which teach and enhance important life skills.

In addition, homework decreases the time spent with family. As Alfie Kohn states in The Homework Myth , “ Why should children be asked to work a second shift? It’s unconscionable to send children to work for nearly eight hours a day, then have them go home and work for 2-5 more hours. Secondly, it reduces the amount of time that children could be spending with their families. Family time is especially important to a growing child and without it social problems can crop up and a family unit can be compromised by a lack of time being spent together .”

The Amount of Homework

The frequency and duration of each assignment does not necessarily suggest a correlation between homework and student achievement. “ We found that for kids in elementary school there was hardly any relationship between how much homework young children did and how well they were doing in school, but in middle school the relationship is positive and increases until the kids were doing between an hour to two hours a night, which is right where the 10-minute rule says it’s going to be optimal,” stated Harris Cooper. The 10-minute rule was created by the National PTA which suggests 10 minutes per a grade should be assigned (e.g., 70 minutes for 7 th grade). “After that it didn’t go up anymore. Kids that reported doing more than two hours of homework in middle school weren’t doing any better in school than kids who were doing between an hour to two hours ,” said Harris Cooper.

Quantity Versus Quality

Effective homework is homework with a purpose. According to Cooper, some teachers assign ‘shotgun homework’ : blanket drills, questions, and problems. Students are given homework that is not furthering the concepts and skills. The homework is assigned because it has been drilled into our collective mind that homework produces higher performing students. However, homework is most effective when it covers material already taught, is given for review, or is used to reinforce skills previously learned. Students should not be assigned homework on concepts and skills they do not grasp.

DataWORKS Educational Research recommends assigning homework to provide additional repetitions of the content to promote retention and automaticity . The reason for homework is to practice the content, NOT to learn the content. Students learn the content (skills and concepts) from the lesson taught at school. Students need to be able to complete the work at home without assistance because some students do not have an English-speaking parents or guardians to help them.

In conclusion, research is inconsistent in determining if homework increases student achievement. As educators, the amount, frequency, and the purpose should be considered prior to assigning homework. Homework should be used effectively! Instead of the quantity of homework, educators should improve the quality of the assignments. Homework assignments must be well-designed. So, when assigning homework, please consider the effectiveness of it, homework should positively impact the student learning. Otherwise, the debate about homework will continue without an answer – to give or not to give !

Kohn, Alfie (2007). Rethinking Homework .

Kohn, Alfie. The Homework Myth: Why Our Kids Get Too Much of a Bad Thing (Cambridge, MA: Da Capo Press, 2006).

Cooper, H. (1989). Homework. White Plains, NY: Longman.

Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research . 1987–2003. Review of Educational Research, 76 (1), 1–62.

What is your stance on homework? What do you think is an appropriate amount of homework? Why do you assign homework? Please share your experiences in the comment section below.

Author: patricia bogdanovich.

Patricia has held various positions with DataWORKS since 2002. She currently works as a Curriculum Specialist. Patricia helped develop and create many of the early resources and workshops designed by DataWORKS, and she is an expert in analysis of standards. Patricia plans to blog about curriculum and assessments for CCSS and NGSS, classroom strategies, and news and research from the world of education.

Spending Too Much Time on Homework Linked to Lower Test Scores

A new study suggests the benefits to homework peak at an hour a day. After that, test scores decline.

Samantha Larson

Polls show that American public high school teachers assign their students an average of 3.5 hours of homework a day . According to a recent study from the University of Oviedo in Spain, that’s far too much.

While doing some homework does indeed lead to higher test performance, the researchers found the benefits to hitting the books peak at about an hour a day. In surveying the homework habits of 7,725 adolescents, this study suggests that for students who average more than 100 minutes a day on homework, test scores start to decline. The relationship between spending time on homework and scoring well on a test is not linear, but curved.

This study builds upon previous research that suggests spending too much time on homework leads to higher stress, health problems and even social alienation. Which, paradoxically, means the most studious of students are in fact engaging in behavior that is counterproductive to doing well in school.

Because the adolescents surveyed in the new study were only tested once, the researchers point out that their results only indicate the correlation between test scores and homework, not necessarily causation. Co-author Javier Suarez-Alvarez thinks the most important findings have less to do with the amount of homework than with how that homework is done.

From Education Week :

Students who did homework more frequently – i.e., every day – tended to do better on the test than those who did it less frequently, the researchers found. And even more important was how much help students received on their homework – those who did it on their own preformed better than those who had parental involvement. (The study controlled for factors such as gender and socioeconomic status.)

“Once individual effort and autonomous working is considered, the time spent [on homework] becomes irrelevant,” Suarez-Alvarez says. After they get their daily hour of homework in, maybe students should just throw the rest of it to the dog.

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Samantha Larson is a freelance writer who particularly likes to cover science, the environment, and adventure. For more of her work, visit SamanthaLarson.com

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Classwork & Homework

This issue's topic:.

Tools to Build Student Text and Lecture Comprehension

There are a thousand small ways that students can drift into academic trouble by regularly showing up late for class, for example, or not writing down their homework assignments accurately. Teachers know, however, that such small problems can rapidly snowball into more serious academic difficulties, resulting in reduced test scores, lower course grades, and more disciplinary office referrals.

This Practical Teacher lists common stumbling blocks that can prevent students from fully understanding material taught to them or from completing work assignments. Practical solutions are offered to overcome each potential stumbling block. Educators can adapt the majority of these intervention ideas to include in Individual Education Plans (IEPs) and 504 Accommodation Plans.

To access the full issue of the Practical Teacher, NASET Members Login below.

Students often benefit in unexpected ways from explicit instruction in improving their study skills. Research has shown that students with behavioral difficulties and academic deficits can show improvements in both behavior and learning when taught strategies to study and absorb information more efficiently. Students' self-esteem and self-esteem can also increase, as they acquire the capabilities to manage their own learning program.

This intervention plan outlines a 3-strategy package for helping students to (1) organize an assignment notebook, (2) maintain a calendar of school assignments, and (3) prepare neatly formatted papers (Gleason, Colvin, & Archer, 1991).

NASET Member's Login below to access the full article.

Students who regularly complete and turn in homework assignments perform significantly better in school than those of similar ability who do not do homework (Olympia et al., 1994). Homework is valuable because it gives students a chance to practice, extend, and entrench the academic skills taught in school. Parents can be instrumental in encouraging and motivating their children to complete homework. This homework contract intervention (adapted from Miller & Kelly, 1994) uses goal-setting, a written contract, and rewards to boost student completion (and accuracy) of homework. Students also learn the valuable skills of breaking down academic assignments into smaller, more manageable subtasks and setting priorities for work completion.

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Homework vs Classwork: Unraveling Commonly Confused Terms
We should define the terms. Homework refers to the work that students are assigned to complete outside of class. It can include reading assignments, problem sets, essays, and more. Classwork, on the other hand, refers to the work that students complete during class time. This can include group projects, in-class assignments, and other ...
Not Including Classwork and Homework (Formative Assessment) in the
Before homework was worth 25% and tests were worth 60%. Now homework is worth 5% and assessments are worth 80%. Students were just doing homework for the points and to help their grade, rather than doing it because it helps them in their learning. Now they start to realize there is a purpose to homework. They see problems show up on the exams ...
Homework vs. Classwork
Homework, or a homework assignment, is a set of tasks assigned to students by their teachers to be completed outside the classroom. Common homework assignments may include required reading, a writing or typing project, mathematical exercises to be completed, information to be reviewed before a test, or other skills to be practiced.
Is Homework Valuable or Not? Try Looking at Quality Instead
The CAP analysis appears to be one of the first studies to look at homework rigor using a national survey lens. Many studies of homework are based on one school or one district's assignments ...
Study: Homework Doesn't Mean Better Grades, But Maybe Better
The time students spend on math and science homework doesn't necessarily mean better grades, but it could lead to better performance on standardized tests, a new study finds. "When Is Homework Worth The Time?" was recently published by lead investigator Adam Maltese, assistant professor of science education at Indiana University, and co ...
Homework Pros and Cons
Homework does not help younger students, and may not help high school students. We've known for a while that homework does not help elementary students. A 2006 study found that "homework had no association with achievement gains" when measured by standardized tests results or grades. [ 7]
'Should Grades Be Based on Classwork?' And Other Questions We Should
Many questions in education, for example, take for granted the inevitability of traditional practices. That means our job is to challenge the question's hidden premises. "Wait," we might say ...
Key Lessons: What Research Says About the Value of Homework
Too much homework may diminish its effectiveness. While research on the optimum amount of time students should spend on homework is limited, there are indications that for high school students, 1½ to 2½ hours per night is optimum. Middle school students appear to benefit from smaller amounts (less than 1 hour per night).
Does Homework Really Help Students Learn?
June 26, 2022 at 12:42 am. Studies have shown that homework improved student achievement in terms of improved grades, test results, and the likelihood to attend college. Link. i think homework can help kids but at the same time not help kids. Link.
(PDF) Homework vs. Classwork: Means of assessment, Waste of time, or
Homework vs. Classwork: Means of assessment, Waste of time, or Punishment? ... The test results before the intervention indicate the average values of test 1 and test 2 were 5.96±1.57 and 5.56±1.76 respectively. It is also noted that there is no significant difference (P>0.05) between the two test results. ...
Should We Get Rid of Homework?
The authors believe this meritocratic narrative is a myth and that homework — math homework in particular — further entrenches the myth in the minds of teachers and their students.
Homework vs Study: Everything You Need To Know
Study is exactly the same as homework, except that you nominate for yourself what work to do, and you do it at a time that's removed from the class in which you learned the content. Let's take a typical maths class as an example. In class the teacher shows you a concept, and then asks you to do a few exercises in class so that they can make ...
What are your grading percentages?
Homework - 20% Quizzes - 25% Tests - 30% Classwork - 25% I am going to do more small "classwork" assignments next year, since I barely do any classwork assignments. But adding more emphasis to homework. When my tests were 40%, one test would drag everyone down if done poorly (I do give minimum F's).
Should Teachers Give Students Homework or No Homework?
According to Cooper, some teachers assign 'shotgun homework': blanket drills, questions, and problems. Students are given homework that is not furthering the concepts and skills. The homework is assigned because it has been drilled into our collective mind that homework produces higher performing students. However, homework is most ...
How To Weigh Components of Student Grades
There are lots of different possibilities, but there are generally four large categories that teachers use: 1. Classwork and quizzes. Classwork is, as the name implies, work that is done in class ...
Spending Too Much Time on Homework Linked to Lower Test Scores
In surveying the homework habits of 7,725 adolescents, this study suggests that for students who average more than 100 minutes a day on homework, test scores start to decline. The relationship ...
National Association of Special Education Teachers: Classwork & Homework
Homework is valuable because it gives students a chance to practice, extend, and entrench the academic skills taught in school. Parents can be instrumental in encouraging and motivating their children to complete homework. This homework contract intervention (adapted from Miller & Kelly, 1994) uses goal-setting, a written contract, and rewards ...
Homework vs Classwork
As nouns the difference between homework and classwork. is that homework is work that is done at home, especially school exercises set by a teacher while classwork is that part of a scholar's work that is done in class.
classwork vs homework vs test
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Classwork vs homework vs test
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