“Although teachers may record the results of formative assessments, we shouldn’t factor these results into summative evaluation and grading” (Mc Tighe & O’Connor, 2005, p. This philosophy could be seen in the low levels of emphasis placed on homework grades in the study by Mc Millan, Myran, and Workman.
Effort, ability, and improvement remained important factors in that study, and Mc Tighe and O’Connor echo that idea in their discussion of replacing old student achievements with new ones.
He goes on to specify that grades recorded must measure the student’s achievement of the learning goals established at the outset of the unit.
This suggestion is aligned with the information provided by Cauley and Mc Millan (2009), which emphasizes the importance of setting mastery goals prior to the instruction process.
Homework is a form of formative assessment, along with draft work, ungraded quizzes and other exercises used with the intent of guiding and instructing the student to promote higher-level cognitive connections.
Benefits Of Homework Articles
Placing little or no emphasis on grades on those types of exercises and activities allows for focus on the mastery goal, and keeps feedback constructive.
The surveys featured a 6-point scale for participants to rate the emphasis they placed on different assessment and grading practices, with 1 being Given the relatively low emphasis on homework, comparisons with other students, other teachers’ grading, and the infrequent occurrence of borderline cases, these results suggest that teachers conceptualize two major ingredients – actual performance, and effort, ability, and improvement.
Of these two, academic performance clearly is most important, but effort, ability, and improvement remain as fairly important, especially for some teachers. 209) This study documents the importance of homework in the construction of knowledge, but also identifies the fact that there was little emphasis placed on the grades for that work.
Amongst the policies reported by the other half of the participating schools, most of the policies specified the type or quality of homework to be assigned, and allowed some flexibility in the assignment and evaluation of homework. This study documented the importance of flexibility in the assignment and evaluation of quality homework assignments, but also the alarming lack of a written homework policy in 50% of the participating schools.
The authors indicated: Particularly encouraging signs were that a variety of types of homework were suggested, and the focus of homework assignment was toward meaningful, creative, and high-level thinking endeavors... It can be drawn from this study that some type of homework policy is necessary, as is the assignment of higher cognitive types of homework and the flexible assessment and grading of that work in order to foster and track student learning.