I did a bad thing. I was snarky to a pre-service teacher on Twitter. At the time, I didn’t know she was a pre-service teacher, and she asked a loaded question. That question was about homework, which is something I have strong opinions about. None of that excuses my snark.
I’ll elaborate on my Twitter responses in a more respectful tone. If she’s not still mad at me, maybe she’ll read this.
The question was:
When HW isn’t graded most students don’t do it. Wondering how this affects the development of their study habits for college – any research?
Her question is one that I hear frequently when I do workshops on formative assessment. Many teachers more seasoned than her assume that if we don’t grade it, students won’t do it. I have strong opinions on homework of any kind, and even stronger when we talk about grading it. A long time ago I explained why I hate homework.
In most classrooms the purpose of homework is to practice. This article seems to suggest that practicing is useful in math (and not particularly useful in any other subjects). Practicing in math is like practicing in basketball. Some players are so good they don’t need to practice. Others could use more practice.
After 18 years in the classroom, my observation on homework is that the students who don’t need the practice are the ones who diligently do every single question I assign. The students who could really use the practice rarely do the homework.
To address that many students weren’t doing homework, I came up with numerous elaborate grading systems for homework. None of them worked. Some really good math students still didn’t do the homework and ended up with a lower grade than they deserved. Some weaker students got their parents, their tutors or their friends to do their homework and ended up with a higher grade than they deserved. I became highly reluctant to grade anything I didn’t see them do in front of me.
As I learned more about assessment, I began to question the appropriateness of grading practice, whether it was done in front of me or not. Practice is just that. It is to prepare for the big game. We don’t assess athletes or musicians on their practice, only their final performance. In math class, that means assessing students after they have completed the learning, not during.
Given the three things I’ve addressed here – that practice in math is useful, that I am reluctant to grade things I don’t see them doing, and that I am reluctant to grade practice at all – where does that leave me? It leaves me with a very different kind of classroom than I used to have.
I used to “teach” for 80 minutes and then assign 60 minutes worth of homework that most of my students didn’t do. Now I talk less and build more time for practice (in the form of formative assessment strategies) into my lessons. At one time I was collecting some of my favorite strategies to do just that. Check out the embedded formative assessment category on this blog for some practical ideas.