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Of the initial 142 schools, 96 responded, and were sent three-part questionnaires seeking information about the existence, scope, development and evaluation of homework policies in their schools.The researchers cite several general conclusions based on their findings, including the importance, and apparent lack, of homework policies in existence.Should homework be assigned and graded on a regular basis, or should it be viewed as an educational means to an end?
They indicate that homework is an inexpensive method of improving student academic preparation without increasing staff or modifying curriculum.
“So, as the pressure to improve test scores continues to increase, so does the emphasis on homework” (p. 142 school systems in North Carolina were contacted.
They leave questions they don’t know blank, and expect tutors to help them with it.
But routinous practicing (by themselves) allows your child to nip doubts in the bud.
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.
The majority of the assessment for the students was derived from test and quiz scores, or other forms of summative assessment.
Proponents and opponents make cases to support their views on the necessity and importance of homework in the development of the student and the construction of knowledge.
Good and Brophy (2003) indicate that many view homework as, “An important extension of in-school opportunities to learn” (p. While some proponents of homework believe in its purpose, a question still persists about the role of homework in determining the student’s grade.
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.
They also convey the idea that feedback, and not grades, should be used during the learning process, as formative assessment takes place.