Research Project - Paper and Presentation

Prezi Presentation

The Impact of Nontraditional Grading of Homework

Amanda Mills

Stevenson University

 Research Questions:

How can homework be graded so that learning is assessed instead of effort?

Introduction:

Homework has been a debatable subject over the years. However, homework is an essential part of the learning process when effective assignments are created (Maltese, Tai, & Fan, 2012). I would like to explore moving away from traditional methods of grading homework and employing a method of in class quizzes. Traditional methods of grading focus on the effort put into completing a homework assignment and diminish the purpose of homework as an evidence of learning (Vatterot, 2011). It is also important to connect learning to homework so that students understand that homework is important and not just busy work (Sadlier, 2011). I believe that this can be accomplished by assessing students through in class quizzes that are based on the homework assignments. These quizzes would be supported by homework and would be a true evidence of learning (Dueck, 2014). Homework remains optional, however, as students see the connection between quizzes and homework, they hopefully would be more apt to complete the homework assignments (Dueck, 2014). The purpose of this research is to determine if performing in class quizzes assesses learning better than traditional methods of grading homework for effort.

Literature Review:

            There are numerous articles that discuss the importance of homework and how homework is graded. In the articles I reviewed, traditional grading of effort is not the best way to tackle the issue of homework. Grading homework is only pertinent to students that are grade motivated (Vatterott, 2011) and those at-risk students, that would benefit the most from homework, are not effected by penalties a teacher might impose for incomplete assignments (Dueck, 2014). Interestingly, Maltese, Tai, and Fan (2012), found that there was no correlation between time spent on homework and grades but that there is a relationship between homework and standardized test performance. This is interesting because standardized testing is a major drive behind education. As some officials are pushing for longer school days/years, Maltese, Tai, and Fan (2012) indicates that a great deal of learning is accomplished through homework. A better option is to restructure and improve homework assignments so that deeper learning can be done and stronger connections can be made.

Sadlier (2011) indicates that involving parents through voicing their opinions on homework is a good way to improve the assignments and the process.  The article by Sadlier (2011) also discussed using backward planning, creating assignments after the outcomes and objectives have been identified, in order to create more meaningful assignments. Additionally, homework assignments should be differentiated in order to appeal to different learning styles and external environments that students have (Sadlier, 2011). Homework should be viewed as a formative assessment and used as a building block to learning (Vatterott, 2011). Vatterott’s (2011) article stresses the importance of connecting homework assignments to learning so that students understand the value of completing the assignments.

The literature review ends with Xu’s (2013) article which outlines homework challenges and offers strategies for students, educators, and families to help deal with these challenges. It is important that the stress is put on a group and not just students. Students, while developing the skills needed to make choices to help them overcome their challenges, still need support from home and school in order to guide them in the right direction.

Methodology:

            This research study proposes a change to the way homework is graded. Currently, homework is generally graded for completion (Vatterott, 2011). The proposed change would help students make connections between homework assignments and learning. Instead of homework receiving a grade, students would take in class quizzes that would cover the material practiced in the homework assignments. Additionally, homework assignments would be reviewed in class and returned to students with either a check plus, check, or check minus. A check plus would indicate the all questions were completed correctly with work shown as needed. A check would indicate that either a few questions were wrong or work was missing. A check minus would indicate that several questions were wrong or most of the required work was not shown. Also, a record would be kept of these grades, or an N/A for a non-completed/non-turned in assignment. However, these grades would not be factored into the student’s actual grade and would serve as a record of how students performed on the assignments. After a quiz was completed, the number of homework assignments that received a check plus, check, check minus, or N/A would be included at the top of the quiz. Students would be able to connect their homework “grades” with the grade on the test and begin to make connections between completing the homework and receiving a good grade on the quiz. Students would also be given the option to repeat the quiz after they have had time to complete or review the homework assignments. This option would be available to all students.

In designing the study, I think it would be important to begin the study at the beginning at the school year. I think changing how students view homework is not only going to be a difficult process but also a long one, especially at a high school level. Generally, my own children included, homework is graded on the level of completeness. If this is how students are used to viewing homework, I think there might be a significant adjustment period for them to change their mindset. I believe that starting this midyear might introduce a significant amount of confusion and students might miss the point of connecting homework to learning.

For the purposes of my research design, I do not feel it is necessary to have a control group. However, I think it would be important to look at previous data. This data could be on the individual level, how students performed in a class previously that had graded homework, or more general, how classes did in previous courses. I think the second option would be the better option because you could use specific data from a specific subject. Looking back at last year’s performance in a chemistry class and comparing it to the new method in the current chemistry class would be most effective for determining improvement. I think it would be significantly more difficult to look at this topic on the individual level.

Research Outcomes:

            The research outcomes are based on theoretical data as this would be started at the start of a new school year. At first, I believe there would be a slight lowering of grades. This would be in comparison to previous year grade data. It would also be important to show how specific students performed in previous classes with traditional homework grading and compare this to the new method of homework linked to in class quizzes. In general, student’s grades would be considered more valid by not counting homework assignments as grades. For example, a student could do poorly on assessments but receive a higher grade because they completed homework assignments. Students that are relying on homework completion grades are no longer going to receive the cushion of grades based on effort. Having homework assignments ungraded and instead linked to an in class quiz, student’s grades should be more homogenous over the course. However, I would suspect that as the students make the connection between homework and the subsequent quiz, grades would begin to improve.  Additionally, a survey would be administered to both students and parents using rating response questions. All identical questions asked to parents and students would be displayed in charts side by side to show how each group compared.

Finally, focus groups would be formed with recorded discussion for future analysis. Focus groups would be comprised of students participating in the study, students that do not know about the study and whom are graded traditionally for homework, and students that are currently being graded traditionally for homework but have had the opportunity to learn about the new method of grading prior to the focus group. Graphs will be developed that list feelings each group had and the number of participants that corresponds with each feeling.

Conclusion:

             For results, I would expect to see an initial drop in grades overall. The switch to not grading homework might not effect students that regularly complete homework and do well on assessments. However, students often rely on homework grades to bump their overall grade up. These students would most likely have a drop in their overall grade. The change in homework grading would also effect low achieving students. If low achieving students are in fact low achieving due to low homework grades, I would expect to see an increase in their overall grade. If low achieving students are low achieving regardless of homework grades, I would expect to see no change in these students. As overall grades begin to increase, which I believe will happen as students make this adjustment, I would believe that my research question would be answered. I believe the first increase in grades would come from the group that is low achieving due to low homework grades. These students are already performing well on assessments and would more than likely continue to do well on in class quizzes. The other two groups of students would improve at a slower rate.

In fact, some students might not benefit from a switch in homework grading. These students might not do well on assessments so having them complete additional assessments might not be the best option for them. If this were the case, a new method would need to be developed for these students. This could include differentiating assessment methods or developing more problem based learning options in the classroom. Another option would be peer mentoring. At my school, they offer students flex periods. These flex periods can be used as social hour, a quiet room for studying, or additional coaching in a subject. I would use this flex time to review additional problems with students on a smaller more personal scale and also open up my classroom for peer mentoring. These options can benefit all students regardless of their overall grade. What is ultimately important is assessing learning.

If after the initial drop in overall grades there is no increase in grades with the new method of in class quizzes, a reassessment of the method would need to be done. I would not go back to traditional the traditional method of grading, as I find this not helpful on any level, but would probably change the in class quizzes. Instead of quizzes, perhaps exit slips could be used. Exit slips would be a quick way to see if topics were mastered and do not necessarily need to be given a grade. There might even be an option to use homework assignments/exit slips on in class assessments.

If my research project failed to answer my question, it would most likely be because there was not a large enough group that participated. Enough students need to be involved in this project in order to rule out certain factors. Some of these factors might be current achievement level, socioeconomic factors, and attitudes towards school. In a small group of students, these factors would have a greater impact on the results. One way to make sure that the participation number is larger, is to include other classes in the project. At my school, I am one of two chemistry teachers. Having both chemistry teachers involved in the project would increase the number of students involved, especially since all students are not required to take chemistry. It would also be interesting to examine this question from other class perspectives. Perhaps chemistry is an overall tricky subject and changing how homework is graded will not affect overall grades. Using this method in a biology class, a class that is required for all students to take. This would ensure that largest sample group was used for the project.

 
References

Dueck, M. (2014). The problem with penalties. Educational Leadership, 44-48. Retrieved from http://stevensonlibrary.org/

Maltese, A., Tai, R., & Fan, X. (2012). When is homework worth the time? evaluating the association between homework and achievement in high school science and math. The High School Journal, 96(1), 52-72. Retrieved from http://eric.ed.gov/

Sadlier, H. (2011). Homework: What's the point?. The International Journal of Learning, 17(10), 155-163. Retrieved from http://stevensonlibrary.org/

Vatterott, C. (2011). Making homework central to learning. Educational Leadership, 69(3), 60-64. Retrieved from http://stevensonlibrary.org/

Xu, J. (2013). Why do students have difficulties completing homework? the need for homework management. Journal of Education and Training Studies, 1(1), 98-105. http://dx.doi.org/10.11114/jets.v1i1.78