While some proponents of homework believe in its purpose, a question still persists about the role of homework in determining the student’s grade. Should homework be assigned and graded on a regular basis, or should it be viewed as an educational means to an end? As a means to an end, should one centralized school or district policy govern homework, or should some flexibility exist?
Education consultant Ken O’Connor (1999) suggests eight guidelines for successful assessment, which includes a directive to not mark every single assignment for grades, but rather take a sampling of student efforts in order to assess how much they have learned. His approach pushes for a more standards based approach in determining grades, combining formative assessment to track students’ grasp of lesson concepts as they learn, enabling adjustment of teaching practice on-the-fly, and summative assessment in the form of a test or quiz, which measures the level of student knowledge and understanding after the learning process. This is also a valuable tool for the teacher, as they may be better able to gauge the efficacy of their lessons and unit.In a study conducted by Hill, Spencer, Alston and Fitzgerald (1986), homework was positively linked to student achievement. 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. 58). 142 school systems in North Carolina were contacted.
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. Despite the pervasive nature of homework in every participating school, only 50% of the schools indicated the existence of a written homework policy.
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. The authors indicated:
. (Hill, Spencer, et. al, 1986, p. 68)
Homework is seen as a valuable resource for teaching, allowing students to practice, and in doing so, learn the unit material. 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.
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.
Cauley and McMillan (2009) define formative assessment as, “A process through which assessment-elicited evidence of student learning is gathered and instruction is modified in response to feedback” (p. 1). The authors suggest the use of feedback in the process, but suggest a steering away from performance-goal oriented extrinsic motivators such as grades. Emphasis on performance and grades during the formative process can be detrimental to eventual student achievement because it might shift student focus away from their goal of mastery of course material to concern over the way their abilities might be judged by their peers (Cauley & McMillan, 2009, p. 3).
Constructive feedback throughout this process maintains the focus on mastery goals created at the outset, and provides the student with the support necessary to make connections between new learning and prior knowledge. Homework, ongoing formative assessment, and feedback are all considered to be part of the instruction process. Grading and recording the work completed throughout this time would not accurately create a record of the student’s level of understanding and knowledge because they are still in the process of learning the material.
McMillan, Myran and Workman (2002) conducted a study of over 900 teachers in order to investigate the assessment and grading practices in practice. The authors used surveys returned by a sample of 901 participating teachers of grades 3-5, representing a total population of 1,561 teachers of those grade levels from 124 schools near Richmond, Virginia.
The surveys featured a 6-point scale for participants to rate the emphasis they placed on different assessment and grading practices, with 1 being and 6 representing The findings revealed relatively low emphasis on homework grades, but also a positive correlation between the importance of homework and increasing grade levels. The authors state that:
. (McMillan, Myran, & Workman, 2002, p. 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.
O’Connor (1999) begins his list of eight guidelines for successful assessment with the indication that the only acceptable basis for student grades is their own individual achievement. 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 McMillan (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. The true measurement of what the student has learned comes at the end of that learning process, in the form of a summative assessment, which McTighe and O’Connor (2005) suggest also be used at the outset of the unit to establish realistic performance goals:
. (McTighe and O’Connor, 2005, p. 2)
Waiting until the end of a unit, however, to measure student learning is a mistake, since the time for instruction and learning of that material has ended. It is in the course of the instruction and learning process that McTighe and O’Connor also place importance on the formative assessment 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. 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. “Although teachers may record the results of formative assessments, we shouldn’t factor these results into summative evaluation and grading” (McTighe & O’Connor, 2005, p. 1).
This philosophy could be seen in the low levels of emphasis placed on homework grades in the study by McMillan, Myran, and Workman. Effort, ability, and improvement remained important factors in that study, and McTighe and O’Connor echo that idea in their discussion of replacing old student achievements with new ones. They take into consideration, the varying learning curves of different students, and their progress toward goals set at the beginning of the unit. A student will likely have a greater mastery over the unit material at the end of instruction, than at the outset of instruction.
That point, at the end of instruction is the appropriate time to measure what the student has learned, allowing improvements to replace previous difficulties or failures. McTighe and O’Conner (2005) note, “Allowing new evidence to replace old conveys an important message to students – that teachers care about their successful learning, not merely their grades” (p. 6).
The material reviewed has established the importance of the existence of a flexible, written homework policy on a school or district level. Mr. O’Connor presents a total package, in this respect, to schools and districts that are seeking to establish a policy, or re-evaluate their current one. Following my research and analysis of the relationships between the literature, and Mr. O’Connor’s work, questions still remains unanswered, possibly to be addressed in further study: Will students be motivated to complete homework and/or classroom activities that they know will not be graded?
If there were a problem with student motivation in this respect, what would the impact be on achievement in a setting where the same, or similar type of policy is in place? If a teacher wishes to use homework for the purposes of ungraded formative assessment, they must be certain that the work is truly that of the learner him or herself, with no outside assistance coming from family members or tutors they might see outside of school. This is a major problem related to the use of homework in this way, as homework results may not truly be indicative of the student’s acquired knowledge.
Cauley, K., McMillan, J. (2009). Formative assessment techniques to support student motivation and achievement. Retrieved from Professional Development Collection.
Good, T., Brophy, J. (2003). Boston: Allyn and Bacon.
Hill, S., Spencer, S., Alston, R., Fitzgerald, J. (1986). Homework policies in the schools. . Retrieved from Professional Development Collection database: .
McMillan, J., Myran, S., Workman, D. (2002). Elementary teachers' classroom assessment and grading practices. . Retrieved from Professional Development Collection database: .
McTighe, J., O’Connor, K. (2005). Seven practices for effective learning.
O'Connor, K. (1999). Arlington Heights: .
Retrieved from Professional Development Collection.Good, T., Brophy, J. (2003). Boston: Allyn and Bacon.
Hill, S., Spencer, S., Alston, R., Fitzgerald, J. (1986). Homework policies in the schools. . Retrieved from Professional Development Collection database: .
McMillan, J., Myran, S., Workman, D. (2002). Elementary teachers' classroom assessment and grading practices. . Retrieved from Professional Development Collection database: .
McTighe, J., O’Connor, K. (2005). Seven practices for effective learning.
O'Connor, K. (1999). Arlington Heights: .
Carbone II, S. A. (2009). "The Value of Homework: Is Homework an Important Tool for Learning in the Classroom?" , (12). Retrieved from
Carbone II, Steven A. "The Value of Homework: Is Homework an Important Tool for Learning in the Classroom?" 1.12 (2009). < >
Carbone II, Steven A. 2009. The Value of Homework: Is Homework an Important Tool for Learning in the Classroom? 1 (12),
CARBONE II, S. A. 2009. The Value of Homework: Is Homework an Important Tool for Learning in the Classroom? [Online], 1. Available:
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Why is homework important? Homework can be a divisive topic. In this article, we will discuss why it’s important and how it helps with your child’s development.
There is a strong connection between regularly completing homework and higher accomplishments in subjects such as English, Maths and Science. The Department of Education in the United Kingdom advises that spending time doing homework brings several benefits, more so for the students who put in two to three hours a night. Understanding the value of homework can help increase motivation and productivity. In this article, we’ll help you understand why homework is important and discuss all its benefits for both children and parents.
Homework is important because it develops core skills in young children that will serve them throughout school and working life. Improved grades, discipline, time management, using resources and improving communication are all vital life skills that will open the door to unique opportunities and help children find success in their careers. Doing regular homework should be considered as an investment in your child’s future.
Through encouraging regular homework and supporting your child with their assignments, you can expect to see the following advantages:
Repeating a task multiple times can feel arduous, but it’s necessary to help increase your child’s skill and understanding of a subject. Regular homework will make certain concepts easier to understand and put them in an advantageous position should they seek a vocational career.
Homework goes beyond just the task itself; it helps children take control of their workload and increase their time management skills. Homework is set with a deadline and taking ownership of this deadline helps them think independently and develop problem-solving skills. This is a prime example of why homework is important because time management is a vital life skill that helps children throughout higher education and their careers.
Homework acts as a bridge and can help teachers and parents learn more about how students like to learn, providing a deeper understanding of how to approach their learning and development. Many parents also want their child to receive homework so they can understand what they’re learning at school.
Some children struggle to learn outside of their comfort zone, and while classrooms are designed to be warm and welcoming, there is often no place like home. Homework is an opportunity to learn and retain information in an environment where they feel most comfortable, which can help accelerate their development.
Throughout a child’s education, understanding how to use resources such as libraries and the internet is important. Homework teaches children to actively search for information using these resources to complete tasks, and this is a skill that will be fundamental throughout their lives.
Regular homework helps children discover a pattern that will help them when they’re required to study for important tests and exams. Children who are familiar with a routine of completing homework will find it easy to adapt to a schedule of doing regular revision at home. Skills such as accessing learning materials, time management, and discipline will help improve how children revise, and ultimately, improve their grades.
Children learn at different paces, and the time spent in the classroom might not be enough for some students to fully grasp the key concepts of a subject. Having additional time for learning at home can help children gain a deeper understanding than they would if they were solely reliant on their time in school. Homework is important because it gives parents and children the freedom and the time to focus on subjects that they may be struggling with. This extra time can make a big difference when it comes to exams and grades.
We’ve discussed why it is important to do regular homework, but children may still find it difficult to stay motivated. Parents can play an important role in supporting their child with homework, so here are some of the ways you can help.
Having a dedicated space for children to do homework will help them stay focused. Make sure it is well-lit and stocked with everything they’ll need for their assignments.
A regular routine helps children get used to working at home. Some children work best in the morning, while others may prefer the afternoon. Work out a routine where your child is their most productive.
Homework is important, but only if children use this time to learn. If you do the work for them, they’re not going to see any of the benefits we listed above. It’s important you’re there to support and help them understand the work, so they can do it themselves.
Recognising the hard work that they’re putting in and praising them for it is a great way to get children to respond positively to homework. Pin their impressive test grades up in their homeworking space or around the house for extra motivation.
Children can get overwhelmed if they have a lot of work to do. On homework-heavy nights, help them make a plan and break down the work into sections. This will help make the work more manageable. If your child responds well to this, you could do this each time they sit down to do work at home.
Understanding why homework is important and oftentimes necessary helps improve both motivation and productivity in young children. It also makes parents aware of the role they can play in supporting them. At Nord Anglia Education, we focus on bringing children, parents, and teachers together in a common effort to improve student learning through homework. You can learn more about our schools and the curriculum we teach by exploring our schools .
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Why homework doesn't seem to boost learning--and how it could.
Some schools are eliminating homework, citing research showing it doesn’t do much to boost achievement. But maybe teachers just need to assign a different kind of homework.
In 2016, a second-grade teacher in Texas delighted her students—and at least some of their parents—by announcing she would no longer assign homework. “Research has been unable to prove that homework improves student performance,” she explained.
The following year, the superintendent of a Florida school district serving 42,000 students eliminated homework for all elementary students and replaced it with twenty minutes of nightly reading, saying she was basing her decision on “solid research about what works best in improving academic achievement in students.”
Many other elementary schools seem to have quietly adopted similar policies. Critics have objected that even if homework doesn’t increase grades or test scores, it has other benefits, like fostering good study habits and providing parents with a window into what kids are doing in school.
Those arguments have merit, but why doesn’t homework boost academic achievement? The research cited by educators just doesn’t seem to make sense. If a child wants to learn to play the violin, it’s obvious she needs to practice at home between lessons (at least, it’s obvious to an adult). And psychologists have identified a range of strategies that help students learn, many of which seem ideally suited for homework assignments.
For example, there’s something called “ retrieval practice ,” which means trying to recall information you’ve already learned. The optimal time to engage in retrieval practice is not immediately after you’ve acquired information but after you’ve forgotten it a bit—like, perhaps, after school. A homework assignment could require students to answer questions about what was covered in class that day without consulting their notes. Research has found that retrieval practice and similar learning strategies are far more powerful than simply rereading or reviewing material.
One possible explanation for the general lack of a boost from homework is that few teachers know about this research. And most have gotten little training in how and why to assign homework. These are things that schools of education and teacher-prep programs typically don’t teach . So it’s quite possible that much of the homework teachers assign just isn’t particularly effective for many students.
Even if teachers do manage to assign effective homework, it may not show up on the measures of achievement used by researchers—for example, standardized reading test scores. Those tests are designed to measure general reading comprehension skills, not to assess how much students have learned in specific classes. Good homework assignments might have helped a student learn a lot about, say, Ancient Egypt. But if the reading passages on a test cover topics like life in the Arctic or the habits of the dormouse, that student’s test score may well not reflect what she’s learned.
The research relied on by those who oppose homework has actually found it has a modest positive effect at the middle and high school levels—just not in elementary school. But for the most part, the studies haven’t looked at whether it matters what kind of homework is assigned or whether there are different effects for different demographic student groups. Focusing on those distinctions could be illuminating.
A study that looked specifically at math homework , for example, found it boosted achievement more in elementary school than in middle school—just the opposite of the findings on homework in general. And while one study found that parental help with homework generally doesn’t boost students’ achievement—and can even have a negative effect— another concluded that economically disadvantaged students whose parents help with homework improve their performance significantly.
That seems to run counter to another frequent objection to homework, which is that it privileges kids who are already advantaged. Well-educated parents are better able to provide help, the argument goes, and it’s easier for affluent parents to provide a quiet space for kids to work in—along with a computer and internet access . While those things may be true, not assigning homework—or assigning ineffective homework—can end up privileging advantaged students even more.
Students from less educated families are most in need of the boost that effective homework can provide, because they’re less likely to acquire academic knowledge and vocabulary at home. And homework can provide a way for lower-income parents—who often don’t have time to volunteer in class or participate in parents’ organizations—to forge connections to their children’s schools. Rather than giving up on homework because of social inequities, schools could help parents support homework in ways that don’t depend on their own knowledge—for example, by recruiting others to help, as some low-income demographic groups have been able to do . Schools could also provide quiet study areas at the end of the day, and teachers could assign homework that doesn’t rely on technology.
Another argument against homework is that it causes students to feel overburdened and stressed. While that may be true at schools serving affluent populations, students at low-performing ones often don’t get much homework at all—even in high school. One study found that lower-income ninth-graders “consistently described receiving minimal homework—perhaps one or two worksheets or textbook pages, the occasional project, and 30 minutes of reading per night.” And if they didn’t complete assignments, there were few consequences. I discovered this myself when trying to tutor students in writing at a high-poverty high school. After I expressed surprise that none of the kids I was working with had completed a brief writing assignment, a teacher told me, “Oh yeah—I should have told you. Our students don’t really do homework.”
If and when disadvantaged students get to college, their relative lack of study skills and good homework habits can present a serious handicap. After noticing that black and Hispanic students were failing her course in disproportionate numbers, a professor at the University of North Carolina decided to make some changes , including giving homework assignments that required students to quiz themselves without consulting their notes. Performance improved across the board, but especially for students of color and the disadvantaged. The gap between black and white students was cut in half, and the gaps between Hispanic and white students—along with that between first-generation college students and others—closed completely.
There’s no reason this kind of support should wait until students get to college. To be most effective—both in terms of instilling good study habits and building students’ knowledge—homework assignments that boost learning should start in elementary school.
Some argue that young children just need time to chill after a long day at school. But the “ten-minute rule”—recommended by homework researchers—would have first graders doing ten minutes of homework, second graders twenty minutes, and so on. That leaves plenty of time for chilling, and even brief assignments could have a significant impact if they were well-designed.
But a fundamental problem with homework at the elementary level has to do with the curriculum, which—partly because of standardized testing— has narrowed to reading and math. Social studies and science have been marginalized or eliminated, especially in schools where test scores are low. Students spend hours every week practicing supposed reading comprehension skills like “making inferences” or identifying “author’s purpose”—the kinds of skills that the tests try to measure—with little or no attention paid to content.
But as research has established, the most important component in reading comprehension is knowledge of the topic you’re reading about. Classroom time—or homework time—spent on illusory comprehension “skills” would be far better spent building knowledge of the very subjects schools have eliminated. Even if teachers try to take advantage of retrieval practice—say, by asking students to recall what they’ve learned that day about “making comparisons” or “sequence of events”—it won’t have much impact.
If we want to harness the potential power of homework—particularly for disadvantaged students—we’ll need to educate teachers about what kind of assignments actually work. But first, we’ll need to start teaching kids something substantive about the world, beginning as early as possible.
The Atlantic recently published a collection of short perspective pieces on “The Homework Wars,” inspired by an article by parent Karl Taro Greenberg entitled “My Daughter’s Homework Is Killing Me.” In one piece, English teacher Jessica Lahey expresses her internal conflicts about assigning homework. She believes the benefits of homework are “limited” at best, but worries that if she doesn’t assign it regularly, she will be “viewed as less serious or rigorous than my colleagues.” There’s also the matter of fitting everything in during class time: “I have always taught novels as a cornerstone of my English curriculum, and without reading homework, we’d be lucky to get through a novel a year,” she writes.
For advice, Lahey reached out by email to former teacher Mark Barnes, a one-time traditionalist who stopped giving homework roughly a dozen years into his career. She summarizes his response:
Contrary to my first concern, Barnes found that most parents were in favor of his doing away with homework, particularly once he outlined the research for them. He shared what he had learned with his principals, and they signed off on his efforts. "Ironically, the people who often struggled with my no-homework policy the most were colleagues. They were getting pushback from students, who argued, 'Mr. Barnes doesn't assign it, so why do you?'" he wrote. Barnes points out that a no-homework policy does not mean that his students never work outside of class; indeed, they often do, because they enjoy the learning and want it to continue outside of class.
In a separate piece, Andrea Townsend, a high school science teacher and parent, defends homework . She believes, echoing one of Lahey’s concerns, that getting rid of homework would limit her students’ learning. She prefers to use class time on hands-on activities, like labs, that are in her own words “the best way for students to learn” but not the most efficient. Homework can be beneficial for students in high school, she argues, if done correctly. “I’ve learned, while preparing my students to start college early, that study skills become much more important than they were in primary school,” she writes. “It’s also important for teachers to assign work that’s high in quality, instead of quantity.”
Where do you stand?
A version of this news article first appeared in the Teaching Now blog.
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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.
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).
Beyond that point, kids don't absorb much useful information, Cooper says. In fact, too much homework can do more harm than good. Researchers have cited drawbacks, including boredom and burnout toward academic material, less time for family and extracurricular activities, lack of sleep and increased stress.
Homework allows for more time to complete the learning process. School hours are not always enough time for students to really understand core concepts, and homework can counter the effects of time shortages, benefiting students in the long run, even if they can't see it in the moment. 6. Homework Reduces Screen Time.
Homework can also help clue parents in to the existence of any learning disabilities their children may have, allowing them to get help and adjust learning strategies as needed. Duke University Professor Harris Cooper noted, "Two parents once told me they refused to believe their child had a learning disability until homework revealed it to ...
Homework is the perennial bogeyman of K-12 education. Any given year, you'll find people arguing that students, especially those in elementary school, should have far less homework—or none at all.I have the opposite opinion. The longer I run schools—and it has now been more than sixteen years—the more convinced I am that homework is not only necessary, but a linchpin to effective K ...
After two hours, however, achievement doesn't improve. For high schoolers, Cooper's research suggests that two hours per night is optimal. If teens have more than two hours of homework a night, their academic success flatlines. But less is not better. The average high school student doing homework outperformed 69 percent of the students in ...
A schoolwide effort to reduce homework has led to a renewed focus on ensuring that all work assigned really aids students' learning. I used to pride myself on my high expectations, including my firm commitment to accountability for regular homework completion among my students. But the trauma of Covid-19 has prompted me to both reflect and adapt.
The necessity of homework has been a subject of debate since at least as far back as the 1890s, according to Joyce L. Epstein, co-director of the Center on School, Family, and Community Partnerships at Johns Hopkins University. "It's always been the case that parents, kids—and sometimes teachers, too—wonder if this is just busy work ...
Given that homework's benefits are so narrowly defined (and even then, contested), it's a bit surprising that assigning so much of it is often a classroom default, and that more isn't done ...
As young children begin school, the focus should be on cultivating a love of learning, and assigning too much homework can undermine that goal. And young students often don't have the study skills to benefit fully from homework, so it may be a poor use of time (Cooper, 1989; Cooper et al., 2006; Marzano & Pickering, 2007). A more effective ...
Homework improves brain function and enhances cognitive abilities. By practicing and repeating new skills through homework, students can enhance their memory and retain knowledge. Homework helps students build suitable study habits, learn time management, and realize personal responsibility. Homework fosters independence and the ability to use ...
Homework can alert parents to any learning difficulties that their children might have, enabling them to provide assistance and modify their child's learning approach as necessary. Parents who help their children with homework will lead to higher academic performance, better social skills and behaviour, and greater self-confidence in their ...
Too much, however, is harmful. And homework has a greater positive effect on students in secondary school (grades 7-12) than those in elementary. "Every child should be doing homework, but the ...
Negative Effects of Homework for Students. While some amount of homework may help students connect to their learning and enhance their in-class performance, too much homework can have damaging effects. Students with too much homework have elevated stress levels. Students regularly report that homework is their primary source of stress.
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.
A TIME cover in 1999 read: "Too much homework! How it's hurting our kids, and what parents should do about it.". The accompanying story noted that the launch of Sputnik in 1957 led to a push ...
Re " The Movement to End Homework Is Wrong ," by Jay Caspian Kang (Sunday Opinion, July 31): Finland proves that you don't need homework for education success. Students there have hardly any ...
Evidence also suggests that how homework relates to learning during normal school time is important. In the most effective examples homework was an integral part of learning, rather than an add-on. To maximise impact, it also appears to be important that students are provided with high quality feedback on their work (see Feedback).
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.
Homework is an opportunity to learn and retain information in an environment where they feel most comfortable, which can help accelerate their development. 5. Using Learning Materials. Throughout a child's education, understanding how to use resources such as libraries and the internet is important. Homework teaches children to actively ...
The research cited by educators just doesn't seem to make sense. If a child wants to learn to play the violin, it's obvious she needs to practice at home between lessons (at least, it's ...
Homework can be beneficial for students in high school, she argues, if done correctly. "I've learned, while preparing my students to start college early, that study skills become much more ...