my internet file cabinet.
Two recent edublog posts that relate to my goal of no longer grading homework:
A related idea directed at those who would say, “Kids won’t do homework if you don’t grade it.” Let’s imagine grouping our students into four categories:
- Students who like homework and see its value.
- Students who do their homework.
- Students who only do homework because it’s graded and would otherwise blow it off.
- Students who blow off homework no matter what, grade or no grade.
Now what?
“
Students begin to view academic wealth as determined by the number of points they can accumulate. Teachers set the currency rate when they establish their grading standards and simplify the required bookkeeping with modern computerized grading programs. Savvy students keep track of current exchange rates, calculating far in advance the exact number of points they need to attain the grade they want, and adjust their efforts accordingly. They know they must plan cautiously since they can lose points or be fined for certain transgressions, such as not completing a homework assignment or turning in a project late. They also make note of contingencies that allow them to earn points or bonuses, such as doing special projects or volunteering for work outside of class (Guskey & Bailey, 2001, p. 19).
&
Sadly, this emphasis on earning points in order to procure the grade commodity diminishes the value of learning
(Guskey & Bailey, 2001, p. 20)
”
MeTA musings: Grading: Points vs. Learning
Interesting that I found this just as I was considering the end of checked homework in my classes.
