1. Feedback and Homework

2. Providing Feedback Homework assigned but not commented on has an effect size of.28 Homework is assigned and graded has an effect size of.78 Homework is assigned and teacher provides written comments has an effect size of.83

3. Does this mean? Is it important to provide students feedback about their homework? Is it important that every problem on homework must be graded by the teacher? Is it important that homework is a significant part of a students letter grade?

4. Fox Trot by Bill Amend

6. Providing Feedback How do you handle feedback on homework? A quick check √+, √, or √- maybe a 1-5 Grade a sample of the homework over a whole unit Give a quiz that contains some of the questions on the homework.

7. Students Provide Feedback Clickers Two stars and a hope Thumb up, thumb down White boards Two stars and a hope Writing assignments

8. From L to J Choose a sample of homework from the class. Randomly choose students. If you have multiple sections of the class or 3 teachers at a grade level sample from all of the classes and combine. Grade those assignments. Create an item analysis of which questions are missed. Find common errors from the class. (Pareto chart) Share the results with the class and re-teach accordingly. Randomly choose problems from an assignment. Let the students see that the process is random.

9. Checking Homework in Class When does it occur? How does it occur? What is done to streamline the process?

10. How Much to Mark? Marking everything is detrimental Teachers mark too much Lighten the load: – Mark some work as done or not done – Skim some work for an overall impression – Focus on one or two key ideas – Utilize peer assessing These approaches save time and are beneficial to students

11. Sampling Student Performance Formative vs Summative Assessment Formative: Assessment designed to provide direction, it takes place in conjunction with learning Summative: Assessment designed to provide information about student achievement at the end of a grading period

12. Summative vs Formative When the cook tastes the soup, it is formative, when the guest tastes the soup it is summative. In fine arts and sports there is a clear distinction between practice and games. Practice is time to take risk and learn Formative assessment can be done quicker than summative. There are not as many decisions that must be done.

13. Formative Assessments Exclude formative assessment scores from grades Some work can be recorded as done or not done Some can be skimmed for a general impression Some can be assessed on one or two important facets Some can be assessed by peers

14. Referee or Coach Much of the time during class the teachers role is to be a coach. Help students to improve and learn. Sometime the teacher must be a referee. Determining if the student has reached a specific level. Make sure the students know what role you are playing at what times.

15. Special Education and Homework The majority of the time spent by students working with the special education teacher is spent working on completing homework. Remember that homework is a strategy but not the only strategy to improve learning. Why not give the special education teacher whose specialty is to help student learn in a variety of ways the ability to do what is best.

16. Late Work What is your policy on late work? Discuss this at your table

17. A Common Policy 1 day late 10% off 2 days late 40% off 3 days late 60% off ETC

18. Problems with the approach The penalty distorts the achievement The policy provides a disincentive to complete any work after three days It is best to do it right and on time, but it is better to do it right and late than the reverse - Joel Barker

19. Getting Work in On Time See page 103 – Ken O’Connor discuss these at your table

20. Time to Complete Homework Rough Rule of Thumb For elementary take the time that it would take you to do the work and multiply by 5. For secondary take the time that it would take you to do the work and multiply by 3. Use as a guide how long it takes students to complete assignment given during class.

21. A Cooperative Learning Activity Line-ups Participants line up as to knowledge about a topic, a value about a topic, or just for class-building information. – Your knowledge and understanding about cooperative learning – Height, birthday (excluding year) – Value (merit pay, tolerance of an issue, etc.) Demonstration

22. Line Up Instructions Smile and nod during line up. When you see that I have my hand up, raise your hand, finish your thoughts and stop talking. Question: How much should homework count towards a student’s grade. How do you feel about retesting?

23. How Much Should Homework Count? Forcing students to do work they don’t need for the learning process only teaches them that grades are about pleasing teachers and not about learning.

24. Summative Assessments Utilize a combination of: – Paper/pencil tests for knowledge – Performance assessments for application of knowledge and to recognize skills – Personal communication to evaluate all aspects of the learning goals Consider a driving test: paper/pencil for knowledge and performance in the form of the actual driving

25. RETESTING Example of taking the drivers test. You get a second opportunity, the grades are not averaged, not labeled as failure, get the same permit as everyone else.

26. Bottom Line Should all homework be graded? Should all homework receive feedback? Scores from summative assessments should be included in the grade Scores from formative assessments should not be included in the grade