Teachers in Rochester Public Schools are engaging in a learning year around the Grading for Learning principles which will be implemented district-wide next year. So why shouldn’t we grade homework? Stef Whitney, Secondary Implementation Associate, compiled some data which helps explain the inequity involved in grading homework.
Why not grade homework?
1. Grading homework perpetuates Institutional Bias, which are procedures and practices that operate in ways that result in certain groups being advantaged or favored and other groups being disadvantaged or devalued.
2. Grading homework/daily work is rarely a motivator for many of our students.
a. Extrinsic motivation (grades, money, rewards, punishments) only work when the stakes are low and the task is simple.
b. Intrinsic motivation occurs most often when humans feel autonomy, purpose, and the potential for mastery
How do I get students to do homework or practice without grades?
We know that feedback and reflection are keys to high levels of learning. If you have additional examples to share please email firstname.lastname@example.org
This post brought to you by Heather Willman, POSA overseeing Secondary Curriculum, Instructional Coaching, & Staff Development
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