Homework and Assessments

     After finishing the book, I'm still uncertain about what is best for students when it comes to homework.  However, I think it would be interesting to have teachers in our school district try some of the ideas that are mentioned in the book.  If we tried something new in our classes and discussed what we found to be successful ......would it be possible to see if there were certain strategies that worked better for students in our district?       

     For example, what would be the positive or negative results if we tried the following:

• Provide feedback on homework without giving a grade (feedback could be given in a variety of ways)
• Have students rate how well they understood an assignment
• Dealing with late work.....try something like the 80/20 option on page 123 in the book
• Teacher specifies the amount of time that should be spent on the assignment.....for example, work on this for 15 minutes tonight etc.

     One of the points in the book that really stuck with me was the amount of time that students could be spending on homework.  I didn't always think about what would take one student 15 minutes might take another student an hour.  I can understand why some students feel so overwhelmed with homework that they don't know where to start and simply give up.  

     My students don't get traditional homework in my classes since I teach piano, world music drumming, and band.  In the past I have mostly given my students evaluation sheets that I have filled out.  I'm going to try and include more self-assessment sheets.  I also give playing tests to my 5th and 6th grade band students and they receive a grade based on their performance.  I'm going to try something new and give them feedback on their playing tests without a grade.  I'm curious to see if the amount of preparation for their playing tests will be more, less, or the same if they know a grade is not attached to their performance.  I know I can do more but this is a place for me to start.

      We all want our students to take an interest in their own learning and be successful.  There certainly isn't one right way to achieve this for all of our students.  If we take some of the ideas that this book has discussed and try them with our students what do we have to lose?  If we can find even one strategy that may help a student take a more active role in their learning isn't it worth it?