Teaching More by Grading Less (or Differently).
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After over 25 years of studying and analyzing homework, Harris Coopers’ research demonstrates a clear conclusion: homework wrecks elementary school students. In his book, The Battle over Homework: Common Ground for Administrators, Teachers, and Parents, the homework guru gives details about the relationship between homework and success at different grade levels.
Research reports that exactly half of parents admit to having a serious argument with their child over homework in the past year that involved yelling or crying. Cross-cultural data disproves the claim that countries whose students do more homework tend to be those with the best test scores.
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Statistical analysis of data regarding the impact of homework grading policies on student subgroups based on several factors is presented. Our results indicate that there is no statistically significant difference in student examination performance when homework is graded versus when homework is assigned but not graded.
The research evidence concerning homework is in fact somewhat equivocal. While there has been a number of studies showing an association between time spent on homework in secondary schools and attainment (eg Barber et al, 1997; Tymms and Fitz-Gibbon 1992) there is much less evidence of a similar association at primary level (eg.