guidelines for homework assignments

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• Homework Guidelines

Homework refers to assignments that students are expected to complete outside of the class period. This does not include long-term projects or assignments. This includes reading assignments, problem sets, papers, or studying for tests, quizzes, and other assessments.

The Howard County Public School System supports students in maintaining and extending their learning. The appropriate design, use, and evaluation of homework assignments, used to inform progress and provide opportunities for independent practice, are part of achieving that goal. Some courses or instructors may choose not to assign homework.

Features of Homework

• Purposeful: Students understand why they are completing homework. Homework is grounded in and expands upon skills and knowledge students have learned in the classroom.
• Appropriate: Homework should be designed so that all students can experience success in independent completion of assignments. Accommodations will be provided as outlined in students’ IEPs and Section 504 Plans.
• Informational: Homework is one tool schools have available to them that allows parents to be included in their child’s day-to-day school experiences.
• Flexible: Assignments can be successfully completed with resources that are readily available within timeframes that have flexible deadlines when possible.

Homework will incorporate the following criteria:

• Each school year, schools will communicate the school’s homework procedures with all stakeholders.
• Students, parents, and teachers should communicate about scheduled and actual homework completion times to ensure realistic expectations for the completion of assignments.
• Homework will be planned so students see the relationship of their homework to intended learning targets, see meaning in their assignments, have a clear understanding of the procedures and due dates, understand how their homework is evaluated, and understand how they can use feedback on homework to improve understanding. Teaching staff will ensure that students understand the purpose of assignments and how they connect to classroom learning.
• Teachers are legally required to ensure that homework is accommodated/modified as necessary in accordance with students’ IEPs and Section 504 Plans. Classwork and homework accommodations must be provided per students’ IEPs and Section 504 Plans. Students should not be penalized for failure to complete classwork or homework when accommodations are not provided. Universal Design for Learning (UDL) best practices should be used when assigning homework.
• Teachers will provide feedback on homework assignments.
• Students may have more than one teacher. Therefore, teams of teachers will discuss homework activities and projects in order to follow grade level homework duration guidelines. Canvas tools will be made available as one option to help teachers coordinate major projects and exams. Teachers will be understanding of student circumstances and should tailor homework assignments with flexible due dates when possible so that students can complete homework tasks throughout the week based on their individual schedules.
• Students must be given a non-electronic option for homework completion and submission. Assignments cannot be due beyond regular school hours or be required to be submitted electronically. While electronic submission can be utilized it cannot be required.
• Homework assignments may not be assigned or due on a day schools are closed due to inclement weather or unplanned closures.
• Homework may not be assigned over the summer for any courses, nor winter or spring breaks for middle or high school courses.
• A student may make up and receive a recorded grade for homework not completed due to the observance of a religious holiday. Students returning from a religious holiday observance will have an equal number of school days to complete make-up work.
• Reading lists and additional resources will be available during the breaks, as well as throughout the school year, as a service to students who want an opportunity to improve reading and mathematics skills. Families will be provided with access to resources to supplement reading and mathematics instruction for students.

Grades Pre-K – 2

• Amount of Homework: No more than 20 minutes of homework per night will be assigned. In Pre-K and Kindergarten there will be no assignments that must be submitted to the teacher.
• Purpose of Homework: Homework provides practice opportunities for skill development.
• Families are encouraged to read to or with their children nightly.
• Families are encouraged to practice grade appropriate math facts or related activities on a nightly basis.
• Teaching staff will be provided with opportunities to meet as teams to schedule assignments so that students do not regularly have more than 20 minutes of homework each night

Grades 3 – 5

• Amount of Homework: No more than 30 minutes required per night in grade 3; 40 minutes in grade 4; and 50 minutes in grade 5.
• Purpose of Homework: Homework reflects daily instruction, reinforces previously taught skills, prepares students for future lessons, and/or promotes creativity.
• Teaching staff will be provided with opportunities to meet as teams to schedule assignments so that students do not regularly have more than 30 minutes of homework required per night in grade 3; 40 minutes in grade 4; and 50 minutes in grade.

Grades 6 – 8

• Amount of Homework: For the purposes of determining number of hours of homework per week or day, teachers should include reading of course material, studying of course material, and practicing skills taught in course (e.g., rehearsing a musical instrument). Time spent on long-term projects should also be included when determining number of hours of homework; however, these projects do not constitute homework for grading purposes. Each instructor may assign an average of, at most, one hour of homework per week. Not all classes will require homework. Some classes might require students to spend more or less time on homework than is typical.
• Purpose of Homework: Homework assignments will reinforce curriculum through tasks that contribute to learning and understanding. These may reinforce previously taught skills, prepare students for future lessons, extend learning, promote creativity, and/or be a reflection on the student’s day at school.
• Teaching staff will be provided with opportunities to meet as teams to schedule assignments so that students do not regularly have more than one hour of homework each week per instructor. It is recommended that the school principal or designee work with teaching staff to facilitate this collaboration.

Grades 9 – 12

• Amount of Homework: For the purposes of determining number of hours of homework per week or day, teachers should include reading of course material, studying of course material, and practicing skills taught in course (e.g., rehearsing a musical instrument). Time spent on long-term projects should also be included when determining number of hours of homework; however, these projects do not constitute homework for grading purposes. Each instructor may assign an average of, at most, one and a half hours of homework per week. Not all classes will require homework. Some classes might require students to spend more or less time on homework than is typical.
• An upper limit of seven to fourteen hours of homework a week is suggested for each high school student. Some classes might require students to spend more or less time on homework than is typical.
• Expectations of Homework: The goals and expectations for homework will be clear and include opportunities for student input. As appropriate, flexibility and student choice will be considered in the assignment of homework duration, rigor, product, and weight in grading. A syllabus is recommended for distribution at the beginning of every semester outlining each course’s requirements, including regular assignments, projects, possible due dates, and procedures for requesting feedback on assignments.
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What’s the Right Amount of Homework?

Decades of research show that homework has some benefits, especially for students in middle and high school—but there are risks to assigning too much.

Many teachers and parents believe that homework helps students build study skills and review concepts learned in class. Others see homework as disruptive and unnecessary, leading to burnout and turning kids off to school. Decades of research show that the issue is more nuanced and complex than most people think: Homework is beneficial, but only to a degree. Students in high school gain the most, while younger kids benefit much less.

The National PTA and the National Education Association support the “ 10-minute homework guideline ”—a nightly 10 minutes of homework per grade level. But many teachers and parents are quick to point out that what matters is the quality of the homework assigned and how well it meets students’ needs, not the amount of time spent on it.

The guideline doesn’t account for students who may need to spend more—or less—time on assignments. In class, teachers can make adjustments to support struggling students, but at home, an assignment that takes one student 30 minutes to complete may take another twice as much time—often for reasons beyond their control. And homework can widen the achievement gap, putting students from low-income households and students with learning disabilities at a disadvantage.

However, the 10-minute guideline is useful in setting a limit: When kids spend too much time on homework, there are real consequences to consider.

Small Benefits for Elementary Students

As young children begin school, the focus should be on cultivating a love of learning, and assigning too much homework can undermine that goal. And young students often don’t have the study skills to benefit fully from homework, so it may be a poor use of time (Cooper, 1989 ; Cooper et al., 2006 ; Marzano & Pickering, 2007 ). A more effective activity may be nightly reading, especially if parents are involved. The benefits of reading are clear: If students aren’t proficient readers by the end of third grade, they’re less likely to succeed academically and graduate from high school (Fiester, 2013 ).

For second-grade teacher Jacqueline Fiorentino, the minor benefits of homework did not outweigh the potential drawback of turning young children against school at an early age, so she experimented with dropping mandatory homework. “Something surprising happened: They started doing more work at home,” Fiorentino writes . “This inspiring group of 8-year-olds used their newfound free time to explore subjects and topics of interest to them.” She encouraged her students to read at home and offered optional homework to extend classroom lessons and help them review material.

Moderate Benefits for Middle School Students

As students mature and develop the study skills necessary to delve deeply into a topic—and to retain what they learn—they also benefit more from homework. Nightly assignments can help prepare them for scholarly work, and research shows that homework can have moderate benefits for middle school students (Cooper et al., 2006 ). Recent research also shows that online math homework, which can be designed to adapt to students’ levels of understanding, can significantly boost test scores (Roschelle et al., 2016 ).

There are risks to assigning too much, however: A 2015 study found that when middle school students were assigned more than 90 to 100 minutes of daily homework, their math and science test scores began to decline (Fernández-Alonso, Suárez-Álvarez, & Muñiz, 2015 ). Crossing that upper limit can drain student motivation and focus. The researchers recommend that “homework should present a certain level of challenge or difficulty, without being so challenging that it discourages effort.” Teachers should avoid low-effort, repetitive assignments, and assign homework “with the aim of instilling work habits and promoting autonomous, self-directed learning.”

In other words, it’s the quality of homework that matters, not the quantity. Brian Sztabnik, a veteran middle and high school English teacher, suggests that teachers take a step back and ask themselves these five questions :

• How long will it take to complete?
• Have all learners been considered?
• Will an assignment encourage future success?
• Will an assignment place material in a context the classroom cannot?
• Does an assignment offer support when a teacher is not there?

More Benefits for High School Students, but Risks as Well

By the time they reach high school, students should be well on their way to becoming independent learners, so homework does provide a boost to learning at this age, as long as it isn’t overwhelming (Cooper et al., 2006 ; Marzano & Pickering, 2007 ). When students spend too much time on homework—more than two hours each night—it takes up valuable time to rest and spend time with family and friends. A 2013 study found that high school students can experience serious mental and physical health problems, from higher stress levels to sleep deprivation, when assigned too much homework (Galloway, Conner, & Pope, 2013 ).

Homework in high school should always relate to the lesson and be doable without any assistance, and feedback should be clear and explicit.

Teachers should also keep in mind that not all students have equal opportunities to finish their homework at home, so incomplete homework may not be a true reflection of their learning—it may be more a result of issues they face outside of school. They may be hindered by issues such as lack of a quiet space at home, resources such as a computer or broadband connectivity, or parental support (OECD, 2014 ). In such cases, giving low homework scores may be unfair.

Since the quantities of time discussed here are totals, teachers in middle and high school should be aware of how much homework other teachers are assigning. It may seem reasonable to assign 30 minutes of daily homework, but across six subjects, that’s three hours—far above a reasonable amount even for a high school senior. Psychologist Maurice Elias sees this as a common mistake: Individual teachers create homework policies that in aggregate can overwhelm students. He suggests that teachers work together to develop a school-wide homework policy and make it a key topic of back-to-school night and the first parent-teacher conferences of the school year.

Parents Play a Key Role

Homework can be a powerful tool to help parents become more involved in their child’s learning (Walker et al., 2004 ). It can provide insights into a child’s strengths and interests, and can also encourage conversations about a child’s life at school. If a parent has positive attitudes toward homework, their children are more likely to share those same values, promoting academic success.

But it’s also possible for parents to be overbearing, putting too much emphasis on test scores or grades, which can be disruptive for children (Madjar, Shklar, & Moshe, 2015 ). Parents should avoid being overly intrusive or controlling—students report feeling less motivated to learn when they don’t have enough space and autonomy to do their homework (Orkin, May, & Wolf, 2017 ; Patall, Cooper, & Robinson, 2008 ; Silinskas & Kikas, 2017 ). So while homework can encourage parents to be more involved with their kids, it’s important to not make it a source of conflict.

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Neag School of Education

How to use homework to support student success.

• by: Sandra Chafouleas
• January 13, 2022
• Community Engagement

Editor’s Note: Board of Trustees Distinguished Professor Sandra Chafouleas shares insights on supporting students’ homework during the pandemic in the following piece, which originally appeared  in Psychology Today , where she publishes a blog.

COVID has brought many changes in education. What does it mean for homework?

School assignments that a student is expected to do outside of the regular school day—that’s homework. The general guideline is 10 minutes of nightly homework per grade level beginning after kindergarten. This amounts to just a few minutes for younger elementary students to up to 2 hours for high school students.

The guidance seems straightforward enough, so why is homework such a controversial topic? School disruptions, including extended periods of remote learning during the COVID-19 pandemic, have magnified the controversies yet also have provided an opportunity to rethink the purpose and value of homework.

Debates about the value of homework center around two primary issues: amount and inequity.

First, the amount of assigned homework may be much more than the recommended guidelines. Families report their children are stressed out over the time spent doing homework. Too much homework can challenge well-being given the restricted time available for sleep, exercise, and social connection. In a 2015 study , for example, parents reported their early elementary children received almost three times the recommended guidelines. In high school, researchers found an average of three hours of homework per night for students living in economically privileged communities.

“ Debates about the value of homework center around two primary issues: amount and inequity.”

Second, homework can perpetuate inequities. Students attending school in less economically privileged communities may receive little to no homework, or have difficulty completing it due to limited access to needed technology. This can translate into fewer opportunities to learn and may contribute to gaps in achievement.

There isn’t a ton of research on the effects of homework, and available studies certainly do not provide a simple answer. For example, a 2006 synthesis of studies suggested a positive influence between homework completion and academic achievement for middle and high school students. Supporters also point out that homework offers additional opportunities to engage in learning and that it can foster independent learning habits such as planning and a sense of responsibility. A more recent study involving 13-year-old students in Spain found higher test scores for those who were regularly assigned homework in math and science, with an optimal time around one hour—which is roughly aligned with recommendations. However, the researchers noted that ability to independently do the work, student effort, and prior achievement were more important contributors than time spent.

Opponents of homework maintain that the academic benefit does not outweigh the toll on well-being. Researchers have observed student stress, physical health problems, and lack of life balance, especially when the time spent goes over the recommended guidelines. In a survey of adolescents , over half reported the amount and type of homework they received to be a primary source of stress in their lives. In addition, vast differences exist in access and availability of supports, such as internet connection, adult assistance, or even a place to call home, as 1.5 million children experience homelessness in the United States

The COVID-19 pandemic has re-energized discussion about homework practices, with the goal to advance recommendations about how, when, and with whom it can be best used. Here’s a summary of key strategies:

Strategies for Educators

Make sure the tasks are meaningful and matched..

First, the motto “ quality over quantity ” can guide decisions about homework. Homework is not busy-work, and instead should get students excited about learning. Emphasize activities that facilitate choice and interest to extend learning, like choose your own reading adventure or math games. Second, each student should be able to complete homework independently with success. Think about Goldilocks: To be effective, assignments should be just right for each learner. One example of how do this efficiently is through online learning platforms that can efficiently adjust to skill level and can be completed in a reasonable amount of time.

Ensure access to resources for task completion.

One step toward equity is to ensure access to necessary resources such as time, space, and materials. Teach students about preparing for homework success, allocating classroom time to model and practice good study habits such as setting up their physical environment, time management, and chunking tasks. Engage in conversations with students and families to problem-solve challenges When needed, connect students with homework supports available through after-school clubs, other community supports, or even within a dedicated block during the school day.

Be open to revisiting homework policies and practices.

The days of penalizing students for not completing homework should be long gone. Homework is a tool for practicing content and learning self-management. With that in mind, provide opportunities for students to communicate needs, and respond by revising assignments or allowing them to turn in on alternative dates. Engage in adult professional learning about high-quality homework , from value (Should I assign this task?) to evaluation (How should this be graded? Did that homework assignment result in expected outcomes?). Monitor how things are going by looking at completion rates and by asking students for their feedback. Be willing to adapt the homework schedule or expectations based on what is learned.

Strategies for Families

Understand how to be a good helper..

When designed appropriately, students should be able to complete homework with independence. Limit homework wars by working to be a good helper. Hovering, micromanaging, or doing homework for them may be easiest in the moment but does not help build their independence. Be a good helper by asking guiding questions, providing hints, or checking for understanding. Focus your assistance on setting up structures for homework success, like space and time.

Use homework as a tool for communication.

Use homework as a vehicle to foster family-school communication. Families can use homework as an opportunity to open conversations about specific assignments or classes, peer relationships, or even sleep quality that may be impacting student success. For younger students, using a daily or weekly home-school notebook or planner can be one way to share information. For older students, help them practice communicating their needs and provide support as needed.

Make sure to balance wellness.

Like adults, children need a healthy work-life balance. Positive social connection and engagement in pleasurable activities are important core principles to foster well-being . Monitor the load of homework and other structured activities to make sure there is time in the daily routine for play. Play can mean different things to different children: getting outside, reading for pleasure, and yes, even gaming. Just try to ensure that activities include a mix of health-focused activities such as physical movement or mindfulness downtime.

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Homework; the term elicits a myriad of responses. Students are naturally opposed to the idea of homework. No student ever says, “I wish my teacher would assign me more homework.” Most students begrudge homework and find any opportunity or possible excuse to avoid doing it.

Educators themselves are split on the issue. Many teachers assign daily homework seeing it as a way to further develop and reinforce core academic skills, while also teaching students responsibility. Other educators refrain from assigning daily homework. They view it as unnecessary overkill that often leads to frustration and causes students to resent school and learning altogether. 

Parents are also divided on whether or not they welcome homework. Those who welcome it see it as an opportunity for their children to reinforce critical learning skills. Those who loathe it see it as an infringement of their child’s time. They say it takes away from extra-curricular activities, play time, family time, and also adds unnecessary stress.

Research on the topic is also inconclusive. You can find research that strongly supports the benefits of assigning regular homework, some that denounce it as having zero benefits, with most reporting that assigning homework offers some positive benefits, but also can be detrimental in some areas.

The Effects of Homework

Since opinions vary so drastically, coming to a consensus on homework is nearly impossible. We sent a survey out to parents of a school regarding the topic, asking parents these two basic questions:

• How much time is your child spending working on homework each night?
• Is this amount of time too much, too little, or just right?

The responses varied significantly. In one 3 rd grade class with 22 students, the responses regarding how much time their child spends on homework each night had an alarming disparity. The lowest amount of time spent was 15 minutes, while the largest amount of time spent was 4 hours. Everyone else fell somewhere in between. When discussing this with the teacher, she told me that she sent home the same homework for every child and was blown away by the vastly different ranges in time spent completing it. The answers to the second question aligned with the first. Almost every class had similar, varying results making it really difficult to gauge where we should go as a school regarding homework.

While reviewing and studying my school’s homework policy and the results of the aforementioned survey, I discovered a few important revelations about homework that I think anyone looking at the topic would benefit from:

1. Homework should be clearly defined. Homework is not unfinished classwork that the student is required to take home and complete. Homework is “extra practice” given to take home to reinforce concepts that they have been learning in class. It is important to note that teachers should always give students time in class under their supervision to complete class work. Failing to give them an appropriate amount of class time increases their workload at home. More importantly, it does not allow the teacher to give immediate feedback to the student as to whether or not they are doing the assignment correctly. What good does it do if a student completes an assignment if they are doing it all incorrectly? Teachers must find a way to let parents know what assignments are homework and which ones are classwork that they did not complete.

2. The amount of time required to complete the same homework assignment varies significantly from student to student. This speaks to personalization. I have always been a big fan of customizing homework to fit each individual student. Blanket homework is more challenging for some students than it is for others. Some fly through it, while others spend excessive amounts of time completing it.  Differentiating homework will take some additional time for teachers in regards to preparation, but it will ultimately be more beneficial for students.

The National Education Association recommends that students be given 10-20 minutes of homework each night and an additional 10 minutes per advancing grade level. The following chart adapted from the National Education Associations recommendations can be used as a resource for teachers in Kindergarten through the 8 th grade.

It can be difficult for teachers to gauge how much time students need to complete an assignment. The following charts serve to streamline this process as it breaks down the average time it takes for students to complete a single problem in a variety of subject matter for common assignment types. Teachers should consider this information when assigning homework. While it may not be accurate for every student or assignment, it can serve as a starting point when calculating how much time students need to complete an assignment. It is important to note that in grades where classes are departmentalized it is important that all teachers are on the same page as the totals in the chart above is the recommended amount of total homework per night and not just for a single class.

Kindergarten – 4th Grade (Elementary Recommendations)

*If students are required to write the questions, then you will need to add 2 additional minutes per problem. (i.e. 1-English problem requires 4 minutes if students are required to write the sentence/question.)

5th – 8th Grade (Middle School Recommendations)

*If students are required to write the questions, then you will need to add 2 additional minutes per problem. (i.e. 1-English problem requires 5 minutes if students are required to write the sentence/question.)

Assigning Homework Example

It is recommended that 5 th graders have 50-60 minutes of homework per night. In a self-contained class, a teacher assigns 5 multi-step math problems, 5 English problems, 10 spelling words to be written 3x each, and 10 science definitions on a particular night.

3. There are a few critical academic skill builders that students should be expected to do every night or as needed. Teachers should also consider these things. However, they may or may not, be factored into the total time to complete homework. Teachers should use their best judgment to make that determination:

• Independent Reading – 20-30 minutes per day
• Study for Test/Quiz - varies
• Multiplication Math Fact Practice (3-4) – varies - until facts are mastered
• Sight Word Practice (K-2) – varies - until all lists are mastered

4. Coming to a general consensus regarding homework is almost impossible.  School leaders must bring everyone to the table, solicit feedback, and come up with a plan that works best for the majority. This plan should be reevaluated and adjusted continuously. What works well for one school may not necessarily be the best solution for another.

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• Collecting Homework in the Classroom
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• Essential Strategies to Help You Become an Outstanding Student
• 4 Tips for Completing Your Homework On Time
• Classroom Assessment Best Practices and Applications
• Appropriate Consequences for Student Misbehavior
• The 10 Things That Worry Math Teachers the Most
• How Teachers Must Handle a "Lazy" Student
• Tips for Remembering Homework Assignments
• Topics for a Lesson Plan Template
• Tips for Teachers to Make Classroom Discipline Decisions
• The Pros and Cons of Block Schedules

Designing and Assessing Homework

The goal of Proficiency-Based Learning Simplified is to ensure that students acquire the most essential knowledge and skills they will need to succeed in school, higher education, the modern workplace, and adult life. Therefore, systems of assessment and verifying proficiency should prioritize enduring knowledge and skills—i.e., graduation standards and related performance indicators.

In a proficiency-based system, homework—i.e., assignments completed largely outside of the classroom and without direct support and supervision from teachers—should be instructionally purposeful and connected to clearly defined learning standards. The Great Schools Partnership recommends that teachers consider the following general guidelines when assigning homework in a proficiency-based l earning environment:

• All homework assignments should be relevant, educationally purposeful, and driven by clearly defined learning objectives for a unit or lesson.
• Students should be given an equal and equitable opportunity to complete all homework assignments. Given that some home situations may complicate a student’s ability to complete an outside-of-class assignment—such as households that have no computers or internet connection—schools and teachers need to ensure that every student has access to all necessary materials, technologies, and resources regardless of their socioeconomic status, language ability, disability, or home situation.
• The failure to complete or turn-in homework on time should not affect a student’s academic score unless the work being done outside of class is part of a larger summative assessment.
• The failure to complete or turn-in homework on time may be reflected in a student’s habits-of-work grade.
• Students should be given additional opportunities to improve, complete, and resubmit homework as an additional demonstration opportunity when reasonable and appropriate. If the assignment is part of a larger summative assessment, the improved scores should be counted, not earlier scores or a combination of scores.
• Teachers should provide feedback in a timely fashion so that students know how well they performed before they take the next assessment.
• The purpose of all homework assignments should be clearly articulated to and understood by students; specifically, students should know what learning objectives and performance indicators the assignment addresses, and what criteria will be used if the homework assignment is going to be assessed.
• Students should know in advance if a homework assignment is going to be assessed, and whether the assignment will be a formative assessment or a graded part of a larger summative assessment.
• To the extent possible, homework should be differentiated for students, which includes, when appropriate, student-designed learning tasks and projects that allow them to demonstrate proficiency in ways that engage their personal interests, ambitions, and learning needs.

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• Articles / Homework

Smart Homework: How to Manage & Assess It

by MiddleWeb · Published 08/20/2014 · Updated 12/14/2019

In the first installment of our smart homework series from author & teaching consultant Rick Wormeli, he made the case for take-home assignments that matter for learning and engage student interest . In Part 2 , Rick suggested 13 guiding principles to help teachers create homework challenges that spark deeper learning. In this final article, Rick suggests some good ways to assess homework and manage the workload .

These articles are adapted with permission from Rick’s seminal book about teaching in the middle grades, Day One & Beyond: Practical Matters for New Middle Level Teachers (Stenhouse, 2005). Rick continues to offer great advice about homework, differentiation, assessment and many other topics in workshops and presentations across North America.

Fresh approaches to middle grades homework have many benefits, but how does all this play out as we manage homework in our classrooms? How do we assess homework effectively? How do we handle the paperwork? How do we guard against homework becoming just busywork again?

Here are some ideas:

▶ For big projects with multiple weeks of student responses, such as a science learning log or a reader’s response journal, skim every page students have written, but have students select one entry for a letter grade by placing a star on the intended page. The entry should demonstrate outstanding thinking, science protocol, plot analysis, personal response, or whatever you’re emphasizing with the unit. If you’re worried about having a large enough sample, grade two or three entries.

▶ When checking a list of problems, sentences, or answers to questions, have students work in groups of four or five to confirm answers with one another. If someone gets the wrong answer and doesn’t understand why, the rest of the group explains. If the student or group is stuck in understanding how an answer was achieved, they identify that one problem/sentence/question to the teacher when she calls the groups back to the whole class. The teacher reviews only identified problems.

▶ While groups are meeting to review homework, the teacher circulates from group to group, recording evidence of successful collaborations (to be shared later with the whole group), answering questions, correcting misconceptions, facilitating student conversations, and identifying areas to reteach. The great thing about this method is found in the value of conversation, not just the assessment the teacher does. Students who “talk math” (or English, history, science, art, PE, technology, drama, or music) learn those subjects.

▶ Don’t grade everything. Some assignments can be marked with a check or a zero for having done it. Spot-check problems two, nine, and seventeen because they represent different concepts you were worried about students understanding.

▶ Keep the student’s effort in doing the homework from diluting the grade that indicates mastery of content. That is, separate work habits from the letter grade if you can. Even though I know that good work habits usually yield high achievement, as a parent I don’t want my son’s grade to be based on anything but mastery of content and skills. If the grade’s validity reflects good effort but not mastery, then my son isn’t held accountable for learning, I don’t have a valid judgment of his learning, and he doesn’t have the required knowledge.

In the real world, we do not pay a carpet layer for the job until the job is done, regardless of how many hours or days it took, or how hot it was. The degree of his effort is not relevant, just that the job is done well (the standard of excellence was achieved). High-tech-industry workers may work all night long preparing a proposal for a client, but their efforts are irrelevant to the client who accepts and reviews all proposals equally that cross her desk by 10:00 a.m. the next morning.

Revising and Redoing Homework

The teacher is an expert and a coach. Students are not penalized for multiple attempts and revisions, or for not understanding the first time around. The focus is on achieving the standard of excellence. The feedback to the student is clear: If they don’t achieve, they are not given master craftsman status (an A), nor can they set up a practice. They have not yet met the rigorous criteria (standards) for mastery. We can see the revision of important homework tasks in the same way—students do it until they get it right.

Consider the reflections of middle school educator Nancy Long: “We have experimented with dozens of rubric styles over the last few years, and my favorite still is the one that lists all of the content criteria and all of the quality criteria on the left side and has two columns on the right side: YES and NOT YET. Check marks are used in the appropriate column to show which criteria have been met and which still need work.”

Nancy continues: “I try to schedule deadlines for assignments far enough ahead of the end of the grading period so there is time for everyone to get the papers back and do over what was not right before I must assign a grade ‘in concrete.’ . . . (like) in most things in our adult lives, we can mess up and still get another chance to get it right without too large a penalty!”

Another successful educator, Bill Ivey, says this about redoing homework assignments:

“It is exactly what we want our children to do. We had an English teacher who, by taking her sixth-grade class carefully through draft after draft, helped them create poetry that was more powerful than many of the poetry contest winners at our high school, where the poetry program is considered to be quite strong. The principle here can apply to any subject and any learning.”

Punishing Students Who Don’t Do Homework

Homework’s objective is to be instructional, not punitive. It would be wrong to fail a student for not doing homework when he had mastered all I had to teach. It would, however, indicate that I must not be doing my job very well. If my course is too easy for the student, then I need to make it more challenging for him or pursue placing him in a more advanced course.

Some argue against assessing homework in light of out-of-school pressures affecting a student’s ability to do schoolwork. We need to remember that our first task is to teach so that students will learn. Punishing a kid who cannot complete an assignment due to something beyond his control is abusive. We can’t just shrug our shoulders and say that a child has to do the homework and if he doesn’t, that’s just tough, regardless of the child’s situation.

We can work with families to find a satisfactory way in which to complete the work. I had a student who worked approximately four hours after school every day of the week in order to help support his family. Yes, I could have told him and his family that it is illegal to work at his age. Yes, I could have told him and the family that school is his job and it should come first. But food, medicine, and shelter were more basic needs. Completing a worksheet on objective pronouns pales in comparison.

If the student masters the material, then why should I fail him for not doing homework in the midst of such struggles? We should do the most effective thing for students, not the easiest thing for teachers. Many of our students live in harsh realities. Our compassion and alternative structuring of homework assignments will prepare those students for adult success far better than the punishment for not doing a set of 20 math problems ever will.

Is homework a necessary evil?

It’s troubling that many of today’s homework assignments and practices parallel those from the turn of the last century. Today’s middle schools require innovative and developmentally responsive homework based on what we now know about the human brain and young adolescents. One of the pluses of teaching and using these sanity-saving, creative approaches is that we get to experience the inspiring products our students create.

▶ Bonus idea: Homework reprieve

If you’re looking for ways to reward and motivate students and integrate homework into the regular work flow of your classroom, try a “Homework Deadline Extension Certificate.” I used these every quarter in my own classroom. Students really compete for them.

On the day an assignment is due, students can submit the certificate instead of their homework and they are automatically allowed to turn in the assignment one, two, or three days late, according to your comfort level, for full credit. If we reward those who’ve earned these certificates by extending the deadline but not voiding the need to complete the assignment, we haven’t diminished the assignment’s importance. ( Make your own certificate .)

Of course, students learn to be judicious in their use—if the assignment was to study for tomorrow’s test, it won’t help them to use their deadline extension certificate. If they’re working on a complicated project, they’d be wise to have their certificate in reserve.

His books include Meet Me in the Middle ; Day One and Beyond ; Fair Isn’t Always Equal: Assessment and Grading in the Differentiated Classroom ; Differentiation: From Planning to Practice; Metaphors & Analogies: Power Tools for Teaching Any Subject, and Summarization in Any Subject , plus The Collected Writings (So Far) of Rick Wormeli: Crazy Good Stuff I Learned about Teaching Along the Way .

He is currently working on his first young adult fiction novel and a new book on homework practices in the 21 st century.

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• Resolution on Homework: Quality Over Quantity

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• Resolutions /

Whereas , When appropriately utilized, homework has the potential to be a valuable aid to help students maximize their learning experience; and

Whereas , Homework assignments vary in quality and purpose; evidence-based research has identified that quality homework assignments state clear objectives, are relevant to students, and are grade and age appropriate in terms of ability and time required; and

Whereas , Homework has the potential to negatively impact family and child interactions, and high quantities of homework not only add to stress, but do not necessarily lead to higher achievement outcomes; additionally research has proven that students who spend more than the recommended grade appropriate time on homework can experience no increase or a decrease in academic achievement; and

Whereas , Homework that relies heavily on parental input and supervision has the potential to further increase the achievement gap in our schools and create inequity when it fails to take into account the diversity of parents’ or caregivers’ academic ability, time availability, and resources to adequately support learning at home; now therefore be it

Resolved , That National PTA and its constituent associations support teachers, schools, and districts in promoting the design of meaningful homework that will advance a spirit of learning with a focus on quality assignments to motivate students based on grade and ability; and be it further

Resolved , That National PTA and its constituent associations advocate that teachers, schools, and districts follow evidence-based guidelines regarding the use of homework assignments and its impact on children’s lives and family interactions; and be it further

Resolved , That National PTA encourages its constituent associations to advocate for school districts, boards and administrators to review and/or implement homework policies and appropriate resources to address quality, quantity and equity concerns reflective of their local community; and be it further

Resolved ,   That National PTA collaborates with appropriate national organizations to create or revise model homework policies that take into account all facets and considerations that impact children's successful completion of homework in every local community.

• Essex Fells School

"Studies Pass Into Character"

• Homework Guidelines

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HOMEWORK POLICY GUIDELINES

The teachers and administration of The Essex Fells School believe that homework is one bridge that connects parents, children, and their teachers.  The overarching goal of homework is to enhance school-based education experiences and promote student growth. Homework is assigned in accordance with the needs and abilities of individual students and in support of specific curricular areas. Homework reinforces and strengthens the home/school connection while reinforcing the skills and concepts learned at school. Through homework, parents learn about the curriculum and can talk to their children in a meaningful way about what they are learning. Homework also teaches children responsibility and good work habits. Homework is designed to be an age-appropriate, successful experience.

Our school strongly promotes the love of books and reading at home. Parental support is key to the success of our reading program. To continue to build a community of learners, it is critical that children spend time reading. Independent reading provides children an opportunity to apply reading strategies independently and sustain reading behavior. It challenges our children to solve words on their own while reading age appropriate texts. Independent reading promotes fluency and builds confidence. It also strengthens children’s vocabulary and writing skills.

Essex Fells teachers assign homework on a regular basis and expect all students to complete assigned work in a timely manner.  Parent excusals will not be accepted for missing assignments unless under extenuating circumstances.

Below, please find general guidelines and time minimums that teachers and parents should follow when assigning homework and reading with their child.

            GRADE LEVEL                    HOMEWORK           READING

Pre-Kindergarten                    10 Minutes  (Pre-reading activities)

Kindergarten                           10 Minutes                   10 Minutes      

Grade One                              15 Minutes                    15 Minutes

Grade Two                              20 Minutes                   20 Minutes

Grade Three                            30-40 Minutes              20 Minutes

Grade Four                              45 Minutes                   30 Minutes

Grade Five                               60 Minutes                   30 Minutes

Grade Six                                 60-75 Minutes             30 Minutes

*    For reading, each teacher will provide an appropriate form of accountability to aid the child in his/her reading experiences.

Homework Roles and Responsibilities

      Administrators will:

·      Implement the provisions of the homework policy guidelines as appropriate to the school and ensure that the school’s policy is published and distributed to all students and parents.

·      Plan for the periodic evaluation of homework polices and guidelines.

                  Teachers will:

·      Identify the degree to which homework affects the determination of a student’s grade.

·      Provide clear, concise directions for homework assignments.

·     Check homework for completeness and mastery of concepts as appropriate to the nature of the assignment.

·      Assess, review, and return homework in a timely manner.

·      Periodically discuss with students and their parents/guardians the student’s academic progress, including performance on homework assignments.

·      Clearly post homework assignments in each room.

·      Notify a parent/guardian if a student fails to complete four homework assignments over the span of a marking period.

Parents/Guardians will:

·      Set a regular time for homework, one that works for your child and family.

·      Act as a facilitator of homework.

·      Select a fairly quiet study area with lots of light and adequate academic supplies.

·      Remove household distractions (e.g., television, phone calls, etc.)

·      Review and discuss teacher comments on the homework with your child.

·      Communicate with the teacher when your child consistently experiences difficulty with homework assignments.

·      Encourage children in doubt about an assignment to seek help from and to ask questions of their teacher.

·      Encourage and support children’s efforts, being available to answer questions, but insisting that children assume personal responsibility for their homework assignments.

      Students will:

·      Take increasing responsibility for regularly completing and returning homework assignments.

·      Accurately record all homework assignments in an assignment pad.

·      Clearly label work with their name, date, and teacher when age- appropriate.

·      Neatly complete assignments.

·      Before leaving class, clarify any doubts about an assignment, when it is due, and how it should be completed.

·      Take home the appropriate materials needed to fully complete the homework assignment.

·      Learn to budget time, especially toward the completion of long-term assignments.

·      Return all work to the teacher by the date requested.

                  ·      Make up work missed during an illness or excused absence in a timely manner.

Homework Procedures During Absence

Students are encouraged to form a buddy system and call his/her buddy to obtain assignments when absent.  

Parents are encouraged to contact our office by 8:30 am to request homework from a child’s teacher when the absence is called in. Please provide ample time so that the teacher can be contacted and the assignments and appropriate materials collected and readied for pickup at 3:05 pm in the main office. 

Children who miss school due to illness or excused absence will be given enough time when they return to class to make up their home and class work.  They will have the same number of days to make up their work as they had missed.

Vacations during school time are discouraged.  If your child misses school due to a vacation, class/homework must be requested from the teachers at lease a week in advance.  All missed work must be returned upon the student's arrival back to school.

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Homework vs Assignments: Key Differences and How to Effectively Manage Them

Homework is tasks or exercises assigned to students to complete outside of class. It is often used to reinforce or practice the material covered in class and may be graded or ungraded.

Assignments , on the other hand, are tasks or exercises given as part of a class or course. They are typically completed in class or under the instructor’s guidance and usually contribute to a student’s overall course grade.

Table of Contents

Purpose of homework and assignments

The purpose of homework is to allow students to practice and reinforce the material covered in class. It helps students to solidify their understanding of the material and prepares them for exams and other assessments.

Assignments, on the other hand, are used to evaluate a student’s understanding of the material and ability to apply it in a real-world setting.

Importance of understanding the difference between homework and assignments

Understanding the difference between homework and assignments is important because it can help students to manage their time more effectively and prioritize their tasks.

It can also help them understand the purpose of the tasks they are being assigned, increasing their motivation to complete them.

Differences between homework and assignments – Definition and examples of homework

1. Typically given to students to be completed outside of class: Homework is usually assigned outside of class, often to reinforce the material covered in class.

For example, a student might be assigned to read a chapter from a textbook and answer questions about it as homework.

2. Often used to reinforce or practice the material covered in class: Homework is designed to allow students to practice and reinforce the material covered in class.

For example, a student might be assigned math problems as homework to practice solving equations.

3. May be graded or ungraded: Homework may or may not be graded, depending on the teacher or school’s policy. Some homework may be used as a formative assessment to gauge student understanding, while others may not be graded.

Definition and examples of assignments

1. Given as part of a class or course: Assignments are typically given as part of a class or course and are used to evaluate a student’s understanding of the material. For example, a student might be assigned to write an essay as part of an English class.

2. Typically completed in class or under the instructor’s guidance: Assignments are usually completed in class or under the instructor’s guidance. This allows the teacher to provide guidance and support as the student works on the assignment.

For example, a student might complete a group project in class as part of a social studies assignment.

3. Usually graded and contribute to a student’s overall course grade: Assignments are usually graded and contribute to a student’s overall course grade.

For example, a student’s final research paper in a history class might count for 30% of the student’s final grade.

Similarities between homework and assignments

Both are designed to help students learn and practice material: Homework and assignments are designed to help students learn and practice material.

They provide opportunities for students to engage with the material and apply what they have learned in a real-world setting.

Teachers or instructors usually assign both: Homework and assignments by teachers or instructors responsible for creating and grading the tasks.

Both require effort and time to complete: Both homework and assignments require effort and time to complete.

Students will need to set aside dedicated time to work on the tasks and may need to use study strategies and time management techniques to complete them effectively.

How to effectively manage homework and assignments

Time management strategies.

1. Setting aside dedicated time for homework and assignments: One of the most important things students can do to effectively manage their homework and assignments is to set aside dedicated time to work on them.

This might mean setting aside specific hours of the day to work on homework or scheduling blocks of time to work on assignments.

2. Prioritizing tasks based on importance and due date: Another important time management strategy is prioritizing tasks based on importance and due date.

This means focusing on the most important tasks and working on them before moving on to less important ones.

Study Strategies

1. Breaking tasks into manageable chunks: One effective study strategy is to break tasks down into manageable chunks. This means breaking a large task, such as writing a research paper, into smaller parts, such as researching, outlining, and writing.

2. Using mnemonic devices or flashcards to memorize information: Another effective study strategy is to use mnemonic devices or flashcards to memorize information. Mnemonic devices, such as acrostics or rhymes, can help students to remember information more easily.

Flashcards are also useful for memorizing definitions, formulas, and other important information.

Tips for staying motivated

1. Setting goals and rewards: Goals and rewards can help students stay motivated as they work on their homework and assignments.

For example, a student might set a goal to finish a research paper by a certain date and reward themselves with a movie night or a favorite food.

2. Breaking up long study sessions with short breaks: Breaking up long study sessions with short breaks can help students to stay focused and motivated.

This might mean taking a 5-minute break after every hour of studying or a more extended break after completing a particularly difficult task.

This post discussed the differences and similarities between homework and assignments. We also discussed strategies for effectively managing homework and assignments, including time management techniques, study strategies, and tips for staying motivated.

Final thoughts on the importance of understanding the difference between homework and assignments:

Understanding the difference between homework and assignments is essential for students because it can help them to manage their time more effectively and prioritize their tasks.

Encourage readers to use the strategies discussed in the post to manage their homework and assignments effectively: We hope that the strategies discussed in this post will be helpful for students as they work to manage their homework and assignments.

By using effective time management techniques, study strategies, and tips for staying motivated, students can improve their ability to complete tasks and achieve academic goals.

Homework V/s. Assignment

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