While some proponents of homework believe in its purpose, a question still persists about the role of homework in determining the student’s grade. Should homework be assigned and graded on a regular basis, or should it be viewed as an educational means to an end? As a means to an end, should one centralized school or district policy govern homework, or should some flexibility exist?
Education consultant Ken O’Connor (1999) suggests eight guidelines for successful assessment, which includes a directive to not mark every single assignment for grades, but rather take a sampling of student efforts in order to assess how much they have learned. His approach pushes for a more standards based approach in determining grades, combining formative assessment to track students’ grasp of lesson concepts as they learn, enabling adjustment of teaching practice on-the-fly, and summative assessment in the form of a test or quiz, which measures the level of student knowledge and understanding after the learning process. This is also a valuable tool for the teacher, as they may be better able to gauge the efficacy of their lessons and unit.In a study conducted by Hill, Spencer, Alston and Fitzgerald (1986), homework was positively linked to student achievement. They indicate that homework is an inexpensive method of improving student academic preparation without increasing staff or modifying curriculum. “So, as the pressure to improve test scores continues to increase, so does the emphasis on homework” (p. 58). 142 school systems in North Carolina were contacted.
Of the initial 142 schools, 96 responded, and were sent three-part questionnaires seeking information about the existence, scope, development and evaluation of homework policies in their schools. The researchers cite several general conclusions based on their findings, including the importance, and apparent lack, of homework policies in existence. Despite the pervasive nature of homework in every participating school, only 50% of the schools indicated the existence of a written homework policy.
Amongst the policies reported by the other half of the participating schools, most of the policies specified the type or quality of homework to be assigned, and allowed some flexibility in the assignment and evaluation of homework. The authors indicated:
. (Hill, Spencer, et. al, 1986, p. 68)
Homework is seen as a valuable resource for teaching, allowing students to practice, and in doing so, learn the unit material. This study documented the importance of flexibility in the assignment and evaluation of quality homework assignments, but also the alarming lack of a written homework policy in 50% of the participating schools.
It can be drawn from this study that some type of homework policy is necessary, as is the assignment of higher cognitive types of homework and the flexible assessment and grading of that work in order to foster and track student learning.
Cauley and McMillan (2009) define formative assessment as, “A process through which assessment-elicited evidence of student learning is gathered and instruction is modified in response to feedback” (p. 1). The authors suggest the use of feedback in the process, but suggest a steering away from performance-goal oriented extrinsic motivators such as grades. Emphasis on performance and grades during the formative process can be detrimental to eventual student achievement because it might shift student focus away from their goal of mastery of course material to concern over the way their abilities might be judged by their peers (Cauley & McMillan, 2009, p. 3).
Constructive feedback throughout this process maintains the focus on mastery goals created at the outset, and provides the student with the support necessary to make connections between new learning and prior knowledge. Homework, ongoing formative assessment, and feedback are all considered to be part of the instruction process. Grading and recording the work completed throughout this time would not accurately create a record of the student’s level of understanding and knowledge because they are still in the process of learning the material.
McMillan, Myran and Workman (2002) conducted a study of over 900 teachers in order to investigate the assessment and grading practices in practice. The authors used surveys returned by a sample of 901 participating teachers of grades 3-5, representing a total population of 1,561 teachers of those grade levels from 124 schools near Richmond, Virginia.
The surveys featured a 6-point scale for participants to rate the emphasis they placed on different assessment and grading practices, with 1 being and 6 representing The findings revealed relatively low emphasis on homework grades, but also a positive correlation between the importance of homework and increasing grade levels. The authors state that:
. (McMillan, Myran, & Workman, 2002, p. 209)
This study documents the importance of homework in the construction of knowledge, but also identifies the fact that there was little emphasis placed on the grades for that work. The majority of the assessment for the students was derived from test and quiz scores, or other forms of summative assessment.
O’Connor (1999) begins his list of eight guidelines for successful assessment with the indication that the only acceptable basis for student grades is their own individual achievement. He goes on to specify that grades recorded must measure the student’s achievement of the learning goals established at the outset of the unit. This suggestion is aligned with the information provided by Cauley and McMillan (2009), which emphasizes the importance of setting mastery goals prior to the instruction process.
They also convey the idea that feedback, and not grades, should be used during the learning process, as formative assessment takes place. The true measurement of what the student has learned comes at the end of that learning process, in the form of a summative assessment, which McTighe and O’Connor (2005) suggest also be used at the outset of the unit to establish realistic performance goals:
. (McTighe and O’Connor, 2005, p. 2)
Waiting until the end of a unit, however, to measure student learning is a mistake, since the time for instruction and learning of that material has ended. It is in the course of the instruction and learning process that McTighe and O’Connor also place importance on the formative assessment process.
Homework is a form of formative assessment, along with draft work, ungraded quizzes and other exercises used with the intent of guiding and instructing the student to promote higher-level cognitive connections. Placing little or no emphasis on grades on those types of exercises and activities allows for focus on the mastery goal, and keeps feedback constructive. “Although teachers may record the results of formative assessments, we shouldn’t factor these results into summative evaluation and grading” (McTighe & O’Connor, 2005, p. 1).
This philosophy could be seen in the low levels of emphasis placed on homework grades in the study by McMillan, Myran, and Workman. Effort, ability, and improvement remained important factors in that study, and McTighe and O’Connor echo that idea in their discussion of replacing old student achievements with new ones. They take into consideration, the varying learning curves of different students, and their progress toward goals set at the beginning of the unit. A student will likely have a greater mastery over the unit material at the end of instruction, than at the outset of instruction.
That point, at the end of instruction is the appropriate time to measure what the student has learned, allowing improvements to replace previous difficulties or failures. McTighe and O’Conner (2005) note, “Allowing new evidence to replace old conveys an important message to students – that teachers care about their successful learning, not merely their grades” (p. 6).
The material reviewed has established the importance of the existence of a flexible, written homework policy on a school or district level. Mr. O’Connor presents a total package, in this respect, to schools and districts that are seeking to establish a policy, or re-evaluate their current one. Following my research and analysis of the relationships between the literature, and Mr. O’Connor’s work, questions still remains unanswered, possibly to be addressed in further study: Will students be motivated to complete homework and/or classroom activities that they know will not be graded?
If there were a problem with student motivation in this respect, what would the impact be on achievement in a setting where the same, or similar type of policy is in place? If a teacher wishes to use homework for the purposes of ungraded formative assessment, they must be certain that the work is truly that of the learner him or herself, with no outside assistance coming from family members or tutors they might see outside of school. This is a major problem related to the use of homework in this way, as homework results may not truly be indicative of the student’s acquired knowledge.
Cauley, K., McMillan, J. (2009). Formative assessment techniques to support student motivation and achievement. Retrieved from Professional Development Collection.
Good, T., Brophy, J. (2003). Boston: Allyn and Bacon.
Hill, S., Spencer, S., Alston, R., Fitzgerald, J. (1986). Homework policies in the schools. . Retrieved from Professional Development Collection database: .
McMillan, J., Myran, S., Workman, D. (2002). Elementary teachers' classroom assessment and grading practices. . Retrieved from Professional Development Collection database: .
McTighe, J., O’Connor, K. (2005). Seven practices for effective learning.
O'Connor, K. (1999). Arlington Heights: .
Retrieved from Professional Development Collection.Good, T., Brophy, J. (2003). Boston: Allyn and Bacon.
Hill, S., Spencer, S., Alston, R., Fitzgerald, J. (1986). Homework policies in the schools. . Retrieved from Professional Development Collection database: .
McMillan, J., Myran, S., Workman, D. (2002). Elementary teachers' classroom assessment and grading practices. . Retrieved from Professional Development Collection database: .
McTighe, J., O’Connor, K. (2005). Seven practices for effective learning.
O'Connor, K. (1999). Arlington Heights: .
Carbone II, S. A. (2009). "The Value of Homework: Is Homework an Important Tool for Learning in the Classroom?" , (12). Retrieved from
Carbone II, Steven A. "The Value of Homework: Is Homework an Important Tool for Learning in the Classroom?" 1.12 (2009). < >
Carbone II, Steven A. 2009. The Value of Homework: Is Homework an Important Tool for Learning in the Classroom? 1 (12),
CARBONE II, S. A. 2009. The Value of Homework: Is Homework an Important Tool for Learning in the Classroom? [Online], 1. Available:
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Ac 2010-848: individualized homework: an effective learning strategy, increasing student engagement and motivation by replacing homework with assignment-quizzes, using game theory to analyse homework administering in undergraduate teaching, multi-split optimized bagging ensemble model selection for multi-class educational data mining, 7 references, out-of-class assignments as a method of teaching and evaluating law students., homework as a learning experience.
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By andy minshew.
Autism spectrum disorder (ASD) is a neurodivergent condition that affects communication, behavior, and learning. Psychologists use the term spectrum disorder because symptoms and support needs vary depending on the child. Although clinically defined as a disorder, having autism does not mean something is wrong or “needs to be fixed” with a child; it means their brain is wired in a different way from what is considered more common or neurotypical .
A few common signs of autism include:
Autistic individuals make up about 2% of the population , a figure that has risen in recent years as clinicians have gotten better at recognizing symptoms and have integrated conditions that used to be considered distinct like Asperger’s syndrome and PDD-NOS into one diagnosis spectrum. This means that about 1 in 36 of the children you teach will be diagnosed with autism.
Want to better support students with autism at your school? Read on to find 24 tips and lesson ideas for supporting children with autism.
Students with autism often have trouble interpreting and mirroring neurotypical social cues; the same is true of non-autistic students for interpreting and responding to autistic social cues. While both autistic and non-autistic students often feel empathy for each other, they don’t always know how to communicate in a way their peers with a different neurotype understand. This is known by psychologists as the double empathy problem .
The activities below can help autistic and non-autistic students gain social skills that help them empathize with their peers and recognize emotional cues in themselves.
Remember that not all children may be comfortable speaking or sharing in groups. Follow the child’s lead to see where their comfort level is.
These printable cards (available in Spanish here ) can help your students learn how to recognize different emotions in themselves and others. Cut out each one with scissors and shuffle them in a deck. Then, go through each card and see if your student can recognize the emotion without looking at the word.
If they get stuck, that’s okay—just show them the word and give them context for the emotion shown. If the card is “embarrassed,” for example, you could say, “When a person is embarrassed, they might feel like they have done something silly by accident.”
You can also use these behavior cards (available in English and Spanish ) to help children pair emotions with actions.
Sharing time is a classic elementary school staple, and it can also be a great social activity for kids with autism, who often have passionate interests in specific subjects. Every week, have one student bring in something that they’d like to share with the class.
Remember to lead by example. To get started, show the class something you are interested in.
This activity will not only show students how to discuss their interests with others but also how to practice active listening. And if they’re fascinated by something another student brings in (or vice versa), they may even make a friend.
For a take-home empathy activity you can share with families, try this What Would You Do? game. Families can go through different scenarios together and decide how they would react with questions like “How would you help?” or “What would you say?”
This fun group communication activity teaches students an essential skill: how to introduce themselves and learn someone else’s name. To play this game, gather your students in a circle so they can all see each other. Start by pointing at yourself and saying your name (“I am Mr. or Ms. _____.”). Then, ask the child on your right to share their name just like you did and then repeat your name while pointing at you. Have each child take turns saying their name, then pointing at another child in the class and repeating their name.
The Name Game is an especially fun social skills activity for children to do at the beginning of the school year. That way, they’ll be able to learn their classmates’ names and get a head start on making new friends.
Next time you read a book to your class, try asking your students how it would feel to be the main character in the story. If you’re reading a picture book about Cinderella, for example, you could ask how they would feel if they had two stepsisters who were mean to them. Or if you’re reading Peter Pan as a class, you could ask them what happy memories they would think about to fly with magic pixie dust.
This can help students practice empathy and see situations in their life from another perspective—a useful skill for communicating with people of a different neurotype. It can also teach them how to recognize emotional cues by encouraging them to put themselves in the perspective of another person.
Children with autism are often over- or under-sensitive to sights, sounds, and other sensory stimuli. Specific sensitivities and accommodation needs vary depending on the individual. Keep these resources in mind as you get to know the students with autism in your class to help support their sensory needs.
Fidget toys are a well-known sensory tool for helping children with autism stay emotionally regulated and focused. Depending on your available resources, you can either stock your classroom with a few fidget toys or make some of your own.
We Are Teachers has compiled a list of fidget toys you can make on a budget with your students. From classics like fidget spinners to repurposed pipe cleaners or popsicle sticks, you’re sure to find something useful for your classroom.
When the phrase “sensory play” comes up, visual or tactile activities usually come to mind first. Autism Adventures , however, suggests including activities and resources that involve sound or aid in noise reduction—with a few examples to help you brainstorm class activities or accommodations:
Sensory bins can be useful for two reasons. First, they encourage independent play, which can have academic benefits for students. And second, they’re a straightforward and accessible sensory experience for students with autism.
Little Bins for Little Hands has put together a few useful tips for making your own sensory bin. Use them as a guide to set up a sensory bin that will best accommodate your students’ needs.
This tactile activity for children with autism can be a fun way to engage students during math time. Give everyone in your class food that is easy to sort, like chewy snacks or small crackers. Multicolored snacks are ideal, but you can also use food that comes in different shapes, textures, or sizes.
First, ask them to sort the food by color, shape, or another characteristic. Then, use the snacks to teach students basic math skills like counting, addition, or subtraction. Once they’ve grasped the concept you want to teach, reward your students by letting them eat the snack.
Slime is not only a popular craft for young children but also a great sensory activity for autism in class. There are plenty of simple slime recipes online. Look up your favorite and have fun making it with your students. You can use this as a tactile art activity if you’d like or as a STEM activity for elementary students .
Many people with autism experience difficulty with self-regulation , especially as children. This can lead to moments of emotional or sensory overwhelm known as meltdowns or moments of withdrawal known as shutdowns .
If your student with autism is experiencing distress, these activities can aid them with self-regulation.
According to a partner article by The National Institute for Trauma and Loss in Children published by We Are Teachers, coloring pages can be a great mind-body exercise for calming down and focusing on the here and now.
Keep a few coloring pages on hand, and suggest them as a calm-down activity when your students are overwhelmed. For a few free coloring pages to get you started, check out these printable Waterford resources:
If your student with autism struggles with emotional regulation after experiencing strong feelings, calm-down cards can be a helpful resource. A mother of a child with autism created a how-to on creating your own calm-down cards at And Next Comes L .
Each card has a helpful idea for calming down after a stressful moment. Plus, the author notes they can also be useful for children with anxiety.
Mindfulness is a technique that encourages children to keep their mind in the present and deal with uncomfortable emotions. If your student is struggling to calm down, try mindfulness activities like breathing exercises to help them self-regulate.
Grounding techniques are designed to help us focus on the present during stressful situations. Here are a few grounding activities for kids with autism to try if they are overwhelmed:
When a student with autism is overwhelmed, giving them a place where they can relax and take a break from sensory stimulation can sometimes go a long way. Designate a corner of your class as the “Student Retreat Zone” and fill it with sensory toys, picture books, comfortable seats, and calming activities that students could do on their own.
Let every student in your class know that if they feel anxious or stressed, they can always take a few minutes to decompress in the Student Retreat Zone. That way, you don’t have to single out your student with autism but you can still let them know that it’s an option. If your student with autism seems like they could use some time away from class, you could also ask them if they’d like to read or work on homework in the library for a while.
Tactile toys can help children with autism calm down if they’re overwhelmed. Fill a drawer in your classroom with toys that could help them self-regulate. When your student seems stressed or has trouble focusing, ask them if they would like to pick a toy from the calm down drawer.
Here are a few ideas for sensory toys to put in your calm down kit:
You may have heard the phrase , “If you’ve met one person with autism, you’ve met one person with autism.” Every child is different, and the teaching strategies you use will need to take their support needs into consideration. That being said, these strategies can help you be mindful of common accommodations and resources that can help students with autism feel comfortable in class. Many can also be helpful to engage children without autism in your lessons.
Many children with autism have an intense passion for certain topics or activities. This is often called a special interest. Take advantage of what they’re passionate about and use it while teaching students with autism to help them focus in class. If a child with autism loves outer space, for example, you could plan a math assignment about counting the planets in our solar system.
Many, though not all, kids with autism are visual thinkers . Renowned scientist and autism advocate Dr. Temple Grandin once said, “I used to think adults spoke a different language. I think in pictures. Words are like a second language to me.”
Lessons that include visual aids can help students with autism who have this learning style grasp concepts more naturally. You could, for example, teach children with autism sight words with magnet letters.
Routines make children with autism feel safe and help them prepare for transitions between activities. Post your daily class schedule in your room for every student to see and, if possible, provide extra transition time to students with autism.
It’s important to teach faculty about supporting students with autism. If you’re a school administrator, hold a professional development session on teaching students with autism led by a specialist. Teachers, consider requesting a professional development opportunity so administrators know there is interest in your district.
April is Autism Acceptance Month! Use these activities to make sure your curriculum includes autistic representation year-round and to get ideas for observing this awareness month in elementary schools.
The puzzle piece is a popular autism awareness symbol, but many neurodiversity advocates feel that it spreads the idea that autistic people are missing something or incomplete compared to neurotypical people. Instead, the infinity symbol is used to represent the diversity in experiences of neurodivergent people.
Decorate your classroom bulletin board with a colorful infinity symbol to spark conversation on neurodivergence and help students with autism and their families feel welcome and accepted.
Educate students on autistic people in history and the present day to give students with autism curriculum that mirrors their experiences and offer neurotypical students a window into experiences that are different from their own. This is important to do not just in April but throughout the year.
Here are a few well-known autistic people or historical figures believed by psychologists to have autism to get you started:
Reading picture books about characters with autism is another way to help autistic students feel seen and give neurotypical students a window into different experiences. Keep these picture books about characters with autism in mind for read alouds or to include in your classroom library :
[note color=”blue”]
Waterford’s early reading curriculum is a Certified Autism Resource (CAR), given by The International Board of Credentialing and Continuing Education Standards. It meets PreK-2 learners where they are and provides scaffolding to help learners gain proficiency in key literacy skills.
Follow the link here to learn more about Waterford curriculum and how it can support neurodivergent learners with explicit instruction based on the science of reading.
[note color=”green”]
Andy Minshew is an educational content writer for Waterford.org. He has developed articles, ebooks, help instructions, and other Waterford resources for educators and families since 2018. He is also an Audiofile Magazine reviewer and a librarian advisor for EBSCO NoveList. He loves visiting art museums, participating as a member of the Tolkien Society, and hiking with his family.
Implementing Guidelines on the School Calendar and Activities for the School Year 2024–2025
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teachers, it is important that they be given guide-lines for prescribing and utilizing homework as a teaching tool. In spite of the valiant efforts of text-books used in teacher preparation, professional journals and workshops, classroom assignments remain an area of confusion and conflict for many teachers. Indeed, an entire chapter in a book de-
Sociology. 1998. Introduction The assignment of homework is seldom mandated by our institutions or departments, but is accepted as the status quo. A familiar anecdote involves a housewife who always cut a small…. Expand. 4. Highly Influenced. PDF. 3 Excerpts.
(1979). Homework Assignments: Classroom Games or Teaching Tools ? The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 53, No. 1, pp. 31-35.
The Blueprint Designer aims to be a very useful tool for teachers as it will allow them to easily create or amend the questions given to students, namely when the syllabus is modified or if additional exercises need to be added throughout the scholastic year. Expand. PDF. 2 Excerpts.
2. Make a board game. This is definitely one of the most creative homework assignments. Let your students come up with an idea for a board game about the lesson content. They have to make cards, and pawns, draw, write, cut, and paste. They have to use their imagination and inventive ideas to create a coherent board game. Click to open.
Coggle A mind-mapping tool designed to help you understand student thinking. Conceptboard Software that facilitates team collaboration in a visual format, similar to mind mapping but using visual and text inputs. Dotstorming A whiteboard app that allows digital sticky notes to be posted and voted on.
Sid Meier's Civilization V. Legendary strategy game is a hit with history buffs in school and out. Bottom Line: For flexible classrooms, creative teachers, and sharp students, Civilization V is the perfect platform for making rather than memorizing history. Grades: 6-12.
Dozens of templates, quiz generators and learning tools for use in the classroom ClassTools.net: Free Tools for Classroom Teachers and School Students Create free educational games and tools for the school classroom
In Google Classroom, students can see all of their assignments, documents and discussion in one place. It can also be used for video conferencing with remote learners or messaging teachers with homework questions. Best for: Managing multiple subjects or classes in one classroom admin platform.
The taxonomy and suggestions presented in this article were designed and used to help preservice and inservice teachers clarify their homework policies and practices. Three types of homework assignments are described: practice, preparation, and extension. (KC) 关键词:. Educational Philosophy Educational Policy Elementary Secondary ...
1. FlipGrid. FlipGrid is one of the best online teaching tools and a web-based platform for educators to share videos. It's intuitive and straightforward, with various options for teachers to create groups and share videos. This tool is great for teachers looking for more ways to bring video into the classroom.
Spice up your Google Classroom with the BookWidgets add-on. 30+ ready-to-use lessons for in your Google Classroom. The endgame: Live monitoring, Auto-grading, and feedback in Google Classroom. If you want to skip a part, just click the title you want to check out, but remember: I'm explaining everything for a reason. 😉.
Try it: ASSISTments. 2. BookWidgets. BookWidgets is a content creation tool. It allows teachers to create 40 different types of interactive activities and assessments and assign them to their Google Classes. What sets BookWidgets apart is that you can do all of that without ever having to visit another site.
ClassDojo. ClassDojo is a tool for teachers to quickly and easily improve classroom behavior. Teachers are able to reward points to students for good behavior, which they receive in real-time on their smart phones or laptops. This engages students in a new way, and incentivizes good student behavior.
The Quill Lessons tool enables teachers to lead whole-class and small-group writing instruction. Teachers control interactive slides that contain writing prompts, and the entire class responds to each prompt. Each Quill Lessons activity provides a lesson plan, writing prompts, discussion topics, and a follow up independent practice activity.
The Discovery Education blog is a free resource for educators to find time-saving teaching strategies and compelling content for their daily lessons. Full of timely tips, high-quality DE resources, and advice from our DEN community, these posts are meant to entertain and inform our users while supporting educators everywhere with new ways to ...
Canvas Quizzes does also allow for "ungraded" or "graded" surveys. GradeScope - Gradescope is a tool designed to streamline and standardize paper-based, digital, and code assignments. It supports problem sets and projects as well as worksheets, quizzes, exams, and papers. Hypothesis - Hypothesis is a collaborative, digital annotation ...
Traditionally, homework has served as a communication tool to inform parents of the objectives practiced in school and the practice of homework has been widely used at all grade levels. It is a common ritual in education for teachers to assign homework on a daily basis. Teachers see it as part of their job to extend the learning beyond the ...
Education consultant Ken O'Connor (1999) suggests eight guidelines for successful assessment, which includes a directive to not mark every single assignment for grades, but rather take a sampling of student efforts in order to assess how much they have learned.
Lee, J. F., & Pruitt, K. W. (1979). Homework Assignments: Classroom Games or Teaching Tools ? The Clearing House: A Journal of Educational Strategies, Issues and ...
The assignment of such activities is similar to the classroom teacher's assignment of homework. This article presents findings of research on homework and translates these findings into recommended practices for speech-language pathologists. ... Lee, J., & Pruitt, K.W. Homework Assignments: Classroom Games or Teaching Tools. Clearing House 53 ...
This paper defines the four basic types of homework, how the homework assignment should be processed, and what the instructor and the student can expect from well designed and executed homework assignments. Implied by the university teaching contract, rather than explicitly detailed, is the expectation that faculty will make the very best possible effort to help the student "learn" the ...
If your student with autism seems like they could use some time away from class, you could also ask them if they'd like to read or work on homework in the library for a while. 16. Calm Down Kit. Tactile toys can help children with autism calm down if they're overwhelmed. Fill a drawer in your classroom with toys that could help them self ...
JUNE 18, 2024 DO 008, S. 2024 - Amendment to DepEd Order No. 003, s. 2024 (Amendment to DepEd Order No. 022, s. 2023 [Implementing Guidelines on the School Calendar and Activities for School Year 2023-2024]) and Start and End of School Year 2024-2025