5. Homework and Practice
Reviewing the research on homework emphasizes the importance of commenting on students’ homework assignments. What strategies would your recommend to a teacher who wants to assign homework but claims that it is logistically impossible to comment on students’ work?
Down with red pens…………….. I see bleeding! 
August 12th, 2008 at 7:48 pm
When I grade student journal assignments in history(their most important daily grade), I am typically grading 5 or 6 assignments/student at a time so I make most of my comments brief. I use icons to show my response to their work- happy face, mouth open for oh!, squiggly line for whoops..; text shorthand (LOL, etc.); words like- “awesome, terrific, me too, wow, I hadn’t thought of that” or “follow directions, re-do for full credit” etc. These only take a second but it shows the student that I have indeed read what they have written. I am amazed that even 8th graders still like to occasionally get a sticker on their work.
I do write longer comments when needed. I see the students look over the assignments and see the comments and notes that I have made when their journals are returned.
Sometimes I try to stagger when different classes’ journals are due, so it isn’t too overwhelming, or just plan to spend my weekend grading them so I will have time to make notations. I only grade the journals every 2-3 weeks, it isn’t a weekly job.
August 18th, 2008 at 1:39 pm
Peer evaluation is a good way to check homework because the kiddos sometimes value their peers’ opinions more than the teacher’s. Sticky notes, smilies, and stickers are another quick way to “comment” on students’ homework. Practice can also be peer edited maybe even by different students whom the teacher has provided different color pens with which to write i.e. round robin, clocking, etc.
August 18th, 2008 at 1:41 pm
Not only that, but when peer evaluation is happening sometimes the peers who are reviewing the work of others might just learn something too or get an idea they might use later.
August 18th, 2008 at 1:44 pm
I’m wondering if students can grade or comment on each other’s papers. It is usually a quicker return time for the students if their peers do it than when I get them all finished over the weekend. Like Donna says the peers might learn something while grading or commenting on their peer’s paper. I think it is important for the teacher to grade and/or comment on some assignments. We must make that time to connect with the students because as Marzano says when the teacher provides written comments it has a effect size of .83. That’s just part of our job.
August 18th, 2008 at 1:52 pm
Moreover, while reviewing the comments of the other students, the teacher can become aware of misunderstanding or confusion about concepts that are covered in the given assignment/practice. After this quick review of the students’ comments, it will make it easier for the teacher to add his/her comment as well.
August 18th, 2008 at 2:31 pm
I have seen curriculum models in which the teacher is instructed to only grade a few chosen problems that, in order to be completed correctly, the student must have applicable knowledge of the content being taught. The teachers that graded this way liked it for two reasons: (1) less to grade (2) they could really focus and guide through comments and individual consultation. Perhaps there are 5 questions of the assignment you grade and dedicate yourself to leaving at least one comment one each student’s paper. Whether this is constructive criticism or afformation of a good job, it is feedback for the student to learn from. Also, I believe feedback should be as immediate as possible. Yet another reason why only grading a select few problems is a good idea.
August 18th, 2008 at 2:34 pm
Donna and Karen are faster than me – I was going to suggest peer evaluation as well. Something else I will do is pick just a few questions or parts of an assignment to actually be the “grade” on a homework assignment. The part that most indicate whether they have the concept down, and I will comment on that same question for everyone. That makes it sound like I’m giving work that isn’t important, but that’s not what I mean. Perhaps there are questions that have them practice reading squares on the periodic table, or locating elements based on properties – the majority of the assignment may be of this nature. But then there could be a question synthesizing why the periodic table is universally applicable and can be understood by any scientist in the world. If they understand the patterns and trends, that is the key. Not whether they accidentally wrote the wrong mass down for Calcium.
I have to be honest – I don’t assign much homework. It’s been too big of a battle to get it back, track it down etc. Mainly when my students have homework it is finishing something that they didn’t use their time wisely in class and still need to complete. This chapter has made me think of re-evaluating how I do assign homework. I might even give MORE but make it more relevant and a more skills practice than “finish up” time.
August 18th, 2008 at 3:03 pm
Reviewing the research on homework emphasizes the importance of commenting on students’ homework assignments. What strategies would you recommend to a teacher who wants to assign homework but claims that it is logistically impossible to comment on students’ work?
I think I would suggest that the teacher build some time into the beginning of the class to go over the homework from the night before as an introduction into the next day’s activities. After the class has graded the papers in class,the teacher could look over and comment on the student homework in a much more timely fashion.
As Karen and the book said, the research shows a high correlation between teacher feedback on homework and the effectiveness of the homework itself. I would explain this fact to the teacher as a reason to make sure that teacher is giving feedback to the student on homework assigned.
August 18th, 2008 at 3:31 pm
With perhaps the least experience on this topic, I’ll impart a few words of wisdom on the recommendations I might give to a teacher who feels this way.
To start, I don’t think it’s logistically impossible to let your students know how proud you are of their success (or that they can improve). I agree with Kathy that a short and simple comment can go a long way. To add to her comments, I think we have to be careful we’re not becoming too cliche, making the same notations to the same students. If we write “excellent job!” on Suzie’s paper week after week, it soon becomes just a formality in her mind. Change it up, and be cognisant of the comments you make. Don’t assume a short personal message won’t/can’t yield continued success, or motivate a student in some small way.
August 19th, 2008 at 8:35 am
Grading and commenting on homework can take alot of time, especially in Language Arts and writing. I don’t think that commenting can even be very effective if the teacher waits until the weekend to grade all that week’s homework, which teachers logistically have to do sometimes. I think students need immediate feedback on homework, so it could be incorportate at the beginning of the very next class, graded by peers, graded as a class if it’s multiple choice, or even graded quickly by the teacher during students’ quiet reading time.
August 19th, 2008 at 8:42 am
I think the approach to feedback a teacher gives depends on the purpose the teacher is trying to serve. If it is to affirm the student for effort, then I agree that a shorthand form (smiley face, sticker, etc. would be a quick and effective solution.
If the motive is to stretch the thinking of the student or to correct or redirect a line of thinking then I believe a method for commenting is to ask the students further questions. That way, they are taught to begin to ask themselves the same type of questions before writing answers. In core subjects that are more objective than subjective, such as science and mathematics, critical thinking skills are crucial. The Socratic method is most beneficial in this areas. Does it take more time? – Yes. Is the cost worth the benefit? – most definitely.
August 19th, 2008 at 8:45 am
I have used stamps in the past and that seems to cut down on the time. Like others, I often pick out a sampling of the work to comment on. I may give “checks” on some papers to show that I have looked at the work, but on others give the smiley faces, stamps, “lols” etc like Kathy mentioned. The important part it to DO IT.
I agree that peer evaluation is also great.
August 19th, 2008 at 8:59 am
My students always ask me, “Is this for a grade?” I am still new enough that I feel if I am going to assign it than I should grade it. However, I do not always grade all of the assignment; I sometimes just check the key concept questions. I use short comments like WOW, Great, and Good Job. I also have stamps that I use. (No, 8th graders don’t think it’s corny) It is amazing how much a smiley face can mean to a student. I have actually had students ask me why did someone get a WOW and they only got a Good Job! I am like Julie. I don’t assign a lot of homework. Most of the homework is on projects that are started in class and then finished at home. The greatest comment I can give a student is “May I keep this?” Students get real excited that I think their work is so good that it is the standard I want others to achieve and use it as an example for future classes. I also think using peer evaluation on key concepts at the beginning of class could be an effective way of giving feedback and a good lesson is teaching students to be objective.
August 19th, 2008 at 9:03 am
Oh, I forgot to add that I usually never grade papers in red. I use green or purple. It may be just me, but when I put contructive comments in those colors is seems less threatening.
August 19th, 2008 at 9:09 am
The strategies I would recommend to a teacher who wants to assign homework but claims that it is logistically impossible to comment on students’ work are ones passed on to me by my mentor teachers: Peegy Williams, harla Arp and Sandra Bell.
#1 You don’t have to comment on everything, but pick something.
#2 The more personal the response, the the more effort you will recieve on the next attempt on the work.
#3 You don’t have to give homework every night.
#4 Sometimes when you feel weighted down by commenting, you may need to consider the weight you put on the student by assigning the work.
#5 I’ll agree with McMeen. Peer comments can work wonders. There are “teacher pleasers” and there are “peer pleasers.” We all can think of examples of each. Make sure both are affirmed in your classroom.
So, there you have it. That is my advice. By the way, I think this was the best chapter of the book so far because it gave me some ideas for homework in writing. Sometimes assigning an essay does nothing towards improving it because a kid will still rush at home the way they do at school. Now I’m thinking….write five possible closing sentences for the essay we read today. That will give students some depth, creativity and practice. I’ll give a Warrior WOW to Marzano for this idea.
August 19th, 2008 at 9:14 am
Everyone needs a comment or acclamation for their accomplishments. As a teacher, it is my duty to let my students know their effort is important and appreciated.
August 19th, 2008 at 4:12 pm
An original and genuine comment, that is not cliche, is always nice for the students. I agree with Ryan that a comment, such as, “good job” or nice work” will not make much of an impact if used excessivley. Switching things up will grab their attention and have them realize that you are genuinley recognizing their effort or skill.
Also, I remember my English teacher, Mr. Ross, pulling us aside for some one-on-one time were he would tell us what we did well and what we should work on. Of course there always isn’t time for that, but the times that he did that, made a positive impact on me. Just a thought…
September 8th, 2008 at 9:47 am
From the Queen of Homework: Math is all about mastering a skill. With any skill, you need to practice, practice, practice. What good is mastering a skill if your efforts are not appreciated? It does not take that long to put a
or a Good Job on a paper.
As far as ink color goes…..I will lend ANY color gel pen I have and I have quite a few. Change it up folks!
September 8th, 2008 at 10:09 am
I rarely grade in red. I love to use fun colors to make it seem less threatening.
I like to give comments because I believe it helps them improve and have a better understanding of why/how they missed the concept. I cannot comment on each paper, but I try to comment more than not. When I pass back papers I give them time to read what I’ve written. I often write “See Me” to see if they read what I write because sometimes I want to give them a verbal kudos for their effort or a critique in length. Being an ISFJ I like to know what I’ve done incorrectly so I won’t do it wrong the next time. (I’m passing that personality trait on to my students.
September 22nd, 2008 at 8:19 pm
Math Enrichment classes focus on regular education instruction and homework assignments. Completion of regular education homework is extremely important so students will have specific questions and/or comments relating to the skill being taught for discussion during enrichment. I often use homework as a teaching tool. Homework assignments are projected via the camera and serve to begin the class discussion. Sometimes common mistakes are easily recognized, but what is really awesome is that varying strategies for reaching correct answers become evident to me and the students. Seventh and 8th grade students are currently constructing graphs and by allowing student work to be a focus of the class, it allows me to make comments daily regarding homework assignments.
September 22nd, 2008 at 8:22 pm
Since the research says the average effect size only increases by .05 from graded homework to homework with teacher comments as feedback, no teacher should feel badly about not commenting on every piece of homework. Choosing a small group of students to provide comments on this time, another small group next time, etc. makes more sense to me. The rare, but sincere, comments on my papers when I was a student, meant more to me than any teacher could have imagined!
September 22nd, 2008 at 9:50 pm
I was anxious to get to this chapter about homework. I am a great fan of it. I give three pages of spelling homework every week. I think it is so important to establish a study routine. If they don’t begin now, high school will be so much harder for them. Even though I have such a few number of students compared to everyone else, it is still very time consuming to grade. I don’t feel comfortable letting the students grade each others papers. They are not very careful. I like to grade the work so I can see where mistakes are being made and then try to correct those errors the next week. It’s hard for me to make suggestions on how to logistically grade a large amount of papers since I’ve never had to do that. (I do have four sets of papers to grade every week though. Just so you know I’m not just sitting around watching TV every night.)I know this sounds lame, but middle school kids still like stickers. That could be a strategy for recognizing effort and responsibility.
October 7th, 2008 at 11:54 am
I think that technology might be an option. Like it or not, it is inevitable that technology will become more and more integrated in instruction. The sooner we embrace the idea it the sooner we can move on to a more important battle. There is an interesting study done by Renee Cole on a project that was designed in an effort to make students responsible for doing the work necessary for success. It is a homework and tutorial program implemented through WebCT that is done online by the students. It was designed to help students gain a better understanding of the value of effort. This approach allowed the instructor to give graded homework assignments with feedback without having to invest a considerable amount of time required in grading the homework assignments. Although it would take an initial investment of time and $ to set up I could see the benefit of time being saved.
October 11th, 2008 at 11:13 pm
I will write good job or nice work on a students paper. I have noticed that when work is peer reviewed they almost always write some positive comment on the paper. They are also very good at providing encouragement if the work is not quite what it should be. I also like to use different color pens to grade with and enjoy grading papers when students have used different colors of ink.
October 15th, 2008 at 11:46 am
To go over homework, I use a variety of ways. Sometimes, like in math, we grade it in class with peer grading. When I take it up, if I see someone has done a good job, or at least better than usual, I will compliment them. I am also the queen of the short comliments like wow, yeah, cool, etc. I do not put a comment on every paper, but I do mark every paper so the students see that I have looked at it.
October 16th, 2008 at 1:29 pm
Being in the gym and not really assigning homework puts me in a bit of a different boat than most teachers. However, when I was in school, I was glad to get feedback from my teachers. I dont remember other students commenting/grading any papers that would be considered subjective.
As far as commenting goes, mine is all verbal. I love to make comments and give feedback. It is one of the fun things a coach/p.e.teacher does. I catch myself making too many general comments and saying things like “good job/nice job” way too often and have to be aware that I need to be more specific and find new words.
November 3rd, 2008 at 10:42 am
Using peers to grade some homework assignments is a great way to break down some of the massive workload in grading homework. But, the teacher should at least look over the assignments and write in a short comment when needed (extra effort given or needed) to let them know that all assignments are important and the teacher’s notes reflect that. It can only be one word or possibly two but those words can comunicate to the students about their effort on the assignment. Above all, it places importance on the homework assignment and hopefully, improves performance.
November 3rd, 2008 at 3:04 pm
In choir I don’t usually assign written homework. I do make CDs for the students to practice with at home. I teach the students how to practice at home by themselves. I will give them specific assignments for what I want accomplished on each song. They are also assigned to practice certain sections of songs and have those notes, rhythms and words etc. learned. That way they don’t just sing through the music – that’s not practicing. I want them to learn the skill of practicing.
November 12th, 2008 at 9:51 pm
I do my fair share of peer grading when it comes to homework in my classes. Thanks to math, i don’t give much homework. Don’t get me wrong, I grade papers too but many times kids grade other kids harder than teacher do. Peer grading can also be a good way for kids to get ideas that they might not have thought of. I use stamps, and handwritten comments to give kids a little extra “umph” (hey, you spell it) and maybe to show them where they could have done something differently on a an assignment or test. I also email the kids and their parents notes of encouragement…this has worked well and I will continue to do it.
November 13th, 2008 at 10:20 am
In a computer-based classroom, giving homework that is relative to the course is sometimes challenging. The students are not inclined to bring anything to the room and most forget to return with assignemnets when they are deemed homework. In the career class I teach, the homework is in the form of interviews finding facts for a future assignment about careers. I believe in homework, but find it difficult to incorporate in my program on a regular basis.
November 13th, 2008 at 11:06 am
I don’t give homework because I am going into other teacher’s classes. I know it is difficult to keep up with the homework given to my students. They always seem to have an excuse. I usually give time during our group time which is sixth period to have them complete the homework. It is important to them to have their teacher or another student grade their paper so they know where they need help.
November 14th, 2008 at 2:19 pm
Personal comments on students’ homework are important; it also helps build personal connection with a student. Written responses make students feel that his/her work is valued, mistakes uncovered and explained.
I always try to put myself in a students shoes and see how I would feel if my homework just have a “dry” grade and no helpful comments.
November 18th, 2008 at 5:40 pm
Before you assign homework, you ask yourself, is it worth grading? The student has to feel like it’s worth doing and you are going to care enough to look at it, thus the emphasis on our comments being needed. As a WRITING teacher, you may imagine how judicious I am before assigning homework. Those assignments pile up quickly, and though it seems like my whole life revolves around this institution, I do like the occasional break from eating, sleeping and breathing the wisdom I am imparting to the future of America. (Heaven help us.) Therefore, I choose to grade a certain skill within the homework assignment, speeding up the process. I also simply adore the RUBRIC! Man, what a great tool! Cyndi Nyvall just showed me the coolest book that I can’t wait to get my little paws on that will streamline grading even more with rubrics. Peer evaluation is also useful tool as many stated already.
November 19th, 2008 at 2:23 pm
Research shows if the homework is assigned it there should be a comment on the work. The purpose is to reinforce the learning process. If the teacher doesn’t check the work then how will the students know if they are doing the work correctly.
The teacher needs to remember the the reinforcing effort and the providing recognition for the student. If the teacher doesn’t have time to write reinforcing comments then communicate with the student on a one to one bases.
November 20th, 2008 at 10:06 pm
I do not assign much homework for a variety of reasons that no one is probably interested in, therefore, I’ll skip that part. I rarely let kids grade papers. I have a very large range of ability levels and my grading is based on their individual abilities. If it is a kid who I KNOW could have done better than they did, then they get the grade they mathematically earned. If it is a kiddo who gave it their all but still did not do well, I often give them a 70…or even higher. No this does not sound very consistent but it works for me and my kids. How can I give a very limited ELL kid a 40 because he couldn’t read the language? I can’t and I won’t. Fortunately my science curriculum allows me this leeway. The majority of what I teach will be taught again…and again….and again before they are out of high school. So if they miss a concept, they have an oppportunity to pick it up again later. And I do my best to put comments but as Sanderson’s, mine are brief. I try to expend that energy at report card time and put as many positive comments as I can.
Need I mention the colors that I grade in? No, I didn’t think so.
November 20th, 2008 at 11:22 pm
http://www.utterli.com/suziqb77
Another audioblog for #5
November 22nd, 2008 at 11:54 pm
Student achievement can vary based on the kind of feedback provided by the teacher (Walberg, 1999). Research has indicate that grading homework is helpful, but homework in which a teacher has embedded instructive comments has the greatest effect on learning. I would agree that providing timely feedback would improve student learning and usually it’s best to provide constructive feedback within hours or a day after students complete an assignment.
I believe that it is logistically possible to provide feedback on every students’ work but not feasible. I live by the saying “work hard and SMART”. Figuring out how to work smart is one of life’s most worthwhile achievements. If you feel that you’re spinning your wheels, as though you have to run a marathon to get from first to second base, there might be a smarter way.
Honestly, I do not give written feedback on homework or any class assignments because I let the students grade each others or even their own sometimes. It’s quit neat to see their peers making the comments and sometimes more meaningful than mine would have been. I walk around the class and making verbal feedback as we are grading the assignment. The kids find this very helpful because they are able to receive instant feedback along with the opportunity to question for any clarification.
I would suggest to the teacher to take a step back and think about changing his approach. Use his head, analyze and get creative with his solutions. Incidentally, it’s a lifelong process, there’s no “one size fits all” solution to working smart.
December 1st, 2008 at 6:06 pm
I will add my voice to the chorus above who discussed looking for key points and checking/commenting on those. I may assign problems with 9 separate questions, but if the middle three are correct, the student has shown mastery of the concept.
Also, like my math teacher friends, I allow students to grade their own or each other’s work. We quite often display good work under the document camera for all to see & discuss.
Sometimes, I concentrate on special comments just for one class and the others get grades only. I’ll switch up so that I comment on different classes for different assignments. Struggling students or those who show significant improvement always seem to appreciate recognition.
Loved Bergman’s answer–I should print it and tape it to my lesson plan folder so I don’t forget.
December 5th, 2008 at 11:09 am
The tech lab doesn’t require homework to be assigned. On the rare occasion that textbook work is assigned, it is done in class.
However, on the many projects that are turned in with my Computer Applications class I have found it useful to print out a grading form or scoresheet that will be attached to the assignment. This form has a place for the final score, but also many check boxes next to comments that pertain to that particular project. It then becomes time-efficient and easy to mark the issues and concerns that I have with the project and staple it together. I can usually get 2 or 3 copies of the form on one sheet. It sure beats writing “Poor Sentence Structure” a hundred times!
December 8th, 2008 at 8:27 am
I should have added that my comment/grading slips always carry positive and complimentary comment options as well. These are usually color-coded for emphasis.
December 9th, 2008 at 4:35 pm
Well, like some of the other classes, I don’t give out a lot of homework. What homework there is usually comes in the vein of practicing and memorizing lines, and since we perform in front of each other, it’s immediately obvious who has been doing the work and who hasn’t. Public exposure is a great motivator.
Last week, we had a duet and monologue contest. We were doing an assignment in class, and I challenged the group to work extra hard to be ready a week early to compete in the district contest. The contest was optional, but the assignment was not. I had several students who wouldn’t normally be motivated by grades work very hard, even staying up until 1 in the morning memorizing lines to get ready early. Of course, they won an award.
Peer review is a good strategy, as is a rubric which can be handed back. Any comments are better than no comments and certainly better than not turning anything back.
December 11th, 2008 at 9:48 am
As a writing teacher in the middle of grading 160 two and three page memoirs, I know that I have to give as much feedback as possible to help students improve their writing. If I wrote everything I wanted to, it would take months to get them done. Advice given to me a few years ago was simply to make 2 comments on each paper – one positive, something that I want to see them do again and one improvement needed, something they need to change or stop doing. I try to do more, but I make sure that I have at least one of each on each paper. It cuts grading time immensely. I also offer writing conferences after school for extra credit where I can sit one on one with the kid and offer a lot more feedback.
December 14th, 2008 at 6:30 pm
The beauty of band is that everything we do always has an immediate product, the sound that comes out of their instrument. Since the kids’ work is rarely written, I give immediate feedback: a look(smile/grimace), gesture(ok don’t let your mind wander), or quick information to make it better.
For graded evaluation–chair tests. Kids really do love these. Maybe spelling tests could be for chair order? After chair tests we do challenges. Interesting how some kids will go for the top and other will try to sit by their friends.
December 18th, 2008 at 8:50 pm
First of all, IT’S YOUR JOB! If you’re willing to assign something for a kid to complete, create, etc then you better show them it MATTERS and that their work is VITAL and try to make some comments and constructive dialogue on their work. I like Elizabeth’s idea of using stamps to signify different ideas — FUN! We want work turned in — but we want their BEST work — and I know many of my students sometimes turn in what they can get by with.
Luckily a lot of my assignments are demonstrated immediately in class by my students and I can give comments and feedback pretty quick. Students can give feedback as well so that helps students analyze and try to figure out ways to improve the product.
If my teachers never left a word or comment on my papers — I’d never try to do better or turn in work that was worth anything. Talk about downward spiral……
Comments on homework assignments don’t have to be essays but for a student who is struggling or has grades that are dipping, I think it is vital to give comments and little feedback phrases even more…can only help steer them on a path to improvement. Duh…
January 10th, 2009 at 9:15 am
When we give students work, then it’s OUR JOB (amen, Laurie) to give them feedback. I would say to a teacher who claims it’s logistically impossible that perhaps fewer and more meaningful assignments could be given so that the grading process isn’t so overwhelming. I feel less than qualified to give advice on that topic since written assignments is near the bottom of my curriculum. I do recall one great method for commenting that my senior English teacher employed. She came up with codes for our papers (besides the grade) like “NAAB” (not at all bad). Her effort was minimal, but it meant the world to me to see those 4 letters. I’m also amazed at what putting a little sticker on a paper does for students. It’s not a comment so much as a way to praise them for work well done.