What Parents Need to Know About Teachers and Teaching

Parents, Teachers, and Schools #1

Parents want the best education for their children and many schools have splendid support from the communities their serve. “Good” schools are a major point taken into consideration by parents when seeking a home in a new town. But nice well-appointed, attractive communities do not always guarantee excellence in education. New buildings, computer labs, modern libraries, and the latest in technology does not necessarily equal school success.

No doubt, certain minimal material items contribute to a child’s education, but parents often confuse appearance with quality. Beautiful schools do help create an atmosphere conducive to learning, but there’s much more to instructional success. How good of an education depends profoundly on the knowledge and preparation of those involved in instruction – principals, teachers, aides, librarians, etc. Also, there are important roles filled by secretaries, custodians, and anyone who works in the school and those personnel who support the school at the district office. This article is focused on the instructional staff at the school who typically have greatest.

Bias and Local Schools

I’ve worked with teachers of all levels of skill and preparation, and in my experience great teachers are scarce. Parents tend to rate community schools higher than they do schools generally. This indicates a bias in favor of local schools. Such bias can lend itself to parents being less critical of local schools. Parents who attend carefully to school policies and procedures are assets to schools, although the school may not appreciate or value of well-informed parents.

Those not involved in teaching as a career typically trust teachers to do the correct things in the classroom, but good teaching is complex involving skills is the psychology of learning, child development, statistical procedures (for grading), test construction, behavioral psychology, and much more. Even teachers who study hard and learn well are influenced to some degree by what they observed when they were students themselves. Teaching is not correctly perceived by students, who see primarily the teacher presentation. They realize that teacher manage classes differently, grade differently, and vary in lecture style, but they don’t dwell on it – teaching is teaching.

Truthfully the student experience of teaching results in lots of old and incorrect methods being passed down through the generations. There is a large body of modern teaching principles that many teachers either don’t take seriously or don’t know. Teachers aren’t usually given salaries based on how well they teach but on how long they teach. Therefore, the reward is for longevity rather than improvement. Teachers are evaluated, but the evaluations are usually done by people they know and who are often friends. The major evaluative technique is based on watching a teacher present a lesson and checking off certain skills. Test construction, grading procedures, knowledge of new information, etc. are often ignored.

Common Bad Teaching Practices

The assumption that all teachers everywhere know what they are doing is risky. Parents need to be armed with some basics about good and bad practices in the classroom and be willing to address the issues teachers, administrators, and at school functions when appropriate. The major changes in education over the decades have been in what is taught, but how things are taught often remains perilously stagnant. To be fair, parents should research the topics below to gain a more comprehensive understanding.


You might be surprised that the subjects below are not well-understood by all teacher. Remember, that education is not a constitutional responsibility of the federal government. As public education has become available to virtually all citizens since the middle of the 19th century, states developed a variety of approaches. Many practices were not based on research – indeed, “common sense” assumptions about learning often provided the impetus for instructional practices and common sense can often be misleading or wrong.


Articles and links about the following topics will be provided as this page is developed.

No. 1: Reasons for not Grading Homework

by Harvey Craft

The most common reason for grading homework is because students expect it to be graded. This expectation is responsible for the teacher belief that, "If I don't grade it, they wont do it!" Grades are for assessment of learning, and much homework is not about learning rather, its about doing.


If one removes the expectation, why would we give a grade on an activity that has all of the defects and problems of homework? So, let's look at what's wrong with homework.

• Homework easily can be copied from a classmate.
• Students do not have equal resources for completing homework.
• Many students do not have Internet access which is often needed for homework.
• Many students do not have the bare essentials like a proper place at home to study or parents who can or will help.
• Homework is often more of an indicator of effort than learning.
• Frequently homework is merely checked off if students have it but not graded. These checks are, by mysterious methods, "converted" into grades.
• Of all student work homework assignments are the most likely to receive zeros. The accumulation of zeros can unfairly skew the total grade fair below the total grade as indicated by tests.
• The effects of zeros on beginning learners can place many dangerously at-risk. Failure does not motivate, but frustrates and discourages.
• Homework is often assigned over weekends and holidays thereby interfering with family plans. Kids need a break.
• Many students have nights with hours of homework. This can be counterproductive, especially for young learners.
• Homework is often assigned for punitive reasons.
• If it is known that a student won't (or can't) do homework, continuing to assign it and giving zeros without intervention is wrong! 
• Homework is a formative assessment. Formative assessments are not intended to be graded.
• Teachers can save time by not grading homework.
• Teacher often don't coordinate homework assignments with each other and students may have multiple assignments due the same day.
• Many teachers assume that homework develops responsibility. Not so! Responsibility is primarily developed at home by good parenting. 

Parents may find it hard to believe that teachers have varying and often incorrect concepts about homework, but they do. When homework seems to be a problem, consider the list above and discuss your particular issue(s) with the teacher. You might be the only parent that the teacher ever talked to that had specific and valid points about homework.

THE HOMEWORK MYTH: Why Our Kids Get Too Much of a Bad Thing, (Da Capo Books, 2006)

Reconsidering Homework

What Teachers should Know about Homework

by Harvey Craft

The recent push for Common Core is, I believe, a good idea that has one major omission: even if teachers can agree on exactly what to teach, it will make little difference if they don't know how to teach. Inconsistencies litter the teaching profession and while there may be thousands of ways to teach, many of them are wrong. Teaching doesn't happen with the same consistency that doctors apply in treating specific diseases. That can be a problem.

After a century of assigning homework, there is still much disagreement on its effectiveness as a teaching tool. Specifically, there are three main issues: (1) What is does a "good" homework assignment look like? (2) Why is homework necessary? (3) What is the reason for grading homework?

Breaking these three issues down, there are at least fourteen reasons many teachers and administrators either discourage its use or limit its use. The reader may think that homework is necessary to the learning process, but I've yet to see conclusive evidence.

Fourteen Reasons to Reconsider Homework 

Teachers give homework primarily because that's what teachers do – they learned to give homework when they were students.They had homework and assumed their teachers knew what they were doing. They continued the practice when they became teachers. Perhaps times have changed, but during my formal education as a teacher and administrator, I cannot remember any discussion about homework, and I have attended four different colleges and universities.

My ideas about homework are based on experience and research. I believe homework is a poor instructional tool because:

(1) it is easy to cheat. Copying homework is common and easy.

Copying homework is common.

(2) Some students have parents who will oversee the homework, some have parents who don't care.

(3) The conditions at home do not equally favor completion of homework.

(4) A main reason teachers give for assigning homework is to "develop responsibility," but that is not supported by research. Responsible students are more likely to do homework, but they do homework because they are responsible; they don't become responsible by doing homework. 

(5) Teachers tend to assign too much homework to the beginning learners even though that is when it is least useful according to research.

(6) Homework is a formative assessment; meaning that it is a type of informal assessment given before students have mastered a standard, and it is not best practice to grade things before they are mastered – that's what tests and quizzes are for. I am still surprised at the number of teachers who don't know the difference between formative assessment and summative assessment.

(7) No student should fail because of low homework grades, especially if his tests and quizzes indicate that he has learned the material, but that can happen if homework is graded.

(8) Students who don't do homework tend to not do it despite bad grades – therefore we are using a teaching method with them even though we KNOW they will always fail it. 

(9) Stressing grades for a reason to do homework sends a message that school is about grades and we know that students (when taught well) don't need grades to learn. Also, learning should be the preferred reason for attending school. We talk too much about grades.

(10) The application of homework as a teaching method is highly inconsistent across the nation and we need to move toward finding consistently effective methods that everyone will use.

(11) Often, undone homework is a "personal" issue with teacher and they get angry because they feel that students are disobeying interfering with student/teacher relationships. 

(12) Homework doesn't have to be graded to keep parents informed – send a note home or give them a phone call.

Some parents can help with
homework, but many cannot
or just don't.

(13) if homework is linked to standards-to-be-assessed, then students will learn that homework raises grades on summative assessments (tests, quizzes). That sends a message that doing or not doing homework affects their grades on tests and quizzes and there is no need to grade it – test grades are sufficient. More teachers should make this connection. After all, if homework is given it should address things that will be tested.

(14) Homework is maximally effective when graded by teachers and corrections are made. This can be very time consuming and takes valuable time away from more worthwhile instructional preparation.

Homework is one of those ideas in education that is taken for granted since it became fashionable in the late 50's when Russia launched Sputnik. If homework was meant to improve learning as measured by standardized tests, it hasn't. 

Fourteen Considerations for Homework

What’s wrong with Homework – Quick and Dirty

by Harvey Craft

OK, as teachers, time is precious. Let’s cut to the chase. If you have doubts about homework and need to bolster your case against it, I have listed fourteen reasons below. If you have been a proponent of homework for years and need grounds to change then the same fourteen reasons apply. This short read that will validate what you do or criticize what you do – it depends on what you do. I would advise that you do additional research as time allows to find support for these brief rationales. I’ll provide links at the end.

Teachers give homework primarily because that's what teachers do; they learned to give homework when they were students. But if one thinks about it, homework is a poor instructional tool because:

(1) It is easy to cheat on homework.

(2) Some students have parents who will oversee the homework; some have parents who don't care.

(3) Conditions at home do not equally favor completion of homework for all students.

(4) A main reason teachers give for assigning homework is to "develop responsibility," but that’s not supported by research.

(5) Teachers tend to assign too much homework to beginning learners even though that is where it is least useful – supported by research.

(6) Teachers often sign too much homework without regard for family time for recreation.

(7) Homework is a "formative assessment," meaning that it is a type of informal assessment given before students have mastered a standard, and it is not best practice to grade things before they are mastered – that's what tests and quizzes are for.

(8) No student should fail because of low homework grades, especially if his tests and quizzes indicate that he has learned the material, but that can happen if homework is graded;

(9) Students who don't do homework tend to not do it despite bad grades. It is ethically questionable to use a teaching method when we know a student will fail.

(10) Stressing grades as a reason to do homework sends a message that school is about grades and we know that students (when taught well) don't need grades to learn. School is about learning.

(10) Application of homework as a teaching method is highly inconsistent across the nation and we need to move toward finding consistently effective methods that everyone can agree on.

(11) Often, undone homework is a "personal" issue with teacher and they get angry because they feel that students are disobeying and it interferes with student/teacher relationships;

(12) Homework doesn't have to be graded to keep parents informed.  Send a note home or give them a phone call.

(13) If homework is linked to standards-to-be-assessed, then students will learn that homework raises grades on summative assessments (tests, quizzes), then doing or not doing homework affects their grades on tests and quizzes and there is no need to grade it. Test grades are, therefore, also homework grades.

(14) Grading homework often isn’t really grading; often it consists of a check-off method indicating that the assignment is done, partly done, or not done. These checks are magically changed into some kind of subjectively obtained number of questionable accuracy and no feedback about correctness.

More:

The Homework Myth, Alfie Kohn

Homework: An Unnecessary Evil?  Alfie Kohn

Issues Concerning Homework,  Molly Sadler

Why gifted kids don’t want to do their homework, Dr. Barbara Klein

Common Sense and Homework, Harvey Craft

Reteaching: a Few Considerations for Frustrated Teachers

Renewed vigilance includes renewed enthusiasm.

Teach it Again, Sam

Teachers are often frustrated when they think they have done an excellent job teaching a particular subject and the results of student assessments are much below what they expected. The frustration often leads to reteaching and another disappointing bunch of tests. What’s up?

The very first things to consider when reteaching are what you did and didn't do. Teachers who decide to reteach should carefully self-assess how they taught a topic the first time and look again at the assessment. Teaching the topic over again using the same methods and assessments is likely to produce the same results. One cannot assume that the initial problem was lack of attention and that the second time around students will attend better and learn better.

Break it Up

Although teaching standards in discrete components is always advisable, it is especially important in reteaching. Examine the standard and determine how best to present it in progressive parts that build as you teach.

Use More Formative Assessments

In order to check progress, add more formative assessments to verify progress. Use variety: worksheets, cooperative learning, PowerPoint presentations, videos, and some short and sweet techniques like questioning students individually to check for understanding. Individualized instruction will likely be advisable, so make appropriate arrangements depending on resources, which might include peer teaching. I’m not big on homework as a teaching method, but a single, key task that can be quickly accomplished is sometimes an appropriate use of homework. Remember, formative assessments are not for grading.

Don’t get Angry!

To take student failure personally and retaliate against students is wrong. If most of the class doesn't learn, then the teacher has received confirmation that the standard was taught poorly for that class. Accept it and move on to do better the second time. Don’t get preachy; don’t fuss at students; don’t give them the impression that you are reteaching because they screwed up. Have a serious discussion that will lead to an understanding of why they failed.

Grading the Second Attempt

There just isn't agreement in the nation or world about how to grade students. Unless there are specific guidelines that teachers must follow, I advise that the best grade from the first and second assessment  be recorded. Teachers spend a lot of time needlessly worrying about fairness in grading. In my experience as a teacher, principle, author, etc. I just can't say what works best, but I don't think it shakes the world for a teacher to replace a test score with a better one if it is earned. Be fair, be good, and do the best thing! You are the expert in your classroom – at least you should be.

Renewed Vigilance

The time committed to reteaching is valuable – don’t waste it! Be committed a new teaching approach that constantly monitors learning. Ask lots of questions, give better examples, make the standard as relevant as possible by connecting it to topics students can connect to. If management problems interfered with teaching be ready to correct those.

More:

Art and Science of Teaching / Reviving Reteaching, Robert J. Marzano

5-Step Procedure for How to Intervene or Reteach, Brenda Weaver

Does Homework Encourage Cheating?

For decades I have been encouraging teachers to take a second look at homework policies and its place in effective instruction. In case you don’t know, my view of homework is generally negative for various reasons. I believe homework can damage instruction primarily because teachers fail to use it formatively and, as such, it should not be graded.

But many teachers grade it (or attach a grade to it) to “encourage” students to complete it. The problem is that students who are not prone to be bribed by grades simply watch their averages decay. When teacher continue the grading of homework despite continued refusal by some students to complete it one might conclude that homework, as a graded practice, if defective. Simply put, if any instructional practice always negatively affects a certain group of students why would a teacher want to continue using it?

The answer to this question may lie in a teacher attitude that refusal to do homework is personal as it demonstrates (to the teacher) disobedience. After all, students were “told” to do their homework, and are continually told and some (usually the same ones) don’t obey. The zero recorded is the punishment they get for being insubordinate.

Desperation

As additional pressure is applied by calling parents of assigning detention, some students may ask for help from parents who may comply by offering too much assistance. I.e., they complete all or most of an assignment. This is helpful to parents as well because it gets the teacher off their back and helps bring their child’s grade up, but their actions send a message that “help” on homework is sanctioned. The teacher records a positive grade, smile in approbation and reinforces the developing belief.

Too much homework can create desperation.

Of course, some parents help out of desperation caused by too much homework. It's due! It has to be done! My child needs help! Under these circumstances one can understand why parents simply pitch in to get their children into bed for a good night's sleep.

. 

The pressure applied in essential to the tendency to find help with homework. For some students nothing will get them to budge, but for others the solution is easy – find friends who will allow them to copy and assignment and avoid a wrathful teacher. After all, the teacher doesn't know who did the work, unless it is taken up and corrected. For teachers who check homework off and literally give some kind of grade cheating can work well.

The really sad thing is that for students who cheat grades on summative assessments may continue to drop if homework addresses items on future tests and quizzes, because it is on these summative assessments that knowledge should be assessed and graded. If the students have merely copied homework, they will not likely have learned it and will continue to fail.

That is the tragic flaw is stressing grades above learning. The message from the teacher should be that homework assists the learning process which will be assessed. Consequently, the student faces a double or triple threat: fail the homework and fail the same thing on tests and quizzes. So, some might say, they deserve to fail.

The issue of fairness might arise? Is it fair for obedient students who do homework to not receive a grade for their efforts while those who don’t do homework are not penalized? I say, “Yes, it is fair, because students who don’t do well-conceived, relevant homework are missing a chance to prepare for assessment. Consequently, their grades will suffer.”

Bottom line: de-emphasize grades as the goal of education and reemphasize learning. Missing homework should not be offensive, but a cry for help. 

Improving and Guiding Student Behavior

High interest activities reduce student problems.

Despite the wealth of helpful information about why students misbehave, many teachers continue to cling to use the same old methods with marginal or no success.

by Harvey Craft

Most students understand the difference between good and bad classroom behavior. Most students will choose to behave properly because they have been taught to so. That’s the good news. One doesn’t need to be a teacher to know that the classroom can be a stressful place. Anyone who has been a student can recall confrontations between students and teachers, and we have a pretty good idea of the teachers in our pasts that were effective at maintaining control and those who weren’t. Those recollections can serve as a starting point for establishing our classroom strategies.

My reference to “strategies” is intentional. Teachers need a plan based on knowledge of human behavior and often just common sense. Understanding that “tricks and tips” are not the solution is important. Ethical, honest is essential to a plan that promotes mutual respect.

1. An Attractive Room.

Some teachers enjoy decorating their rooms in preparation for the first day of school. They have an advantage already. An attractive classroom is important, but it should be a student-centered classroom. 

This student has volunteered to hand out materials.

Too often, teachers think sarcastic signs and posters are funny, and maybe they are to some adults and even some students. But being welcomed by “Your mother doesn’t work here!” or “No whining!” is offensive to many students and parents who will visit. Don’t post signs supporting your political candidate — even with the very young, politics can be a contentious point especially if it is at home. Parents may be less supportive knowing that the teacher support s someone who they think is an idiot.

Give students some ownership of the way the class looks. Allow them to volunteer to change bulletins boards or make other reasonable changes. Accept volunteers to empty trash cans and pencil sharpeners.

2. Responsibilities.

These are often called “rules,” but rules have a way of being negative, too brief, and are not a good basis for establishing bonds between and among people. Responsibilities are simply rules lite! I.e., a polite way of expressing those behaviors that will help maintain a proper environment for instruction. Remembering that some students will not come to school without a sense of responsibility is wise — challenges will occur; plan accordingly.

Try to keep responsibilities to a short and positive list – 10 is good. There is little need to try to cover everything students are expected to do because there are too many — really. There will be school rules which teachers don’t need to repeat on their list. Teachers should be sure that the responsibilities listed address things that will be addressed if students ignore them. Threats are never appropriate! Management of a classroom should be a part of the teacher’s day — students will be corrected politely, instructions will be given, someone will be asked to pick up paper that they dropped, etc. Don’t preach; don’t embarrass! Just do it!

3. Don’t rely on what other teachers do.

Design responsibilities that are based on creating a safe, positive learning environment. While there are many cute ideas that teachers employ to control students, some are coercive, unfair, and can generate negative thoughts in students. If a teacher mistreats or embarrasses a student, classmates may emotionally take side with the offending student even if he or she is not particularly popular; they have expectations of teachers, and most will expect adult, fair behavior.

Teachers try a number of crazy, unfair practices to maintain order. Many of them are simply bad practice — e.g., punishing an entire class when one or two students do not obey a teacher’s instructions. This seems unfair to students because it is. It compares well with arresting a whole neighborhood because one person does not stop at a local red light.

Pay attention to the kinds of classroom problems that other teachers have and how they manage them, but avoid playing “ain’t it awful,” and engaging in gripe sessions in the teachers’ lounge.

4. Be Analytical.

When teachers have notable successes with managing behavior or terrible failures, sitting down in a quiet place and analyzing what happened and why can help them learn about future problems. Keep Maslow’s Hierarchy in mind.

Use the Internet to research reputable sites that provide objective information what works and what doesn’t. Many of the things that people believe are simple wrong. Verify ideas that sound wacky or unfair.

Remember that all behavior — good, bad, or apathetic — is meaningful. Don't quickly label students based on what they do, rather try to place an intelligent interpretation of what the behavior means. By understanding, one can often plan effectively to help students improve.

Also, when students continue a disruptive behavior it helps to know that people find some emotional return for their actions. Try to discern what students are getting from their actions. What is the “payoff?”

5. Be Wary of Rewards. 

Reward, incentives — whatever term one prefers — are fundamentally manipulative. They do not equally reinforce all students and they do not focus on intrinsic motivation, which is essential for responsible learners. 

There is a frightening trap with using rewards: giving candy and prizes to students is a pleasant experience for teachers; everyone enjoys making others feel happy. Teachers receive positive reinforcement from giving and can become hooked on the feeling that comes from giving and attach a reward to practically every task creating highly materialistic, selfish students.

Relationships are best built on exchanging human virtues like kindness, recognition, friendliness, etc. One’s personal friends do not have expectations of material exchanges, but expectations based on positive feelings. Teachers who are compassionate, friendly, enthusiastic, helpful, patient, and who use humor have what students really want in a teacher.

6. Don’t Demand Strict Obedience.

A teacher can be in control without absolute quiet.

Strict teachers are boring. A class that is afraid to make a sound or look out the window now and ten is a class that does not feel safe — the teacher is a threat. Students should have no doubt about who is in control, but teachers can achieve respect by being consistent about responsibilities and expectations. Have a simple hand sign that means “quiet;” avoid shouting to bring order, but use a sign or countdown. If shouting is used often, students will quickly learn that the teacher doesn’t “mean it” unless he/she is screaming.

Consider offering a brief “timeout” between lessons or after something that is really tough. During the timeout, students can stand, stretch, and speak quietly to neighbors and then get quickly back to work. A break tends to make the class pass faster for them, and they appreciate being given the chance to show that they can responsibly manage the break.

Discuss behavior with students during calm times. Ask them to assess their own behavior. E.g., is there something they might feel they should try to improve? Write it down and keep a record. The wrong time to talk about behavior is in the middle of, or minutes after, “an event” when the teacher may be angry and the students are hyper.

7. A Calm Voice Turneth Away Wrath.

Teacher should be models of self-control. That doesn't mean they surrender their right to show anger, but anger can be calmly displayed. Teachers have every right to human emotions, but there should never be any doubt about who the adult is. Students refine their own behaviors based on observations of adults. Use good manners! “Please” and “Thank you” are never out of style.

The same rules apply when talking to parents. A calm, professional tone is best — parents will come to the defense of their child if a teacher is too harsh in describing negative behavior. The more parents who get positive messages from a teacher the better things will go for both.

Greet students as they are encountered elsewhere at school, at lunch, in the community. Students appreciate being recognized by teachers. Wait at the door and welcome each student individually as they enter the classroom. Start class by standing up in the front of the class and clearly state what they will be doing on that day.

8. Expectations are not Chiseled in Stone.

Flexibility is essential in the classroom. Rigidity can back teachers into a corner — particularly new teachers who may be unaware of what works and what doesn’t. Monitoring student behavior and attitudes is always helpful. Do they need more independence or less homework?

Discuss how they feel about class expectations and the learning environment generally. Some students can be surprisingly intuitive and offer suggestions that are practical and helpful. 

9. Expect to Make Mistakes.

Beginning any new job can be a challenge. First-year teachers often experience unnecessary stress because their expectations for themselves are unrealistic. The results of the first test is often lower than hoped for, but remember that students need time to learn how teacher assess. One idea is to ease them into assessment with shorter, less challenging tests and quizzes to build confidence.

Teachers are often surprised at how little time they have to complete the paperwork teaching demands. If that is the case, you might be giving too much work — especially homework. Homework doesn’t need to be graded — it’s a formative assessment.

Be willing to admit mistakes. One doesn’t need to make a big deal of it, just a sincere admission that a mistake was made. Students will appreciate the assurance that the teacher is willing to demonstrate the same responsibility expected of them.

10. Classroom Interactions. 

Correct small transgressions quietly and politely. Don’t be a mean teacher! If there is a mean-spirited streak that creates conflict, lose it! Teachers often need to call on firm patience. Loss of control does not set a good role model. Quiet vigilance is always appropriate. Move around the class to monitor behavior.

Refrain from talking about discipline, punishment, and generally threatening actions that accompany misbehavior. Once responsibilities and expectations have been established, students will need time to understand that the teacher intends to hold them accountable in a calm, respectful manner. Threats weaken a teacher’s position.

When tests or quizzes are given, refrain from talking about grades. Talk about learning. By the way, it isn’t necessary to grade everything that students do. Acknowledge it, post it, send it home, but teachers who grade everything are setting themselves up for exhaustion. Be sure that what they do has relevance to learning. Explain to students that some things they do are to help them practice a concept and that the assessment comes when they see something like it on a test or quiz. 

Without good management skills, learning will suffer. The considerations above will help, but teacher attitude is crucial. Teaching is always hard work. If students see teachers as friendly and genuine, they are more likely to respect the responsibilities and expectations placed before them. 

Problems with True and False Tests

Teachers should know how to write and grade tests. Regrettably, they don't always use good assessment methods. 

True/False Tests and Guessing

Please answer the following true/false item:

___T ___F   Neils Bohr accepted the principal of complementarity as a necessary part of quantum theory.

If you actually participated in my one-question true/false "test" you had about a 50-50 chance of getting it right (unless you are quite knowledgeable regarding quantum theory). The question was easy for me to write-- I modified a phrase from a website. 

True/false tests have perhaps two advantages over other types of tests: (1) they are quickly written, and (2) they are quickly scored. 

These two advantages are both for the convenience of the teacher and do not offer students much. The trap for both students and teachers lies in the 50-50 chance of a correct or wrong answer. This encourages guessing-- not a test-taking skill to be encouraged. Also, because true/false items generally address simple concepts a large number of them is necessary to produce valid results. 

The chance factor is also important in scoring. Teachers typically grade them as they do other test items-- i.e., 20 items will count 5 points each (100% / 20 = 5). Thus a student who misses 10 of 20 will receive a score of 50. But if the items are fairly written a chimpanzee  trained to use a pencil could be expected to get half (10) of the items correct. Did the chimp know the answers? Likely not. Should the chimp receive 50 points based on chance? Well, if the teacher wants to grade according to knowledge the answer would be "No."

The correct way to grade true/false test and score for the "guess factor" is to multiply misses by two (the number of choices) and subtracting the result from the percent right. Each item counts 5 in a 20-question test. 

"Traditional" scoring simply deducts 5 points for each one missed:

100% - (5 X 10) = 50%

Scoring to compensate for guessing is different (and correct):

10 right X 5 = 50%;

10 wrong X 5 = 50%;
% right - % wrong + 50% - 50% = 0

Another view of the same "correction score" method is:

100% - two times the percent wrong;

100% - 2(50%) = 0

Students who score around 50% with traditional scoring techniques are demonstrating a score predicted by guessing! Of course, the same issue arises with any multiple choice test. After all, a true false test is a multiple choice test with 2 choices. The effect of guessing is reduced as more choices are added. 

Do True/False Tests have Value in Real Assessment?

The short answer is "Yes." But if a they must be used, consider them for formative (ungraded) activities designed for teaching simple concepts and adding variety to instructional methods. True/false worksheets can be an good exercise for homework.

True/false tests can be improved by having students justify their answers, but why not simply ask a short-answer question to begin with? 

By the way, the sample item at the beginning is "true."

Teaching Mistakes Teachers should Avoid

Teachers continue to make the same old teaching errors and ignore opportunities to improve. Student achievement suffers as a result.

Common instructional mistakes that teachers just won't give up.  

1. Incorrect use of homework. Homework is a formative activity -- i.e., it is assigned to help        teach new material. As such it should not be graded. If students see it as clearly related to learning they are more likely to do it. There should be no need to grade it; if homework is clearly relevant student grades will be lower on their tests. Why give zeros for missing homework if the student will receive a lower test grade because he did not use 

the learning opportunity homework offered. Tell parents about the missing homework.

2. Giving poor assessments. Teachers should understand formative and summative assessments and grade only summative. Also, teachers should not depend heavily on published assessments-- they might not agree with teacher vocabulary or syntax. 

3. Grades are for assessments, not behavior. Teachers should not deduct points for misbehavior or add points for behavior not related to learning. 

4. Avoid extra credit. If parents or students want extra credit allow them an opportunity to retake an alternate version of a failed assessment.

5. Screaming at students teaches them that you don't mean it unless you scream. 

6. Don't expect students to act like your children. Respect individuality.

7. Rewarding students with material "things" will not necessarily improve learning. There are problems with this practice. Dr. Marvin Marshall, an expert on motivation writes, "External controls are manipulators that set up students to be dependent upon external agents." 

8. Punishing the entire class. Would you want to pay a fine because your neighbor has a wild party? The practice turns peers against one another, while demonstrating that teachers have a right to be unjust.

How Useful is Homework in Student Learning?

As an instructional tool the value of homework is severely limited. 

In one corner there are those who argue that homework is an essential part of instruction – it builds responsibility, improves study skills, etc. In the other corner, with equal vitality, are those who want to ban homework – it creates extra work for teachers and interferes with family plans. Homework still polarizes educators, and there is a broad spectrum of opinions between the poles. A heavy emphasis on taking school assignments home is a fairly recent practice. It's use began to take off in the years immediately following the launch of the world's first manmade satellite – Sputnik – by Russia in 1957. The U.S. was embarrassed by this loss in the space race and panic pushed educators toward improved practices, since the assumpton was that schools had failed. Decades later, homework has still not shown to be a great idea. 

Homework is not Simply Something that all Teachers Do

Individually posted teacher policies present a myriad of procedures to encourage students to turn in the assigned work. School and district sites sometimes place stern warnings for students to do their homework or face disciplinary procedures,

Homework is, to say the least, problematic. There are many popular Internet teacher sites where teachers can exchange ideas across the nation. A perusal of these sites indicates that homework is of great concern to teachers. Teacher policies about whether or not to grade homework, how much it should count, and other matters create unnecessary worries.. Homework is a formative assessment. That single fact can put an end to the homework quandary.

Homework Invites Controversy

Part of the divide has resulted from the fact that homework as an instructional tool has developed in an uncontrolled manner with few rules governing its application and correct role. There is no one thing called “homework,” and in many cases isn’t even done at home, but at the end of class. Another problem is the myth that everything that students do must be graded. Arbitrary “solutions” have been initiated by many schools and districts.

Chief among them are decisions to allow no grade lower than fifty – or some other arbitrary level to be recorded. This is a way to maintain student motivation and respond to the problems created by zeros, but it is simply a convenient invention.

The practice has become common across the nation. Humble, Texas includes the policy in its student handbook, as does St. Simon Stock School In Bronx, NY. Monroe Middle School in Monroe, NC forbids the "recording or averaging of any grade lower than 60." Variations of these policies are frequently posted on the Internet. These policies have troubled teachers who see it as grade manipulation, and it is, but with good intentions. School policies serve better when they are based on a logical process.

Homework Needs a Redefinition and New Purpose

An analysis of the problem reveals a possible real solution. First, teachers need to understand that homework tends to fall under the category of formative assessment – those things teachers do while students are learning a new topic or set of standards. Students must be retrained to believe that work has value even when it is not graded. Schools have become institutions that place too much emphasis on grades. Schools must dedicate themselves to emphasize learning for the sake of learning.

Teachers need to convince students – starting with students’ first-ever homework assignments – that homework addresses what they will need to know when they are assessed with quizzes and tests – i.e. summative assessments. It gives them an opportunity to study these things and review them the next day in class and make correction as needed. Teachers will quickly check off whether or not the student has done the homework in order to let parents know if students are doing homework. That’s it! No grading, no arbitrary methods of turning checks into grades, and no zeros.

Students should be encouraged to use homework as part of the material to study for assessments. Next a summative assessment is given. Some of the assessment should sample knowledge gained from homework. When the assessment is scored, the students who were serious about using homework as an opportunity to study will score better than those who didn’t, provided the homework assignments and the assessments were in agreement. In this way, what was learned from homework is finally graded.

The same factors that might have caused poor homework grades are still in effect for better or worse but significant positive changes will result:

• Those horrible zeros have been eliminated.
• Homework is now about learning instead of chasing grades.
• Homework is for practice and diagnosis.
• Fewer papers to grade.No need for special homework grading methods.
• The responsibility issue is still intact.
• The teacher can still see the relationship between homework and test grades.
• Bribes and reward systems are no longer needed.
• Copying homework is now no worse than copying notes.
• Student evaluation stresses summative assessment; evaluation “pollution” is reduced.
• Less stress for all.

Link:

The Homework Myth

The Homework Dilemma: Part 1 

My Opinion for What it’s Worth

Teachers give homework — it’s part of what they do. I gave it when I was a teacher back when the earth was still cooling. Eventually I gave very little homework — mostly to encourage studying before tests, but sometimes not even then. Homework didn’t seem to work in the best interest of my students, and I thought I was using it incorrectly — based on what I now know, I was.

I stopped grading homework long ago. After all, it results in lots of zeroes and my students didn’t need those. Really, if an assessment is consistently producing zeroes, shouldn’t teachers wonder what about its usefulness? In those days we didn’t talk about formative and summative assessments. Assigned work was about grades.

I know it is popular to assume that students are being irresponsible when homework is not done, but teachers are supposed to be able to find what works. We are not supposed to call the student irresponsible, stupid, bad, lazy, etc. and move on — we find a way, not a way out. Sometimes we fail and the student fails, but we must commit ourselves to get better and adopt better methods rather than apply the “same old, same old” and expect students to adapt to us. Teachers are the experts — or should be — where teaching methods are concerned.

I never saw any real evidence that it made students more responsible, although some teachers continue to claim it is so. Research on homework is inconclusive. There certainly are no landmark studies that show unequivocally that homework is essential to teaching and learning, although there is some pretty good evidence that it is of little or no value for elementary students. There seems to be some benefit for high school students from homework, but it’s limited.

Let me be clear— I didn’t just ride into town on a turnip truck. I know the language of research. I understand correlation, meta-analysis, and z-scores. I have read the works of Harris Cooper, Robert Marzano, Thomas Guskey, and many others. I have a well-founded professional opinion on homework and I have a personal one.

What do the Polls Say about Homework?

Although parents often hold opinions on education that don’t necessarily reflect best practice, their opinions must be respected simply because schools educate their children. Regrettably, a clear understanding of what parents think about homework is hard to ascertain. My experience as a teacher and administrator has convinced me that parents generally support, or at least accept, various instructional methods — especially those applied the schools their children attend.

Surveys and polls produce a bewildering variation in results. A mumsnet.com survey from October 2008 had a reasonable sample of 1,036 respondents to the question “Are you happy with the amount of homework your child is required to complete?” Fifty-six percent responded, “Yes it's just about right,” while 27% said, “No they get too much.”

Mumsnet is a site for parents, and surveys offered by websites are generally not conducted with scientific controls for validity, but provide information of interest to a specific group at a specific time.

On the other hand, smartgirls, a website that attracts a wide age-range of young females conducted a survey concerning a number of school issues. The poll is over a decade old, but of the 484 respondents, 274 — about 57% — responded that they had too much homework. Interestingly, about 27% admitted to cheating on homework at least “sometimes.”

A November 18, 2011, Timeforkids poll was in close agreement with Smartgirls, with 57% claiming too much homework. Again, there are no controls to assure reliability.

Harrisinteractive displays the results from a poll from March 2008 that seems to have some scientific controls, although an exact description of the polling process is not described. The results show that 60% of the parents and 81% of the teachers agreed that the amount of homework given was “about right.” There is also close agreement on the “importance of doing homework.” Fifty-six percent of parents said doing homework is “very important,” compared with 50% of teachers.

Polls don’t give us much information about homework. They lack validity and depth.

The most important issues about homework concerns how educators apply what they know — or should know — about teaching and learning.

That will be the topic for Part Two.

Common Sense Issues in Grading Students

Will his grade make sense
 to him and his parents?

• Fifty grades are not needed for assessment – half that number or less will suffice if assessment tools are properly designed; 
• Keep it simple – a grading system should be easily understood and used; 
• Avoid unjustified and complicated procedures in grading that confuse students and parents; 
• Remember that students own grades, not teachers – teachers shouldn't manipulate grades; 
• Avoid grading on a curve to normalize grades ­– the best teachers will have students whose grades are skewed to the high end and that is what teachers should try to do; 
• Expect the worst student grades on early assessments while students are still learning how individual teachers write tests; therefore begin testing with easy assessments; 
• Grade assessments – not behavior – and grade for learning – not effort ­­and responsibility; 
• Report  – don't grade  –  behavior and responsibility;
• Try to avoid giving zeros, as they can have disastrous and often unjustified effects on grades; often zeros mean student grades are missing, not that the student truly had zero knowledge; zeros should never be punitive.
• Don't be surprised that many students seem to make no effort to improve; bad grades do not motivate most students to improve;
• Grade summative assessments, not formative assessments like homework.

Reasons for not Grading Homework

The most common reason for grading homework is because students expect it to be graded. But if one thinks about it, why would we give a grade on an activity that has all of the defects and problems of homework. 

• Homework easily can be copied from a classmate.
• Students do not have equal resources for completing homework.
• Some have Internet access, many do not.
• Many students do not have the bare essentials like a proper place at home to study or parents who can or will help.
• Homework is often more of an indicator of effort than learning. Please don't grade effort!
• Frequently homework is merely checked off if students have it but not graded. These checks are, by mysterious methods, "converted" into grades.
• Of all student work homework assignments are the most likely to receive zeros. The accumulation of zeros can unfairly skew the total grade fair below the total grade as indicated by tests.
• The effects of zeros on beginning learners can place many dangerously at-risk. Failure does not motivate, but frustrates and discourages.
• Homework is often assigned over weekends and holidays thereby interfering with family plans. Kids need a break.
• Many students have nights with hours of homework. This can be counterproductive, especially for young learners.
• Homework is often assigned for punitive reasons. Don't do it!
• If it is known that a student won't (or can't) do homework, continuing to assign it an giving zeros without intervention is wrong! 

Copyright Harvey Craft. Contact the author to obtain permission for republication.