Homework has been a part of formal education for as long as anyone can recall. As such, it is assumed to play a crucial role in learning. Yet, research on the effectiveness of homework as it is typically employed is mixed. Some educators and researchers argue that the practice of assigning homework should be abandoned. Others note that homework is expected by most parents, and it is seen as a key component of learning outside of the classroom. Still others advocate for better designed homework and confining it to specific tasks and roles.
Obviously, such variation of opinion presents a dilemma. As teachers, we face expectations that homework be assigned, but we also want the time and effort students give to homework to be worthwhile. Here are some cautions and options to consider regarding the design and role of homework, should we decide to assign it.
Homework that is not done does not result in learning. When students are unable or choose not to complete homework, no learning reinforcement occurs. We need to design homework that students will do if we hope to have it contribute to learning. Assignments need to be purposeful, realistic, interesting, useful, and accessible to maximize the probability that they will be completed.
Assigning more homework does not necessarily generate more learning. Lengthy homework can overwhelm students, leading to increased stress, frustration, and resentment. The quality of time and effort students give to homework is more important than how long they spend doing it. In most cases, when homework is designed as reinforcement, practicing a relatively small number of tasks or solving a few problems can solidify understanding and build adequate confidence. Assigning more items and activities will generate negligible, if any, further confidence or learning.
When students are confused or uncertain about a skill or concept, homework can reinforce errors and solidify misconceptions. Assigning homework before students fully understand and are confident in their learning risks students being unaware of their misunderstanding and making confusion-based mistakes. Unfortunately, the more times students repeat mistakes and practice incorrect processes, the more those errors become embedded in their learning and memories. Consequently, efforts to clear up confusion and help students grasp correct information and processes become even more challenging than if they had done no homework in the first place.
Homework can reinforce and magnify existing inequities. When homework is dependent on technology, transportation, adult involvement, or other resources for completion, students without these supports can be at a significant disadvantage. Further, when homework assumes prior knowledge and experience that is not shared by all students, it can require significantly more time and effort for completion. Having to search for, learn, and apply information and skills not previously possessed can be a major disincentive for students to complete work.
Grading homework does not necessarily increase learning. Many believe that if homework does not count for a grade, students will not do it. It makes sense that if students do not see value in the work they are asked to do and there is no accountability, some students will not do the work. Of course, we typically design and decide what homework to assign. If we cannot create homework that is engaging, useful, and accessible, we might consider not assigning it. Further, homework should be practice, not performance. Rather than assigning a grade, we might ensure that homework completion is instrumental to successful participation in class discussions and other activities. We might provide feedback on homework without assigning a grade. Or we might keep a record of homework completion to use as data to investigate should students struggle to make progress.
The decision to assign homework deserves more than identifying which problems to solve or tasks to complete. Homework that matters is thoughtfully and purposefully designed, calibrated to reinforce learning, interesting and engaging, and can be completed by the students to whom it is assigned.
