When talking with parents at parent teacher conferences (which honestly need a complete overhaul by the way) you find yourself telling multiple parents that their child would be doing much better grade-wise if they would just do the homework.It struck me that there are two ways to parse this.
(1) That the child was not doing the homework and the homework is graded so the zeroes bring the grade down even though the student understood everything and could prove it ... OR
(2) that the homework is key to building automaticity and understanding, and that by not doing any of it, we shouldn't be surprised that the grade, which is a reflection of the understanding and ability to use the material in new ways (proficiency) was an indicator of that lack of proficiency.
Is it any wonder that I hate professional development that takes such a simplistic and uninformed statement and builds policy around it ... despite the ambiguity inherent in the statement?
"Stop grading homework!"
"Stop giving homework!"
"Homework is counterproductive!"
"Proficiency-based Grading explicitly rejects grading homework."
Leading to a blanket policy across the board:
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| Is this really a good idea? |
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