An Open Letter to All Teachers: Rethinking Homework, Assessment, and Feedback

 Introduction

Dear Teachers,

As a fellow educator with experience at various levels of the state school system, from elementary to secondary, I understand the challenges faced when working with students of various age groups. I write this letter with immense respect and gratitude for your efforts, patience, and commitment. The intention of this letter is not to criticize individual practices but to engage in a constructive discussion on certain teaching methods and assessments, specifically those related to coursework, homework, and evaluation. I believe that continuous improvement in educational practices is vital for the development and success of our students.

Excessive Homework and Its Impact on Students

Numerous studies conducted across various countries and over many decades have demonstrated that excessive homework can have adverse effects on elementary students' well-being and academic performance (Cooper, 1989; Marzano & Pickering, 2007). Education experts generally recommend that homework should not exceed 10 minutes a day for each year in elementary school. A third-year elementary student should not be expected to do more than 30 minutes a day, as data shows that anything beyond the recommended time provides little to no benefits in terms of academic achievement (Cooper, 2007).

Some experts, like Vatterott, the author of "Rethinking Homework: Best Practices That Support Diverse Needs," do not completely agree with the "10-minute rule." Vatterott believes that the focus should be on enhancing the quality of homework assignments rather than adhering to a specific duration. She also supports the idea of eliminating homework for younger children. "I am not concerned about students not starting homework until fourth or fifth grade," she mentioned. Although the debate surrounding homework will likely persist, Vatterott has observed a growing trend towards limiting or even abolishing homework in elementary school (Vatterott, 2009).

Though the "10-minute rule" has been a norm across developed nations for many years, it seems that in Italy, elementary school teachers often assign 1-2 hours of homework daily, an amount typically expected of a fourth-year high school student. Overloading students with homework can undermine its intended benefits and even lead to adverse effects. Children spending excessive hours juggling school work and homework could be missing out on meeting their developmental needs and fostering other crucial life skills (Mollie Galloway, Jerusha Conner & Denise Pope, 2013).

“A good way to think about homework is the way you think about medications or dietary supplements, If you take too little, they’ll have no effect. If you take too much, they can kill you. If you take the right amount, you’ll get better.”

Duke University psychology professor Harris Cooper

Oral Interrogation and Assessment Methods

Oral questioning, as seen in the Socratic method, can be an effective teaching tool that fosters critical thinking and classroom discussion. However, it has its limitations when employed as the sole means of evaluation (Black & Wiliam, 1998). In fact, many developed countries, especially those within the OECD, have shifted away from using oral interrogation as the primary method of assessment (OECD, 2013).

The educational objectives behind teachers asking questions should ideally focus on facilitating the learning process and enhancing students' cognitive capabilities. Unfortunately, teachers often utilize questions to guide students towards a preconceived conclusion (Barnes & Todd, 1995). This approach limits the impact of questioning, as it merely facilitates memorization or comprehension without fostering the development of the students' cognitive structures.

Effective questioning should not only challenge students' thinking but also motivate them to expand and refine their cognitive structures. Otherwise, learners may feel confused and helpless, akin to a witness undergoing a rigorous cross-examination in a courtroom. Effective learning should be considered an inquiry-driven process, wherein the teacher's lessons and materials are not viewed as authoritative sources of truth but rather as resources to be interpreted and questioned. In this context, teachers' questions should aim to help students develop their abilities to ask new questions, instead of merely eliciting predetermined answers (Schwab, 1969).

Moreover, posing questions that exceed students' capabilities might hinder rather than stimulate their thinking. What might seem like a simple question to well-versed adults could actually be nuanced and complex from a young student's unbiased perspective. Teachers often operate under the mistaken assumption that objectively effective types of questions exist. For example, they might ask, "What was the main cause of the First World War?" Expecting students to merely reiterate what has been taught or read in previous lessons (Yang, 2006).

In reality, providing a comprehensive answer to such a question would necessitate an in-depth analysis of numerous variables, rendering attempts to address it objectively during an interrogation futile. Consequently, students are expected to respond to such questions by memorizing the anticipated answer or recalling the teacher's previous explanations. However, does this approach to questioning and answering promote the development of cognitive abilities and encourage critical thinking and further inquiry? For students with limited knowledge of the subject matter, the question and its expected answer may hold little meaning or relevance (Yang, 2006).

Teachers should carefully consider the purpose, nature, and complexity of the questions they pose to students, ensuring they facilitate learning, critical thinking, and inquiry rather than simply promoting memorization or adherence to preconceived ideas.

Goals of Assessment and Evaluation

The ultimate goal of assessments for primary and elementary pupils should be to provide valuable feedback to students, educators, and parents while improving the overall learning process and imparting transferable skills to students (Stiggins, 2002). Competency-based assessments that focus on critical thinking and mastery, rather than rote memorization, are more relevant in today's world, where access to information is abundant and constantly evolving (Wiliam, 2011). Encouraging students to develop the necessary skills to process and critically evaluate this information is crucial.

Frequent assessments that provide near-immediate feedback can help students improve and retain information more effectively than formal evaluations (Roediger & Karpicke, 2006). Teachers should carefully consider the topic, testing format, and interpretation of results when designing and conducting assessments. The objective should be to foster students' progress and learning by focusing on their development of new skills and competencies.

The Importance of a Growth Mindset in Evaluation

Adopting a growth mindset when evaluating and reacting to students' performance is essential for nurturing their development (Dweck, 2006). Labeling students' performance as "good" or "bad" without providing constructive feedback and encouragement can be detrimental to their learning process and overall performance. Instead, providing specific feedback on areas of improvement and celebrating progress can contribute to a more positive learning experience (Hattie & Timperley, 2007).

"In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment."

Dweck, C. S. (2006). Mindset: The New Psychology of Success. New York, NY: Random House.

This quote highlights the significance of adopting a growth mindset in evaluation, emphasizing the potential for development and improvement through persistence and effort, rather than focusing solely on innate abilities.

 Conclusion

In conclusion, it is essential for educators to continuously reflect on and adapt their teaching practices to better meet the needs of our students in an ever-changing world. By reevaluating the amount of homework assigned, exploring alternative assessment methods, and adopting a growth mindset when providing feedback, we can create a more effective and supportive learning environment. I encourage all teachers to consider these insights and engage in open conversations with their colleagues about best practices in education. Only through collaboration and a commitment to ongoing professional development can we ensure that we are providing the best possible education for our students.

Author: David Macfarlane BAHons, MRes

Innovative Language Teacher | Social Researcher | Freelance Consultant | Empowering Students, Teachers, and Professionals at Caledonian School of English

References