The faculty attitude to assignment deadlines: Let's discuss this at faculty meeting!
We make homework assignments in order to
⁃ extend learning a topic already covered
⁃ reinforce learning a topic currently discussed
⁃ prepare for a specific performance task as a group (discussion, recitation, lab, etc)
⁃ provide differentiation, so all students can learn more material (if some cannot finish within classtime limits, then finish at home)
⁃ cover basic principles in advance (flipped classroom), so that classtime can be spent on questions and coaching
⁃ accomplish a capstone project that represents culmination of the course learning goals
We set deadlines for assignments in order to:
• emulate adult life, prepare them for adult life with its deadlines;
• instill order and discipline;
• reinforce the sense of structure in our learning;
• scaffold the sequence, as the next more advanced topic is coming “today”
• allow students to assist each other on group assignments or just in cooperative study groups
• allow time for the teacher feedback to be formative, to improve understanding of the next topic
• grade the assignments all at once, which is desirable because it improves:
⁃ teacher efficiency because of setup/organizing effort
⁃ reliability of grading, as all are using the same rubric (later might lose the rubric or adjust it over time)
⁃ accuracy, when performance/observation elements are included (memory degrades over time)
⁃ consistency of grading, as most rubrics require subtle interpretations that can vary over time
⁃ planning for future lessons, given a broad view of current student understanding
⁃ effectiveness of feedback if it is given quickly and reliably
Why would homework be worthless if received after the deadline?
▪ Teacher has no time to assess it
▪ Teacher has no inclination to assess late work
▪ The original assignment involved discovery that is now moot
▪ Original assignment was time-based, assessing time-bound performance ability
▪ The homework is actually preparation for a lab
▪ Materials are no longer available
▪ Student can copy or mimic other students’ known quality work, can craft work specifically
▪ The deadline is end of quarter, beyond the grading period!
Why should teacher impose a penalty for late work?
Because of historical precedent — that is what teachers experienced, and what students expect
Because it is seen as reasonable and fair
To impose a cost, thereby discouraging students from repeating the lateness
In advance, to encourage students to complete assignments on time
Recognizing our innate sense of justice, to reward students who completed the work on time and punish those who delayed
Penalty is an economic disciplinary act
A numeric value is easier than behavioral conditioning
A numeric value is less personal — thus more objective — than hectoring or pillorying
To impose a cost, as the teacher must spend time re-collecting the rubric and restarting the assessment process (this varies, of course—simple answers are easy to grade, while essay rubrics are costly to restart). The penalty reflects the institution’s/teacher’s difficulty at restarting the assessment, re-opening the gradebook.
Emulate a later life condition: late-fee penalties, missed-deadline prices, lost discounts.
We make homework assignments in order to
⁃ extend learning a topic already covered
⁃ reinforce learning a topic currently discussed
⁃ prepare for a specific performance task as a group (discussion, recitation, lab, etc)
⁃ provide differentiation, so all students can learn more material (if some cannot finish within classtime limits, then finish at home)
⁃ cover basic principles in advance (flipped classroom), so that classtime can be spent on questions and coaching
⁃ accomplish a capstone project that represents culmination of the course learning goals
We set deadlines for assignments in order to:
• emulate adult life, prepare them for adult life with its deadlines;
• instill order and discipline;
• reinforce the sense of structure in our learning;
• scaffold the sequence, as the next more advanced topic is coming “today”
• allow students to assist each other on group assignments or just in cooperative study groups
• allow time for the teacher feedback to be formative, to improve understanding of the next topic
• grade the assignments all at once, which is desirable because it improves:
⁃ teacher efficiency because of setup/organizing effort
⁃ reliability of grading, as all are using the same rubric (later might lose the rubric or adjust it over time)
⁃ accuracy, when performance/observation elements are included (memory degrades over time)
⁃ consistency of grading, as most rubrics require subtle interpretations that can vary over time
⁃ planning for future lessons, given a broad view of current student understanding
⁃ effectiveness of feedback if it is given quickly and reliably
Why would homework be worthless if received after the deadline?
▪ Teacher has no time to assess it
▪ Teacher has no inclination to assess late work
▪ The original assignment involved discovery that is now moot
▪ Original assignment was time-based, assessing time-bound performance ability
▪ The homework is actually preparation for a lab
▪ Materials are no longer available
▪ Student can copy or mimic other students’ known quality work, can craft work specifically
▪ The deadline is end of quarter, beyond the grading period!
Why should teacher impose a penalty for late work?
Because of historical precedent — that is what teachers experienced, and what students expect
Because it is seen as reasonable and fair
To impose a cost, thereby discouraging students from repeating the lateness
In advance, to encourage students to complete assignments on time
Recognizing our innate sense of justice, to reward students who completed the work on time and punish those who delayed
Penalty is an economic disciplinary act
A numeric value is easier than behavioral conditioning
A numeric value is less personal — thus more objective — than hectoring or pillorying
To impose a cost, as the teacher must spend time re-collecting the rubric and restarting the assessment process (this varies, of course—simple answers are easy to grade, while essay rubrics are costly to restart). The penalty reflects the institution’s/teacher’s difficulty at restarting the assessment, re-opening the gradebook.
Emulate a later life condition: late-fee penalties, missed-deadline prices, lost discounts.
Comments
Post a Comment