Assessment & Homework Policy

Assessment at Park High School is used to ensure students understand concepts and standards in a course. It allows teachers to adjust and ensure students are learning. Assessment is also a measurement of mastery of a subject’s outcomes.

To that end, staff will use varied assessment strategies on a frequent basis to provide consistent feedback to students, families, and the community.

Homework and motivation: It is understood that quality feedback on homework is more motivating for students than completion points (Stiggins 2006, Vatterott 2011). This means staff will provide consistent, quality, timely feedback on homework. This feedback may be for individual students or for the entire class.

Guiding Principles of Homework at Park High School

Homework assignments are intended to reinforce and extend learning initiated in the classroom and serve as a tool for teachers to assess student understanding of classroom instruction. Completion of routine homework can motivate students to develop good work habits while increasing the opportunity for individual initiative and responsibility. Homework can also stimulate creativity, critical thinking, and awareness that learning can take place outside of the classroom (Braintree Public Schools 2007, Vatterott 2011). The guidelines below indicate how students, parents, teachers, and administrators all have a responsibility for the success of homework.

Homework Guidelines for Students

  • Always do your best work
  • Record directions for homework in a planner
  • Understand assignments clearly before leaving class
  • Bring home materials to complete homework
  • Hand in assignments on time
  • Know what you are going to miss and still meet due dates for planned absences
  • Find out what you missed the day you return from an unplanned absence
  • Budget time properly for long-term assignments
  • Ask parents, peers, or teachers for help

Homework Guidelines for Parents

  • Provide a time and place for homework away from interruptions (phone, tablet, computer, television)
  • Actively monitor homework completion on Parent Portal
  • Contact teacher with questions/concerns

Homework Guidelines for Teachers

  • Be certain students clearly understand all homework assignments
  • Ensure Homework addresses class outcomes and standards
  • Provide timely, quality feedback
  • Communicate with parents when students fall behind on homework assignments
  • Assign no more than 30 minutes of homework per night per class (Cooper, H. 2014) Homework Guidelines for Administration
  • Publish, Promote, Support this homework/assessment policy
  • Provide support for teachers to implement policy with fidelity
  • Guide teachers on aligning assignments with course outcomes as necessary
  • Develop/promote homework incentive plans with teachers, students, and families

Guiding principles of assessment at Park High School

Formative Assessment: Work conducted when a student is still learning the material. It is an assessment that is designed to provide direction for both students and teachers. For the students, the adjustment may mean reviewing, additional practice, or confirmation that they are ready to move forward. For the teachers, it may mean changing instructional strategies, providing additional practice, or being ready to move forward. Examples include teacher observation, quizzes, rough drafts, peer editing, daily homework, or notebook checks.

Summative Assessment: Work conducted when a student has had adequate instruction and practice to be responsible for the material. It is designed to provide information to be used in making judgment about a student’s achievement at the end of instruction. Examples include final drafts, tests, exams, projects, labs, or performances.

  • Not more than 25% of a grade will consist of formative work (Vatterott, 2011).
  • It is understood homework and daily assignments are designed to promote learning.
  • Formative late work loses 10% and is not accepted after summative assessment has been completed.
  • Summative late work (papers, projects) loses 10% and will be accepted up to three days after due date. With teacher prior approval, work may be accepted beyond three days late.
  • Summative late work (tests, exams) may be made up before the end of the term with pre approval by teacher.
  • Not more than 3% of a course grade will consist of extra credit. Extra credit must be designed to support course concepts and standards.
  • Staff teaching alike classes must use the same summative assessments and collaborate to provide similar formative assessments if such assessments are to go into the grade book.

References

Braintree Public Schools. (2007). Homework policy (9-12). Retrieved from braintreeschools.org/homework/

Cooper, H. (2006). Duke study: Homework helps students succeed in school, as long as there isn’t too much.
          Duke Today. Retrieved from http://today.duke.edu/2006/03/homework.html

Crawford, L. (2014). Does homework really work?. Retrieved from:
          greatschools.org/students/students/homework-help/1983-what-research-says-about-homework

Highland Park Senior High School. (2014). Grading and Assessment Procedures. Retrieved from
          http://highlandsr.spps.org/uploads/grading_and_assessment_procedures_201...

Marzano, R. J. (2006). Classroom Assessment and Grading That Work. Alexandria, VA: Association for
          Supervision and Curriculum Development.

Minnetonka Public Schools. (2014). Policy #626: Secondary Grading and Reporting Pupil Achievement. Retrieved from https://www.minnetonka.k12.mn.us/policies/626.pdf

Northern Illinois University, Faculty Development and Instructional Design Center. (n.d.). Formative and
          summative assessment. Retrieved from
          https://www.azwestern.edu/academic_services/instruction/assessment/resou...

Stiggins, R. Et al. (2006). Classroom assessment for learning: Doing it right – Using it well. New Jersey: Pearson Education, Inc.

Vatterott, C. (November 2011). “Making Homework Central to Learning” Educational Leadership, 69, 60-64.
          Retrieved from http://www.ascd.org/publications/educational-leadership/nov11/vol69/num0...

Wilson, J.L. (2010). The impact of teacher assigned but not graded compared to teacher assigned and graded chemistry
          homework on the formative and summative chemistry assessment scores of 11th -grade students with varying chemistry potential. Retrieved from ERIC. (ED521905)