Relationships Between Formative Use of Homework, Homework Quantity, and Mathematics Achievement in the United States

• In Event: 58.059 - Classroom Assessment: Formative Assessment

Abstract

There has been a cyclical progression of public attitude towards the importance of homework in United States classrooms (Cooper, Robinson, & Patall, 2006). It is important to understand how homework affects overall student achievement (Lan & Li, 2006). However, there is little literature regarding the relationship between formative assessment and homework. Applying a Structural Equating Model (SEM) on the TIMSS 2011 math data, this study investigated the relationship between formative use of homework and homework quantity on 8th grade student mathematics achievement in United States. The results showed that the amount of homework is positively correlated with student achievement. However, the formative use of homework is not significantly correlated with student achievement. Implications for educational practices were then discussed.

Authors

• Qi Qin, Georgia State University

• Christopher Cappelli, Georgia Institute of Technology

• Hongli Li, Georgia State University