Understanding Our Differences: Analyzing Stakeholders' Views on Homework, Assessment, and Grading

• In Event: Classroom Assessment: Exploring Fairness and Equity

Abstract

School policies regarding homework, assessment, grading are among the most controversial areas of education reform. This study investigated differences in various stakeholders’ perspectives on these important issues. A survey with common items related to homework, assessment, and grading policies was administered to all students, parents/families, teachers, principals, district leaders, and other educators in a medium-size, Midwest school district prior to any policy change initiatives. Results showed statistically significant differences in stakeholders’ views regarding the purpose of homework, teachers’ post assessment actions, and the inclusion of non-cognitive factors in determining students’ grades. Significant differences were found with district leaders’ responses and all other stakeholders’ views. The nature of these differences is discussed along with implications for policy development and reform implementation.

Authors

• Thomas R. Guskey, University of Kentucky

• Laura Link, University of North Dakota

• Natalie G Link, Butler University