What Type Of Homework Is Most Effective For Students?

Definition of the Homework is the following:

Homework should reinforce classroom learning, but not all homework is effective.  The expert Cathy Vatterott says students who are “challenged academically or situationally” often fail poorly designed assignments. The sad irony, then, is that the type of homework aimed at increasing achievement can often result in lowering it.

  • Try designing homework assignments that focus less on the input of information and more on getting students to pull that information out of their brains. For example, ask kids to complete an online test, identify the areas where they scored lowest, and create a plan to give themselves more practice in those areas.

The most effective type of homework for the student:

When students are required to master the skill taught in class, single-skill assignments are the most effective. For example, students can list the steps of the scientific method. Cumulative assignments require students to decide which skill to use when solving a particular problem and then use the skill appropriately.

Designing Effective Homework

A well-designed and carefully constructed homework assignment gaziantep escort bayan can have a positive impact on student learning. Some types of research outcomes are the following:

■ According to Assignment Masters UK the assignment is most effective when it covers material already taught. Homework assignments involving material learned on the same day are not as effective as assignments that reinforce previously learned skills

  • Using homework to reinforce skills learned in previous weeks or months is most effective.
  • In the case of complex skills, homework is less effective

.Three Ways to Make Homework More Effective:

So how can we make homework more effective? The strategies that experts recommend may surprise you. Do you give repetitive assignments on a topic even after you have finished teaching that unit? Are you going to do the homework more like taking a traditional exam or even listening to an in-class lecture? Results from research indicate that the answer to this question is yes.

Spaced repetition:

Regularly, an educator presents a whole illustration; understudies take notes and complete their classwork, and afterward do schoolwork to build up learning. After the lesson is over, the student may not need the information again until an exam.

With spaced repetition, the educator presents shorter chapters on multiple topics and these topics are repeated over time. For example, a teacher who talks about the Industrial Revolution does not leave this revolution permanently.

A few weeks later, she may assign a homework assignment asking the children what they remember about the Revolution and how they can apply this knowledge to better understand trends in contemporary production. During the course of the school year, the teacher may assign another assignment in which students must document the similarities and differences between the Industrial Revolution and a revolution from a different period of history.

Rollback app:

Teachers often only use exams in a summative fashion as a way of assessing achievement. If students do not perform well on exams due to anxiety or other factors, it may hide the fact that they truly understand the material.

With the rollback exercise, students do not study or “squeeze” grades in preparation for a single high-stakes exam. Instead, they often perform self-assessments to give themselves many opportunities to retrieve information from memory. Each time children recall a memory, that memory gets stronger.

Try designing homework assignments that focus less on inputting information and more on getting students to pull that information out of their brains. For example, ask kids to complete an online test, identify the areas where they scored lowest, and create a plan to give themselves more practice in those areas. Or have students write quiz questions, post them on a classroom social media platform, and answer them as a group.

Checklist for good homework:

In addition to the strategies above, the researchers identified additional general best practices when it comes to counting homework.

Good assignments:

  • Given only when there is a clear purpose to improve student learning, not routinely.
  • Engaging and not just “busy work”.
  • allow students to make choices and use creativity (for example: find the best ways to learn the multiplication tables and come back and share them with the class).
  • Provide adequate feedback on what students have mastered and what they still need to practice. Web-based platforms provide kids with an easy way to get instant feedback.

Provide class time for students to discuss, review, and reflect on their traditional assignments.

  • Differentiated to meet the learning needs of individual students (for example, not every student needs to do the same number or type of math problems).
  • (except flipped classroom videos) relates to the material taught in class.
  • It explains in detail (in terms of directions and expectations) before students leave the classroom.


It’s been ten years since the Brown Center Report’s last work on an assignment, and it’s time for an update. What is the average amount of homework American students have today? Has the homework load increased, decreased, or remained more or less the same? What do parents think about homework load?

Why a study of this kind is needed. Not because the popular press created fiction. Students and parents who were dissatisfied with the amount of homework coming home from school provide testimony for these press releases.

These unhappy people are real – but they can also be atypical. Their experiences, however dramatic, may not represent the common experience of school-aged children and American families. The following analysis analyzes data from surveys methodologically designed to generate reliable information about the experiences of all Americans.

Some of the surveys have been around long enough to show meaningful trends. The question is whether strong empirical evidence confirms anecdotes about overworked children and angry parents.

Trends in homework over the past three decades can be seen in the National Assessment of Educational Progress (NAEP). Table 2-1 shows NAEP data for the years 1984-2012. The data are from the student survey of the NAEP assessment, which is the long-term trend.

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