Grading homework for accuracy to show achievement in a high school biology class
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Date
2013
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Publisher
Montana State University - Bozeman, Graduate School
Abstract
This study was implemented in Biology I classes, made up of 9th and 10th graders, to help determine if grading for accurate answers and providing written feedback on homework would improve assessment scores. Time spent on homework and the amount of copying of homework was also looked at in this study. Homework, assessment grades, surveys, interviews, homework logs, and classroom observations were used. Although there was not a statistically significant change in achievement, the study did show that the number of students copying homework was lower in the treatment group.