The fifth and final myth is that grading practices are a matter of personal taste and professional judgment and therefore not subject to the collaborative work of colleagues within a school and educational system.
An analysis of more than 80 studies on the matter concludes that corporal punishment does indeed modify student behavior—leading to aggression and antisocial behavior (Gersho, 2002).
Nevertheless, more than 80 percent of parents believe that corporal punishment should be legal, and almost half believe that it is effective (Samakow, 2014).
The frustrated homeowner would not insist that the roof repair was working or defend 30 years of faulty patches with the conviction that the roof sealant should have been effective.
At some point, we allow the evidence to force us to reconsider our conclusions. Think of students who have made great leaps in performance, particularly in music, athletics, or literal equations.
84) that leads to the highest levels of expert performance. Effective practice takes place “outside one’s comfort zone and requires a student to constantly try things that are just beyond his or her current abilities” (p. Thus, the perfectly done homework assignment prized by teachers (and the parents who completed the work) falls short of the mark, just as a basketball practice in which a player stood under the basket and hit 100 percent of the shots was wasted time. Why risk Chopin’s when you can play the C-major scale perfectly?
Myths And Legends Homework
Moreover, effective practice “involves feedback and modification of efforts in response to that feedback” (p. This almost always requires a coach or teacher who is present—difficult enough in a classroom of 30 students, impossible in 30 bedrooms. skills and working to improve them specifically” (p. This requires differentiated homework assignments, something that music teachers and athletic coaches do routinely but that is generally absent from the academic classroom. No one gets feedback that is meaningful, because the only feedback that matters is that the work was finished on time and correctly.is the longest running television series in the history of the Discovery Channel.During its 14 years on the air, the show, featuring Adam Savage and Jamie Hyneman, have conducted 2,950 experiments, explored 1,050 myths, and created 900 explosions (Friedlander, 2015).That is, however, damning with faint praise, somewhat like claiming that grades are better predictors of human performance than the reading of entrails.Fourth is the myth that punishment—particularly Fs, zeroes, and other punitive consequences for academic and behavior shortcomings—deters unwanted student behavior.In her landmark article “A Century of Grading Research,” Brookhart and her colleagues (2016) examine the relationship between student grades and future performance.There is some evidence that low grades predict bad outcomes, such as dropping out of school.The more emotional and politically volatile the subject, the more important it is to separate myth from fact.The world of education would benefit from a This article explores five prevailing myths, and like the legends and fanciful claims exploded by Savage and Hyneman, we will consider each one against the evidence. This is seductive and appealing because so many of us, including educators and administrators, found grades motivating when we were students, and we wish very much that our personal experiences could be applied to the universe.Even where grades are related to future success—very high-performing students are more likely to be accepted to elite colleges, which, in turn, open doors to greater job opportunities—we should interpret the data with caution.While it is possible that intelligence and work ethic forge the path from kindergarten to Ivy League to Wall Street, it is also possible that zip code, tutors, and connections—all artifacts of family socioeconomic status—are the underlying causes.