How Elementary Teachers Determine Meaningful Homework Assignments

How Elementary Teachers Determine Meaningful Homework Assignments by Whitney Rae Bennett-Perro MA, William Paterson University, 2000 BS, Slippery Rock University, 1986 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University May 2019 Abstract A self-study at a local elementary school revealed that homework assignments appeared to be at lower levels of Bloom’s taxonomy, and students were inadequately prepared for summative assessments that required the application and critical thinking levels of Bloom’s taxonomy. Formative assessment data, ideally, drives teachers’ instructional decisions in the classroom. The purpose of this qualitative case study was to better understand the formative assessment processes that drive instructional decision making. The conceptual framework by Chappuis and influenced by Black and Wiliam includesA self-study at a local elementary school revealed that homework assignments appeared to be at lower levels of Bloom’s taxonomy, and students were inadequately prepared for summative assessments that required the application and critical thinking levels of Bloom’s taxonomy. Formative assessment data, ideally, drives teachers’ instructional decisions in the classroom. The purpose of this qualitative case study was to better understand the formative assessment processes that drive instructional decision making. The conceptual framework by Chappuis and influenced by Black and Wiliam includes the strategic process for successful formative assessment teaching and learning. The research questions explored the use of homework as a formative assessment in classrooms. In this intrinsic case study, data collection included face to face interviews with 10 general education Grade 3-5 teachers in 2 different schools within the same, a 2week document analysis of homework assigned in language arts and mathematics, and a focus group of participants. The data were analyzed with open coding followed by axial coding to determine themes. Member checking and triangulation were used to ensure validity and accuracy. The themes that emerged from the coded data identified ineffective teacher use of feedback, self-assessment, and learning targets—essential practices of the formative assessment process. Improving the formative assessment process for teaching and learning may encourage positive social change through promoting teacher selfefficacy and collaboration through a professional development paired with a professional learning community. This study may also lead teachers to change their formative assessment processes and provide guided instruction that enhances student learning outcomes. How Elementary Teachers Determine Meaningful Homework Assignments by Whitney Rae Bennett-Perro MA, William Paterson University, 2000 BS, Slippery Rock University, 1986 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University May 2019 Dedication This study is dedicated to my amazing son, Connor. He is my inspiration to keep trying and to never give up. This study is also dedicated to my mother who is not here to see the end of this journey. Finally, it is dedicated to “Sweetheart,” who made me feel so special, and for whom I am profoundly grateful. Acknowledgments I would like to thank all the members of my dissertation committee for their support and assistance through this journey. I would like to thank my family and friends who have helped me reach this accomplishment. Thank you to Dr. Anissa Harris who kept picking me up when I was ready to walk away. Finally, I would like to thank my father and brother for believing in me.