Search

Many English schools have a homework policy which prescribes how much homework should be set for each pupil each week, irrespective of whether it can be made meaningful. Research recommends Assessment for Learning (AfL) as supportive of students' learning, but teachers can find it difficult to incorporate AfL techniques into their practice. This study explores how research homework, undertaken over several weeks, may provide a vehicle for integration of AfL techniques into science lessons at a 13-18 upper school. Prior to completing homework, students were provided with formative feedback, and given the opportunity to self- and peer-assess their work, against assessment criteria. Their work was evaluated to examine how students changed their work in response. Students also completed a short questionnaire, which provided a basis for focus group interviews. Findings suggest that research homework, operating alongside AfL techniques, can support students' learning, and that research homework can support implementation of AfL. [ABSTRACT FROM AUTHOR]