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Homework- is there a connection with classroom assessment? A review from Sweden
Stockholm University, Faculty of Social Sciences, Department of Education.
2013 (English)In: Educational research (Windsor. Print), ISSN 0013-1881, E-ISSN 1469-5847, Vol. 55, no 4, 325-346 p.Article in journal (Refereed) Published
Abstract [en]

Background: The growing interest among researchers concerning how to use assessment to enhance students' learning as well as to improve instruction provided the impetus for this review of teachers' assessment activities related to homework.Purpose and method: The purpose was to bring together and critically examine the evidence in a way that illuminates research findings firstly on homework related to formative assessment, and secondly to relate research findings on homework to teachers' classroom work to formative assessment, and finally to complement existing international research by examining findings from Sweden. International peer-reviewed articles as well as doctoral theses, reviewed anthologies, encyclopaedias, international reports, and handbooks were used.Findings and conclusions: Findings show a gap in the research field of homework, especially in relation to formative assessment. Various research findings point to the importance of exploring the quality of homework. Research on how to assign and assess homework must consider the problems and conflicts that homework causes students, parents and teachers. Research is also needed to illuminate issues related to conditions for equity in relation to homework and feedback.

Place, publisher, year, edition, pages
2013. Vol. 55, no 4, 325-346 p.
Keyword [en]
homework, formative assessment, quality of homework, Sweden, equity and homework
National Category
Research subject
URN: urn:nbn:se:su:diva-96044DOI: 10.1080/00131881.2013.844936ISI: 000326867900001OAI: diva2:662875
Available from: 2013-11-08 Created: 2013-11-08 Last updated: 2013-12-16Bibliographically approved
In thesis
1. Läxor om och för kulturell mångfald med föräldrars livserfarenheter som resurs – några kritiska aspekter
Open this publication in new window or tab >>Läxor om och för kulturell mångfald med föräldrars livserfarenheter som resurs – några kritiska aspekter
2013 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The aim of the thesis is to explore how parents' life experience can become a resource to strengthen teaching about, and for, cultural diversity with the help of homework assignments and teacher feedback. Two of the four articles included are based on data from the Läxprojektet (2004-2006) [The Homework Assignment Project], which was a practicebased, collaborative research project at a multi-lingual and multi-cultural secondary school. The material collected from project and used in this thesis consists of collaborative homework assignments, audio recorded lessons, student texts and interviews with parents, students and teachers. Article A concerns teachers' feedback during classroom discussions. Results consist of seven categories of feedback and show that all feedback, in contrast to previous research, does not support students' learning. Article B show that collaborative lessons that are based on parents' life experience may fulfill the function of boundary objects (Star & Griesemer 1989) between home and school. Article C deals with the relationship between homework and feedback, which is studied in a research review. Article D revealed that issues concerning how cultural diversity was highlighted at the municipal level and in school planning were primarily featured in the municipalities with the highest proportion of multilingual immigrant students.

Thesis results suggest that:

Feedback is a challenge for teachers when the content of what the students present is unknown.

Parents' life experiences can be a resource in a content-based partnership between home and school.

Teaching about cultural diversity is facilitated by the existence of cultural diversity among students and parents.

In summary, results indicate that there are several factors that influence whether and how content and teaching about, and for, cultural diversity succeeds in schools. These factors affect the individual level, the classroom level and partially also the municipal level.

Place, publisher, year, edition, pages
Stockholm: Department of Education, Stockholm University, 2013. 85 p.
Doktorsavhandlingar från Institutionen för pedagogik och didaktik, 25
Homework assignments, cultural diversity, parents, life experiences, feedback
National Category
Educational Sciences Didactics
Research subject
urn:nbn:se:su:diva-95882 (URN)978-91-7447-785-6 (ISBN)
Public defence
2013-12-13, Lilla hörsalen, Naturhistoriska riksmuseet, Frescativägen 40, Stockholm, 10:00 (Swedish)

At the time of the doctoral defence the following papers were unpublished and had a status as follows: Paper 2: In Press; Paper 3: In Press; Paper 4; Submitted.

Available from: 2013-11-21 Created: 2013-11-06 Last updated: 2013-12-20Bibliographically approved

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