Eliminate Homework and Extra Credit¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 7 studies (3 quant-synthesis, 3 review, 1 theoretical), q1–q4 · 3 of 7 report an effect size

Description¶

This strategy removes homework scores and extra-credit points from final grades. Practice work is still assigned and often still expected, but it is treated as formative — feedback is given, completion may be monitored, yet the grade reflects only summative evidence of learning. Extra credit is eliminated because it inflates grades with points unrelated to mastery and disproportionately benefits students with more time and resources.

Design Implications¶

Grading homework completion measures compliance, not learning, and creates incentives for copying — especially when assignments are difficult or high-stakes [~M]. Extra credit compounds inequity: students with jobs, caregiving duties, or less home support are least able to earn it, so it widens rather than narrows achievement gaps [-M]. Separating practice from grading aligns with the formative/summative distinction at the heart of Assessment for Learning [+S], and supports autonomy, which in turn strengthens intrinsic motivation Autonomy supports intrinsic motivation. [+M]. When practice is ungraded, feedback becomes the primary consequence of doing it, and feedback is most effective when it targets the task and process rather than the self or the score Feedback most effective at task and process levels. [+S].

Context¶

Requirements¶

• A clear communication plan so students and families understand that ungraded does not mean optional
• Alternative ways to monitor practice: completion checks, Check-Ins, entry tickets, or brief conferences
• A summative grading scheme based on demonstrated mastery (Assessment, Assess Performance)
• Feedback loops on practice work so ungraded effort still produces learning value

Constraints¶

• Homework completion rates often drop initially, particularly for adolescents, when points are removed [-M]; the strategy depends on practice being genuinely useful and on class time being structured around it
• If summative assessments are infrequent or high-stakes, removing homework grades shifts weight onto a few events, increasing test anxiety [-M]
• In systems where families expect point-based accountability, teachers may face pressure to reinstate homework grades regardless of evidence
• Extra credit can serve a legitimate motivational function for struggling students when it is additional learning work, not point padding [~W]

Implementation Variability¶

• Full standards-based or Competency-Based Assessment models: grades report mastery levels only
• Hybrid models: homework is ungraded but completion gates reassessment or retake opportunities
• Practice accountability via Practice done in class, where support is available and copying is impractical
• Replacing extra credit with grade-replacement policies: students may retake or revise assessments instead of earning unrelated points

Target Learners¶

• K–12 and higher education across all levels; the equity argument is strongest in heterogeneous settings
• Students with out-of-school responsibilities (work, caregiving) who cannot earn extra credit or complete lengthy graded homework [-M]
• Students prone to copying under point pressure; ungraded practice removes the incentive [~M]
• Students motivated by autonomy and task value rather than external rewards Task value increases motivation and engagement. [+M]

Target Learning Goals¶

• Mastery of core concepts and skills, evidenced through summative assessment
• Intrinsic motivation and self-regulated engagement with practice
• Academic integrity: reducing copying and grade-grubbing behavior

Instructions¶

1. Audit the current gradebook: identify every homework and extra-credit line item and what it actually measures.
2. Redesign summative assessments so the grade reflects mastery of the stated objectives (Assessment).
3. Restructure homework as Practice: assign it, provide rapid feedback, and connect it visibly to what appears on assessments.
4. Build in-class accountability structures — brief Check-Ins, warm-up problems drawn directly from homework, or conferences — so practice remains visible without points.
5. Replace extra credit with revision and reassessment opportunities tied to the same objectives (Assess Performance).
6. Communicate the rationale to students and families explicitly, including what happens when practice is skipped.

Related Strategies¶

• Standards-Based Grading — the grading system this strategy most often accompanies
• Retakes and Revisions — the replacement mechanism for extra credit
• Frequent Low-Stakes Testing — a graded-but-low-stakes alternative that preserves retrieval benefits

Related Elements¶

• Practice — homework becomes ungraded practice rather than a graded product
• Assessment — summative evidence carries the full weight of the grade
• Check-Ins — lightweight accountability replacing point-based homework checks

Examples¶

• Standards-based grading districts (e.g., Maine's proficiency-based diploma mandate) — grades report proficiency on standards; homework and behavior are reported separately and excluded from the academic grade.
• AP and college courses with ungraded problem sets — instructors assign weekly problem sets, post solutions, and base grades entirely on exams; completion is encouraged through exam-item overlap rather than points.
• Secondary math classes using "homework quizzes" — students attempt problems at home ungraded, then a short in-class quiz on the same problems provides the only recorded evidence, deterring copying while rewarding genuine effort.

Key Sources¶

• Guskey, T. R. (2011). Five obstacles to grading reform. Educational Leadership, 69(3), 16–21.
• Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. doi:10.1207/S15327965PLI1104_01
• Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. doi:10.1080/0969595980050102
• Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Research, 76(1), 1–62. doi:10.3102/00346543076001001