Late Work Policies: Their Impact on Student Achievement
Michelle Lui and Leah Nillas*
Educational Studies, Illinois Wesleyan University
Research Question
What are various methods that
can be utilized in the classroom
when implementing a late work
policy? Which elements should be
kept in mind when creating a late
work policy?
Literature Review
• Late work allows for students to
learn material and should be
taken into consideration when
planning a course (Guskey,
2004; Wormeli, 2006).
• The original purpose of
assignments is for students to
learn classroom material, not
accountability (Carifio & Carey,
2013; Docan, 2006; Guskey,
2006; Mader, 2009).
Methodology
•
Participants:
Approximately 50
Freshmen World History
students and 5 high school
Social Studies teachers were
surveyed.
•
Data Sources:
Student
surveys, Teacher interviews,
and Student teaching memos
Figure 1.
Contrary to other research findings, a majority of
students believe late work penalties are fair.
Figure 2.
Sample responses of those surveyed had
conflicting feelings towards late work penalties.
Results and Data Analysis
• Majority of students preferred and
thought late work penalties were fair.
Those who did not, cited completion
of work as justification.
• Teachers had policy of allowing late
work to be turned in before a unit
exam.
• Figure 1 goes against established
literature on late work policies (Carifio
& Carey, 2013) whereas Figure 2
shows the range in responses
(Zoeckler, 2007).
Conclusion
• No Penalty Policy: This will
increase student motivation to turn
in late work.
• Point Based Policy: Emphasis is
placed on student accountability.
• Collective Classroom
Determination: Promotes
awareness of classroom policy and
while opening up dialogue between
students and teacher.
• Further research could be
conducted with students of all
grade levels in high school have a
consistent opinion.
Is Adding a Late Work Penalty Fair?