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I've honestly never considered this before. Whether you agree with the chart's conclusions is obviously open for discussion, but the chart left me thinking about specifically WHY we assign HW and what we should be doing about it.

Given technology, can homework be used as a means to (a) differentiate assessment, (b) have students demonstrate understanding via a different modality, (c) scaffold learning to further enhance the classroom experience. For a while, Howard Gardner experimented at Harvard with assigning his lectures as homework. Students watched videos and then came to class prepared to engage in discussion. Could a similar approach be taken at the high school level?

Chris: I think this flow chart is very interesting and worthy of considerable discussion. I like it. I would tweak it a bit. For example, I think you could (and should) give application homework that is formative as well as summative. I think all types of homework that fit with all six levels of Bloom's taxonomy could be given both formatively and summatively. The only homework that should be "graded" is homework that leads to end-of-learning assessment. If the homework is given in the process of learning, then it should not be graded but should receive feedback, both from the instructor as well as from the student(s).

This site has more resources than just Internet Safety or Cyber Bullying. The parent section is an excellent reference, as are the "homework helpers." To find the latter, search for "homework" in the search area, as they are not readily available. The weekly e-Newsletter is also a great resource, particularly for the parents and teachers of elementary/middle school aged students.

Educators weigh in on the question of whether homework is a worthy exercise for students.

OK, a bit of a pain if you aren't paying for Education Week, but this article mirrors some of what I understand some of our math teachers to be doing with "flip" lessons.