Steven Volk (Contact at: Steven.Volk@oberlin.edu)
In a recent Reddit post, Tobias Rush, a musicologist at the University of Dayton, remarked that he allows students in “music theory and aural skills classes to turn homework in late and redo it as many times as they want for a higher grade. The students LOVE this policy and it does benefit them in that it gives them opportunity to learn the material by doing.” The posting was picked up by the Chronicle of Higher Education’s “Teaching Newsletter,” where it appeared under a headline offering, “How One Professor Learned to Stop Worrying and Drop the Deadline.” The article notes that it’s a bit more complicated: Rush provides due dates for each assignment but, “they are really just suggestions, since assignments can be turned in late without penalty.” Ultimately, he clarifies, “There is a hard and fast due date at 5:00 pm on the last day before finals week where all materials are due.”
zen Sutherland, Flickr Creative Commons
The arguments in favor of such an approach are significant, including never having to parse various requests for extensions, from the familiar (computer crashes without any backups; the untimely death of a grandparent), to the outrageous (“I’m going to New Orleans for Mardi Gras and won’t have time to complete it before I leave. I’ll bring you back some beads”), to the sadly believable, if eyecatching (“I lost my carabiner which had all my keys, including the one for the lockbox where I keep my ADHD meds, and my father can’t mail me a new prescription until next week…”). One also doesn’t have to calculate grade deductions for assignments turned in late (is that a grade down for every day late, or every CLASS day late?), or trouble one’s mind as to whether it’s better for students to turn in an assignment, however late, vs. discouraging them from doing the work by mandating a failing grade after, say, 5 late days.
Prof. Rush also notes that such a policy requires significant preparation (“we have a big discussion about this on the first day of the first class…”), as well as talking about the final due date continually as the semester draws to a close. He also notes that, in the end, he ends up with a lot more grading at the end of the semester, when everything is finally submitted. And he indicates that the policy works best for certain “lower-level” assignments, not for all assignments.
Yet for Rush, as reported in the Chronicle, the policy paid off: “…His students, all in their first and second year, appreciate having the space to better understand their time-management skills, or lack thereof…His method allows the procrastinators at the margins to understand the material rather than give up.” While Rush hasn’t studied the results of his experiment in a thorough manner, he noticed an increase in the average grades in his course.
The idea was so intriguing that I thought I would try it – well, actually I did try it, about a decade ago. In the syllabus for an introductory survey of colonial Latin American history (50 students), I wrote: “This semester, I am adopting a new policy regarding late assignments based on an understanding (and a hope) and it is you who are ultimately responsible for your education.” Much like Prof. Rush, I provided deadlines for every assignment (4 in total), but indicated that assignments could be turned in after the deadline without a grade penalty, up to the date of the final exam; nothing turned in after that date would be accepted. My approach differed from Prof. Rush’s in two other ways: Students who turned in assignments late would be graded normally, but would not receive any written comments – which, I noted, “means that the assignment will lose some of its value as a learning opportunity.” And students could not pass the course unless they (ultimately) turned in all the assignments. Continue reading