Should teachers grade homework – or stop grading it entirely? Matt George and Mark Zockoll take on one of the most practical, debated questions in Christian education and land on a surprisingly nuanced answer: homework matters, but not always in the grade book. Recording this one on a walk, the hosts unpack what homework is actually for, when it becomes little more than a point-chasing exercise, and why “graded” does not always mean “better.” They push through the tension between accountability and learning, asking whether homework should measure performance, build habits, surface confusion, or simply help students practice without fear of a bad score.
You’ll hear them break down:
Why homework as “rote practice” can help some students and fail others
The difference between grading for completion, effort, and real understanding
When pass-fail homework makes sense and when it creates new problems
Why certain subjects, like math, call for a different approach than section reviews in history
How teachers can use homework to identify weaknesses before the test, not just fill the grade book
The conversation gets especially interesting when they compare lower grades and upper grades, arguing that the kind of homework younger students do should be treated differently from the more critical-thinking work expected later on. Along the way, they land on a memorable principle: homework doesn’t always have to be graded, but it does always need to be assessed.
If you’re a teacher, school leader, or parent trying to figure out what homework should actually accomplish, this episode gives you a thoughtful framework instead of a one-size-fits-all rule. It’s a strong listen for anyone who cares about academic rigor, student growth, and building a grade book that reflects more than just compliance.
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Thank you for listening and for leading with integrity in your school!