No one knows when or where the idea of giving students extra credit originated. Although well-intended, extra credit can do more harm than good.

Teachers use a variety of techniques to help students learn. Among the most commonly applied practices is the assignment of extra credit. There are no firm guidelines for what extra credit is – except, of course, that is it some kind of extra work not assigned to all students. There are genuine instructional concerns for extra credit and how it affects learning and even the development of student expectations.

Teachers Should be Able to Justify Extra Credit Based on Best Practice

When students asked for extra work, the usual reason is to improve a grade, not to improve learning. It is not a teacher’s job to simply improve grades, but to teach students well enough so that their assessments reflect a level of learning that results in satisfactory grades.

Teachers are charged with keeping up with individual student achievement and offering assistance to students who need help. Such assistance may come in the form of additional help at lunch or after school. Working one on one or with small groups allows teachers to target instruction more effectively.

Few teachers have time to waste, and extra credit can mean extra work to monitor and assess. Once the precedent has been established for one student, others will likely ask for a similar favor.

Students may be Interested in Raising Grades, not Learning

If a student’s primary concern is an activity designed to guarantee a boost in grades the problem may not have an academic solution. Some students may fall quickly behind due to distractions at home or social problems. They have been sidetracked by issues that the teacher may not be able to manage or improve.

Offering a student a menial task such as designing a poster that will not assist in the learning of defined standards is not teaching. Furthermore, many students fall into the habit of asking for extra credit because that’s what they have done in the past and have managed to get by with minimal effort and borderline grades.

The lessons learned are potentially harmful. For one thing, students may learn that they can manipulate the system ­– a practice that will not serve them well in life.

Also, while people do occasionally get second chances in real life, it is not a certainty. Accomplished people learn to work to an appropriate level of competence to succeed. Students who consistently give their best efforts typically have the best academic results.

Extra Credit can be a Game for Teachers and Students

The reasons for offering for extra credit sometimes are trivial. If they are, giving it trivializes the learning process. Examples of game-playing with the practice are generally any credit given without having a policy that clearly describes why extra credit will be given. Without a policy, the use of extra credit can be arbitrary and demonstrates a lack of a teacher’s knowledge of evaluation.

For example, a teacher might want to reinforce good behavior and give a student points on a tests because his behavior has been good for an entire week. This is also a bad idea because teachers are not supposed to allow behavior to directly influence grades positively or negatively.

Other examples might include any credit given for non-academic reasons, such as giving points to students who contribute to a food drive. Students need opportunities to do the right things without receiving some sort of reward. Charitable work is such an opportunity.

Extra Credit Remains an Option for Teachers

Although many, if not most, reasons for offering extra credit are ill-advised, teachers might be able to legitimize the practice. Certainly some students will have personal issues beyond their control that call for some type of intervention such as extra credit.

It is important that the tasks given address learning standards and are designed to teach, not to artificially elevate grades. One proper example would be to allow a retake of a different version of a failed test or quiz.

Parents should be contacted to determine what issues might be making it difficult for students to keep up. Parents should be advised as to the nature of the work assigned and asked to encourage their child as they can.

Extra credit is an informal, non-standard practice. Teachers who give it should develop fair policies that clearly advise students on its use. It is not a practice to be taken likely or offered impulsively. Teachers have a responsibility for maintaining the integrity of assessment and evaluation and help students properly appraise their own efforts and how their efforts affect academic achievement.

Source:

"Extra Credit Work," teacher2b.com (Accessed: November 30, 2010)

Copyright Harvey Craft. Contactthe author to obtain permission for republication.