What are your Late Work policies?
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My policy gets progressively tougher throughout the year. I teach sixth grade, which is the first year of middle school in our district. It’s also the first year with letter grades, and for most of our students- the first year with actual homework.
I don’t assign much that can’t be accomplished in class if you’re serious about the class. For Quarter 1, I accept anything and everything for full credit up until the day I have to turn in my grades. For Quarter 2, the same policy applies except you lose ten percent for anything more than a week late. For Quarter 3, the ten percent comes off the day after it’s due and it becomes 50 percent off of anything more than a week late. For the last Quarter, it’s 50 percent off for all late work, and nothing can be more than a week late.
I’m willing to make exceptions on a case-by-case basis for students living through adverse childhood experiences, of course. My policy is designed to prepare them for the stricter policies of my colleagues who teach the higher grades.
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Quite reasonable. The HS teachers appreciate this.
I accept it within the window of the unit. I take percentage points off for every day it’s late past the date I grade it. I want kids to do the work to practice the skill. We also have a 30 minute daily period when we can pull kids in to make up work.
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Holding them accountable with grace is important.
I accept late work with no penalty until about a week before the end of the quarter. I remind students about once or twice then it’s up to them. But I also give very few assignments that involve any out-of-class work because I’m a specials teacher and my class just doesn’t usually require it.
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We use NGSS. Most of the work is done in class yet a small percentage of students still won’t do it.
I used to take a letter grade off per day down to 50%. Later, when I didn’t give out as much (usually days with a sub), I allowed it for full credit until the end of the term. I would however immediately put in the zero for the missing work. I caught flack for it but I explained that the grade was an accurate representation of what the grade will be at the end of the term if not done. All agreed they did not want the surprise at the end. That also usually got the stuff in pretty quickly.
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I put zeros along with the comment “mark will change when absent work is made up.” Or “not submitted.” I take 20% off the first week. Anything after that is 50%. Then I will announce the window for late work will close by a certain date. They respond nicely to that. Occasionally there are exceptions, of course.
And a Special Education resource teacher, I inspect what I expect by making my policies plain and simple via having my students and their parents/guardians sign grading rubric forms with their understanding that they are required to do their assignments by the due date (IEP accommodations are permitted an additional 2-3 days past the original due date).
Moreover, if there is EVER a question about the grade(s) that THEY EARNED, and that I simply recorded and reported it/them, then they are to simply refer back to the form they (student and parents/guardians) signed.
I am preparing them for life beyond school.
We have to accept it by a set day a week prior to quarter end.
Full credit.
Opportunity to retake or make up if a low score.
I get immunity from the students to finally say ‘no’ after that date.
Minimum 50% regardless.
Summatives 90% - highest stake items (priority of student/parent), typically made up or retaken within last 2weeks to deadline.
Formatives 10% - rarely made up as it doesn’t hold a significant amount (5% if at 100% A)
Student tend to dismiss these assignments. Engaged and higher grade students will though.
I accept late work up until two weeks prior to the quarter ending. I also allow students to complete as many revisions as they would like. Each assignment or assessment looks different than their last one.
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Do they actually revise? It is good to learn from mistakes.