Here is my issue with Late Penalties being applied to student work. If we are going to reduce an entire course worth of work down to one symbol for the purpose of reporting, should we not at the very least ensure that the grade is accurate? Late Penalties lead to inaccuracy, which leads to deflated grades, which distorts the students’ achievement; their true ability to meet the intended learning outcomes. In most jurisdictions (if not all) grades are supposed to reflect the student’s ability to meet the intended learning outcomes of the course they are enrolled in. In my 20 years I have never seen a curriculum guide that had “handing in work on time” as a learning intention. It’s possible that one exists, I’ve just never seen it.
Now don’t get me wrong, I’m all for students meeting set deadlines. It is obviously a great habit to develop that will serve students well as they make the transition to adulthood. I also believe in holding students accountable for deadlines, I just never applied a late penalty. Like “0”, I was the late penalty guy early in my career; “10% per day” was my middle name. Over the years I saw the late penalty as a waste of time. I’d rather support the student than penalize them. 10% is a nice round number and that’s likely the reason we’ve chosen it through the decades as it keeps the math easy! I am not aware of any educational research that proclaims “Late Penalties” as an effective practice…are you? The threat of a penalty is supposed to motivate students into meeting the deadline. Clearly that threat isn’t working as that threat has existed for decades and yet students are still late with assignments.
Here is my position: Students should be graded on the quality of their work (their ability to meet the desired learning targets) rather than how punctual the assignment is. Here’s why:
Some students predictably struggle with deadlines. Once a due date has been given, most teachers can predict which students will be on-time and which students will be late. We know that most students will meet the deadlines. If most don’t, then there is likely a flaw in the assignment. The few that struggle with deadlines need support, not penalties. The other aspect is that we already know (to a certain degree) who is going to be late. Think about that…we can predict they’ll be late, but do we act to ensure the learning and/or assignment is on track? Most students like deadlines and the organization and pacing they provide.
Quality work should trump timeliness. Would you rather a student hand-in high quality work late or poor quality work on-time? Now I know that in an ideal world every student would complete all assignments correctly and hand them in on time, but I choose quality and I think you would too. We have spent far too much time in education focusing on the things that sit on the periphery of learning. Meeting a deadline is a good thing – even a great thing – but it doesn’t have anything to do with how much Math or Social Studies you understand!
The flood is a myth! No, not that flood. The flood of assignments at the end of the year that you think you are going to get; it won’t happen, at least that wasn’t my experience. In fact, in every school I’ve worked in where teachers eliminated their late penalties they did not experience the flood. As I said above, most students like deadlines and not having a late penalty doesn’t mean you don’t set deadlines and act when they are not met; just don’t distort their grade by artificially lowering it.
We don’t ‘add’ for early. When I’ve asked teachers who have late penalties why they don’t add 10% per day for early assignments they usually say something like, “I couldn’t do that. That would inflate their grade and wouldn’t be accurate.” I think they’ve just answered their own question. The exact same logic as to why adding-for-early is not appropriate applies to late penalties; the logic of inaccuracy.
Behavior & Learning must be kept separate. Inaccuracy comes when we start to include student attributes into reporting. Not handing in work on time has nothing to do with what they know; it reflects what they haven’t done.
Ken O’Connor writes:
The punitive nature of the penalty is a powerful disincentive for students to complete any work.”
If I’m a marginal student who barely passes most assignments, why would I even bother doing the work if I’m 3 or 4 days late? I vote for eliminating the penalty altogether, but here are some other suggestions if you insist on keeping your late penalty. After all, I can’t make you change.
- Provide a DUE DATE WINDOW and allow your students to manage their time. Provide a window of a few days or an entire week. Then, after the window closes consider them late.
- Spend MORE TIME IN PREPARATION making sure every student is clear on what to do and how to do it. Students might need exemplars or deeper explanations before they are ready.
- Provide EXTRA SUPPORT AHEAD OF TIME. We know some students struggle with deadlines and it would be irresponsible as a teacher to not act upon that knowledge before it’s too late.
Now, if all of that doesn’t work for you, then here is a late penalty I could support; I don’t like it, but I could support it. 1% per day! If you are like most teachers I’ve suggested this to you will have one of two reactions. One reaction is that, “it’s hardly worth the effort so why bother.” EXACTLY! The other reaction is, “that’s not tough enough!”
The second reaction usually reveals the real motive behind the penalty; that for students to comply with deadlines we need to toughen up on them. Just like with “0”, the punishment paradigm will never produce the academic epiphany. Making school less pleasant through artificial penalties has never inspired students to exceed expectations.
I set deadlines, but I negotiated deadlines if students came in advance. I held students responsible for deadlines and reacted NOW if a deadline wasn’t met. I contacted parents if deadlines were consistently being missed or avoided, but I DIDN’T PENALIZE STUDENTS in the GRADE BOOK! I accepted late work, but I never got the flood at the end of the year!
So…enough with the late penalties already and let’s put our focus back on learning!
At the beginning of the semester students receive a syllabus from every professor with all the assignment due dates. If students are proactive, they should set up a calendar and reminder system for every class. Then it becomes up to the student to use effective time management skills to turn everything in on time.
However, that doesn’t always happen. When a student can’t make a deadline, it’s always worth contacting the professor to see if the assignment can still be submitted for a grade. Even if it isn’t accepted for full credit, it’s still advisable to put in the effort to get as many points as possible and to show the professor that the extension is appreciated.
There are other tips involved when turning in a late assignment, which include:
1. Talk to the professor as early as possible. This shows that you are not waiting until the last minute and have at least put some thought into your work. If there is a legitimate excuse, professors appreciate the advance notice and the open communication.
2. Keep excuses to a minimum. Not to be harsh, but sometimes the excuse doesn’t matter because there was such advanced notice about the deadline. Oftentimes, excuses just make the student look lazy even if that may not be the case at all.
3. Take personal responsibility. Professors appreciate the acknowledgement that deadlines were announced in advance. Also, taking personal responsibility shows a maturity level and an ownership of your actions.
4. Turn in quality work. Especially if a professor granted an extension, make sure the extra time was used to put effort into the assignment. Also, professors definitely take note of which students care about the work they submit.
5. Don’t get upset if points are taken off. Professors have to be fair to the students who did turn their work in on time. Also, late work policies are often stated in the syllabus so there is no confusion about grading.
6. Assure the professor that this won’t happen again and follow through. Actions speak louder than words. Show the professor that you care about the class by turning the remaining assignments in on time.
Jorie Scholnik currently works as an assistant professor at Santa Fe College in Gainesville, Fla., where she teaches career classes and leads an etiquette club. She has also been working as an etiquette associate under the direction of Jacqueline Whitmore at The Protocol School of Palm Beach for the past six years. She earned her master’s degree and undergraduate degrees from the University of Florida. For business inquiries, you can contact Jorie Scholnik through The Protocol School of Palm Beach at firstname.lastname@example.org. You can follow her on Twitter.
classroom, classroom etiquette, Jorie Scholnik, tips, CAMPUS LIFE