There is the argument that homework, a large quantity of homework, is necessary for assessment. I would largely use Cooper, H., Robinson, J. C., & Patall, E. A. (2006) and Cooper, H. (2010) and Terada, Y. (2015) to disprove this claim; it is the quality, not quantity, of homework that best assesses the progress of a student. There are other, more quality ways to measure progress in a classroom than take-home work.
Another argument is for “practice makes perfect”–that repetitive homework assignments are of benefit. I would argue that there is a threshold that is reached where the practice is a hindrance rather than a help. Simplicio, J. S. C. (2005) is a source I would rely on here.