Develop and use well-written tests, master the essentials of educational assessment, and improve instruction and learning Written with both clarity and wit,
Classroom Assessment shows pre- and in-service teachers how to use classroom testing accurately and formatively to dramatically increase your teaching effectiveness and make a difference in how well students learn. In addition to clear and concise guidelines on how to develop and use quality classroom assessments, the author also pays particular attention to the implications of testing on teaching. The
9th Edition includes extensive discussion of the
Standards for Educational and Psychological Testing and their impact on classroom assessment, keys for evaluating instructionally diagnostic testing, and updated coverage of relevant legislation and policy changes, including the implications of the
Every Student Succeeds Act (ESSA) on classroom teachers. In addition to expanded treatment of technology and its implications for classroom assessment, a new Testing Takeaway feature and an updated Parent Talk feature introduce thoughtful ways to promote assessment literacy, educate parents, and open up discussions.
A new Distance-Learning Possibilities section is included in the accompanying Instructor's Resource Manual. The section details specific chapter-by-chapter strategies, activities, and options that help you optimize distance learning in the face of atypical challenges.
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0135568927 / 9780135568927 Classroom Assessment: What Teachers Need to Know Plus MyLab Education with Enhanced Pearson eText -- Access Card Package
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About our author
James Popham has spent the bulk of his educational career as a teacher. His first teaching assignment, for example, was in a small eastern Oregon high school where he taught English and social studies while serving as yearbook advisor, class sponsor and unpaid tennis coach. The recompense meshed well with the quality of his coaching.
Most of Dr. Popham's teaching career took place at UCLA where, for nearly 30 years, he taught courses in instructional methods for prospective teachers as well as courses in evaluation and measurement for graduate students. At UCLA he won several distinguished teaching awards. In January 2000, he was recognized by UCLA Today as one of the university's top 20 professors of the twentieth century. (He notes that the twentieth century was a full-length century, unlike the current abbreviated one.) In 1992, he took early retirement from UCLA upon learning that emeritus professors received free parking.
Because at UCLA he was acutely aware of the perishability of professors who failed to publish, he spent his non-teaching hours affixing words to paper. The result: over 30 books, 200 journal articles, 50 research reports and 175 papers presented before research societies. Although not noted in his official vita, while at UCLA he also authored 1,426 grocery lists.
His most recent books are Transformative Assessment (2008); Instruction That Measures Up (2009); Transformative Assessment in Action (2011); Mastering Assessment (2011, Pearson); Unlearned Lessons (2009, Harvard Education Press); Everything School Leaders Need to Know About Assessment (2010); and Evaluating America's Teachers: Mission Possible? (2013, Corwin). He encourages purchase of these books because he regards their semi-annual royalties as psychologically reassuring.
In 1968, Dr. Popham established IOX Assessment Associates, an R&D group that formerly created statewide student achievement tests for a dozen states. He has personally passed all those tests, largely because of his unlimited access to the tests' answer keys.
