Background
W. James Popham was born July 31, 1930, to William James and Anne I. Popham of Portland, Oregon. He grew up in Portland.
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book
Transformative Assessment in Action: An Inside Look at Applying the Process
(In this follow-up to the best-selling Transformative Asse...)
In this follow-up to the best-selling Transformative Assessment, W. James Popham takes you inside the classrooms and inside the heads of teachers who are using the formative assessment process to improve student learning. Instead of providing yet another collection of data-gathering techniques, Popham focuses on the real challenge of formative assessment: the decisions involved in its planning and implementation. When does it make the most sense to gather assessment data for the purpose of adjusting teaching and learning? What are the various ways in which the formative assessment process can be applied? How much and what kinds of preparation does formative assessment require? How does it fit into existing unit and lesson plans? How does it fit into preparation for high-stakes testing? And how can teachers best ensure that their formative assessment efforts will really make a difference? According to the author, until the formative assessment process is used in every classroom, students will not be taught as well as they could be as well as they should be. This book, which includes chapter-specific reflection questions perfect for professional learning communities, provides the practical guidance and models you need to turn formative assessment talk into formative assessment action.
http://www.amazon.com/gp/product/141661124X/?tag=2022091-20
Transformative Assessment
(If you're at all skeptical that "formative assessment" is...)
If you're at all skeptical that "formative assessment" is just another buzzword, then here s a book that will change the way you think about the role that formative assessment can play in transforming education into a more powerful and positive process. Renowned expert W. James Popham clarifies what formative assessment really is, why it's right for your school or classroom, and how to use this approach to improve teaching, learning, classroom climate, teacher professional development, and school performance. Whether you're already using formative assessments, just considering them, or wondering why the ones you're using aren't working, this foundational guide gives you a clear pathway and steps to using formative assessments the right way.
http://www.amazon.com/gp/product/141660667X/?tag=2022091-20
Everything School Leaders Need to Know About Assessment
( Educational assessment in a nutshell for busy school le...)
Educational assessment in a nutshell for busy school leaders! A leading expert in educational assessment, W. James Popham discusses the key principles that educational leaders need to know about educational assessment to do their work effectively. Readers will come away with crucial understandings that allow them to lead assessment of learning, meet accountability requirements, and communicate with various stakeholders. Using plain language, a witty writing style, and practical examples, Popham covers: • Validity, reliability, and assessment bias • The importance of formative assessment • Assessing students with disabilities and English language learners • Interpreting results of large-scale assessments • Instructional sensitivity of accountability tests •
http://www.amazon.com/gp/product/141297979X/?tag=2022091-20
Classroom Assessment: What Teachers Need to Know with MyLab Education with Enhanced Pearson eText, Loose-Leaf Version -- Access Card Package (8th ... New in Ed Psych / Tests & Measurements)
( NOTE: Before purchasing, check with your instructor to...)
NOTE: Before purchasing, check with your instructor to ensure you select the correct ISBN. Several versions of Pearson's MyLab & Mastering products exist for each title, and registrations are not transferable. To register for and use Pearson's MyLab & Mastering products, you will also need a Course ID, which your instructor will provide. Used books, rentals, and purchases made outside of Pearson If purchasing or renting from companies other than Pearson, the access codes for Pearson's MyLab & Mastering products may not be included, may be incorrect, or may be previously redeemed. Check with the seller before completing your purchase. T his package includes the loose-leaf version and MyEducationLab® with Enhanced Pearson eText. Jim Pophams widely popular Classroom Assessment shows teachers how to use classroom testing skillfully and formatively to dramatically increase their teaching effectiveness and make a difference in how well students learn. As in past editions, the author pays particular attention to the instructional payoffs of well-designed classroom tests and highlights the implications of testing on teaching throughout in special But What Does This Have to Do with Teaching? sections in each chapter. Decision Time vignettes present practical classroom problems and show readers actual decisions being made. Parent Talk features describe situations in which a teacher needs to explain something about assessment to parents and show what the author would say in that situation. And a lighter tone is established with cartoons to which readers can relate. The new Eighth Edition highlights the increasing importance of educational assessment in an era of common core state standards and teacher evaluations based on students tests scores, incorporates the Standards for Educational and Psychological testing guidelines throughout relevant sections, and includes a new section on instructionally diagnostic tests to help readers evaluate the merits of commercial or locally developed diagnostic assessment. Personalize learning with MyEducationLab ® MyEducationLab is an online homework, tutorial, and assessment program designed to work with the text to engage students and improve results. Within its structured environment, students see key concepts demonstrated through real classroom video footage, practice what they learn, test their understanding, and receive feedback to guide their learning and ensure they master key learning outcomes. 0134027299 / 9780134027296 Classroom Assessment: What Teachers Need to Know with MyEducationLab with Enhanced Pearson eText, Loose-Leaf Version -- Access Card Package Package consists of: • 0134053869 / 9780134053868 Classroom Assessment: What Teachers Need to Know, Loose-Leaf Version • 0134239903 / 9780134239903 MyEducationLab with Pearson eText -- Access Card -- for Classroom Assessment: What Teachers Need to Know
http://www.amazon.com/gp/product/0134027299/?tag=2022091-20
William James Popham
Edit Profileeducator philosopher professor
Education
He attended the University of Portland, where he graduated cum laude with a Bachelor's degree in philosophy in 1953 and received his Master's degree in education a year later. After receiving his doctorate from Indiana University in 1958, Popham accepted an assistant professorship at Kansas State College in Pittsburg, Kansas. He stayed there for two years.
Career
He then accepted a position at San Francisco State College, where he taught for two years until he was appointed as an assistant professor in the Graduate School of Education at the University of California at Los Angeles (UCLA). Popham taught at UCLA, earning associate and full professorships. In 1968 he won the UCLA Distinguished Teaching award. Upon his retirement in June, 1991, he was named professor emeritus. Popham won several teaching awards throughout his career as an educator, including a 1985 distinguished alumnus award from the Indiana University School of Education. Popham was an active leader in regional and national organizations that promoted educational evaluation. He served on the editorial boards of several major research and evaluation journals, including Educational Research Quarterly, Journal of Personnel Evaluation in Education, and Evaluation and the Health Professions. In 1969-1970 he served as the president of the California Educational Research Association. An active member of the American Educational Research Association (AERA), he acted as chairperson for the AERA's Division B Committee on Instructional Objectives in 1968 and was vice president for AERA's Division D (Measurement and Research Methodology) from 1971 to 1972. Popham was elected president of the American Educational Research Association in 1977 and served one year in that position. From 1978 to 1981 he acted as the founding editor of Educational Evaluation and Policy Analysis, a quarterly journal published by AERA. While teaching at UCLA, Popham created and served as the director of the Instructional Objectives Exchange, a clearinghouse for behavioral objectives for educators, and also worked with the Southwest Regional Laboratory for Educational Research and Development. Throughout his career he promoted the field of educational evaluation by presenting papers, creating videotapes for use in the classroom, and editing and writing books, including Educational Evaluation, one of the first singly-authored textbooks on that subject to be used in introductory level education classes.
After retiring from UCLA, Popham served as director of IOX Assessment Associates (formerly Instructional Objectives Exchange), a center for test development. In the 1990, he also was active in evaluating and appraising HIV educational programs and curricula. He directed an AIDS-related technical assistance project for the U. S. Centers for Disease Control, helping teachers evaluate the effectiveness and caliber of AIDS education programs, which in a 1993 article in Phi Beta Kappan, Popham called "deplorable. " He wrote a text-book on educational statistics with K. A. Sirotnik in an attempt to make statistics seem more like common sense to students. In 1995 he wrote Classroom Assessment: What Teachers Need to Know, a basic guide for classroom teachers. In 1997, he remained active as IOX director, living and working in southern California. Popham was well-liked and respected by his colleagues for his contributions to the field of educational evaluation.
Achievements
Works
book
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Transformative Assessment
(If you're at all skeptical that "formative assessment" is...)
-
Everything School Leaders Need to Know About Assessment
( Educational assessment in a nutshell for busy school le...)
-
Classroom Assessment: What Teachers Need to Know with MyLab Education with Enhanced Pearson eText, Loose-Leaf Version -- Access Card Package (8th ... New in Ed Psych / Tests & Measurements)
( NOTE: Before purchasing, check with your instructor to...)
-
Transformative Assessment in Action: An Inside Look at Applying the Process
(In this follow-up to the best-selling Transformative Asse...)
-
Transformative Assessment
Views
He became involved with the programmed instruction movement, which focused on carefully sequenced learning experiences and clarified expectations for results. However, teachers using the programmed instruction method began to ask how they could evaluate when students were ready to move on with the learning sequence. These questions led to the development of more effective evaluation, which was the basis for the referenced-based movement. Robert Glaser, in 1963, was the first to note the distinction between norm-referenced measurement and criterion-referenced measurement. The former is an evaluation of a student's performance relative to others, or the "norm, " while the latter is an evaluation of a student's performance in relation to what he/she can or cannot do; that is, to determine an individual's status with respect to a defined behavioral domain.
The late 1960 and early 1970 was a period of growth and optimism in the field of educational evaluation. During this time there was an increased preference for criterion-referenced measurement because it provided an "absolute" interpretation about whether a student had mastered a defined set of criteria and was more compatible with the requirements of educational evaluation. Popham's interests and involvements mirrored this shift from programmed instruction to norm-referenced measurement and, eventually, to criterion-referenced measurement. In 1969, in his article "Implications of Criterion-Referenced Measurement" in the Journal of Educational Measurement, Popham stated that criterion-referenced measurement provided more suitable assessment devices than norm-referenced measurement and could be used to enhance instruction, evaluation, and decision-making by teachers. In his book Criterion-Referenced Measurement (1978) Popham said that "a criterion-referenced test is designed to produce a clear description of what an examinee's performance on the test actually means. " The criterion-referenced measurement movement had a profound impact on the field and was the foundation for the movement toward curriculum-based assessment and measurement. Curriculum-based assessment and evaluation was considered the cutting edge in educational evaluation in the 1990, and it appeared to be the direction toward which the field was moving. This shift, however, could not have happened without Popham's innovative work in criterion-referenced measurement in the 1960 and 1970. Popham believed that the role of evaluation and measurement in education would continue to grow and be "instructionally catalytic. " Test material and results could be expected to increasingly influence what was taught in the classroom. Popham's success and influence in his field was partly due to his lively, clear writing style and ability to make complex issues understandable. For example, in explaining the concept of "authentic assessment" in a 1993 article in the Phi Delta Kappan journal, he described a theoretical prehistoric class, "Sabertooth Tiger Hunting 101. " "When prehistoric students completed a course. .. they were probably required to display their mastery by taking part in an actual tiger hunt, " he wrote. "The target tiger's teeth were sufficiently sharp so that all examinees recognized that the assessment activity could induce a premature, yet thoroughly authentic, death. "
Quotations: According to Popham himself, "Students are my main reason for staying active in the field of evaluation and measurement. "
Membership
the American Educational Research Association
