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W. James Popham
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High-stakes testing. Mandated content standards and benchmarks. Public scrutiny of student and school performance. Accountability.
Teachers today are challenged to provide instruction that will measure up: to the expectations of administrators, parents, and taxpayers; to their own professional standards; and, most essentially, to the needs of students.
Policy debates rage in the press, and pedagogical pundits always have a new and better solution to offer, but inside the walls of the classroom, instruction boils down to teachers deciding what they want their students to learn, planning how to promote that learning, implementing those plans, and then determining if the plans worked.
And the best instructional decisions are informed by empirical research, assessment evidence, and the sound judgment of the professional educator.
In this book, W. James Popham calls on his half-century in the classroom to provide a practical, four-stage framework for guiding teachers through their most important instructional decisions: curriculum determination, instructional design, instructional monitoring, and instructional evaluation.
Along the way, he emphasizes the critical ways in which assessment can and should influence instruction, advocates for a dash of curricular insurrection, and offers advice for maintaining both teaching excellence and teachers’ sanity.
See the book's table of contents and read excerpts.
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W. JAMES POPHAM is Emeritus Professor in the UCLA Graduate School of Education and Information Studies. He has spent most of his career as a teacher, largely at UCLA, where for nearly 30 years he taught courses in instructional methods for prospective teachers and graduate-level courses in evaluation and measurement. At UCLA he won several distinguished teaching awards, and in January 2000, he was recognized by UCLA Today as one of UCLA's top 20 professors of the 20th century.
accountability | formative assessment | instruction | lesson plans | teacher evaluation
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