Download Instruction That Measures Up: Successful Teaching in the Age by W. James Popham PDF

By W. James Popham

Educating in today’s colleges is diversified, and lecturers need to understand what to do to aid their scholars pop out as winners in a test-pressured atmosphere. Here’s a ebook that explains the way to do this with a pragmatic framework for educating within the responsibility age. comprehend why present conditions have perpetually replaced the best way to make educational judgements and discover an easy and brilliant option to get transparent approximately what you totally need to train, make certain you’re instructing crucial content material the precise method, video display scholars to figure out even if they’re studying, and assessment your educational methods to maintain scholars on course.

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Additional resources for Instruction That Measures Up: Successful Teaching in the Age of Accountability

Sample text

If the teacher’s instruction doesn’t improve or declines in quality, then students’ scores on that instructionally sensitive test won’t get higher or will drop . . and the teacher and school will be held accountable. This is, without question, the way a test-based educational accountability system ought to function. Let’s turn, now, to an instructionally insensitive test. With such a test, our imaginary teacher’s instruction could improve year after year, but there will be no corresponding rise in students’ test scores.

However, a teacher who tries to design tests that truly represent the full range of content present in whatever curricular aims those tests are meant to assess can have greater confidence in any subsequent, testbased inference about students’ achievement levels. For this reason, I recommend all teachers who construct their own classroom assessments consider collecting content-related evidence of those tests’ validity. One straightforward way to collect content-related evidence for a teachermade test is to first focus on items, then deal with the content representativeness of the curricular aim (or aims) being assessed.

Activities of the consortium, described in this essay, are worthy of readers’ consideration. Stiggins, R. J. (2007). ). Upper Saddle River, NJ: Prentice-Hall. Although Stiggins addresses the traditional collection of measurement constructs, he does so in the context of how a classroom can operate when it is oriented around a formative assessment conception of learning. 3 Curriculum Determination A teacher’s instructional decision making ought to revolve around a simple ends-means model. First, a teacher determines which ends to pursue: which sets of skills, knowledge, or affect the students should acquire.

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