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Classroom Assessment: What Teachers Need to Know, 5/E
W. James Popham, Emeritus, University of California, Los Angeles

ISBN-10: 0205510752
ISBN-13: 9780205510757

Publisher: Merrill
Copyright: 2008
Format: Paper; 384 pp
Published: 02/16/2007

Suggested retail price: $76.00
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Written with style and  humor, this text focuses on what classroom teachers really need to know about assessment rather than looking at a collection of measurement esoterica.


This text addresses the range of assessments that teachers are likely to use in their classrooms.  Educational assessment has been changed by the forces of accountability and this new edition addresses the central issue of how classroom assessment can effectively benefit students when carried out in the context of accountability tests.  Issues such as the No Child Left Behind Act (NCLB) that directly impact classroom testing and teaching are discussed to present readers with a series of practical action options.  In addition, the text continues to analyze more traditional issues such as validity and reliability and discusses alternative and formative assessments used in today's classrooms.

  • Presents strong coverage of both traditional and alternative assessments in a “What you really need to know” manner.
  • An extensive pedagogical framework includes:
    •  Examples drawn from classroom situations, which require the reader to make decisions about assessment.
    • “What Classroom Teachers Really Need to Know” sections at the end of each chapter illustrate important concepts.
    • Self-check exercises and answers to reinforce key concepts.
    • Discussion questions and vignettes to engage the student.
  •  Places emphasis on the impact of accountability tests and the effect NCLB has on teachers’ classroom activities.
  •  “But what does this have to do with teaching?” boxes in each chapter emphasize  the instructional implications of assessment.
  • A glossary offers readers access to important terminology associated with day-to-day classroom assessment.
  • Chapter 15 contains a lucid treatment of what sorts of accountability tests give teachers a fair chance to succeed in accountability programs--and what sorts of tests don't.
  • Large trim size and color make the book easy to use and engaging to students.
  • Provides the most recent federal policies on the assessment of children with disabilities or English language learners. Because the performance of such subgroups on NCLB tests can determine whether a school has achieved its "adequate yearly progress" goals, much attention on the assessment of these students is warranted.

  • Chapter 12 contains new material dealing with formative assessment as well as "assessment FOR learning."
  • The text is committed to fostering readers' realizations regarding the critical link between testing and teaching. Instructional implications are constantly stressed in the text.
  • Includes expanded coverage of problems related to measurement of special education children and early childhood assessment throughout the text. 
  • The 5th edition contains a brand new website at www.ablongman.com/Popham5e, providing readers with Extra Electronic Exercises for each chapter, so readers, if they wish, can solidify their understanding of what chapters address.
  • A newly revised Instructor’s Resource Manual contains “Instructor-to-Instructor” suggestions as well as a test for each chapter. It also includes a mid-term and final exam and an effective inventory measuring students' confidence in assessment.
  • Adopters can receive a Classroom Assessment Testing Trilogy Video on DVD free of charge by contacting their local sales representative.  This tongue-in-cheek video will illustrate some of the pitfalls encountered in assessment.

<>To The Reader

1       Why Do Teachers Need to Know about Assessment            

Federal Laws Rule          

Assessment versus Testing          

Why Should Teachers Know about Assessment? Yesteryear’s Answers  

Why Should Teachers Know about Assessment? Today’s Answers        

·        Decision Time: Pressure from “Higher Ups”              

         What Do Classroom Teachers Really Need to Know about Assessment?            

·        But What Does This Have to Do with Teaching?         

·        Parent Talk       

A Three-Chapter Preview           

Chapter Summary           

Self-Check                     

Pondertime         

Self-Check Key             

Additional Stuff               

Nonprint Stuff                 

Cyber Stuff         

 

2       Reliability of Assessment                    

         Stability Reliability           

·        Decision Time: Quibbling over Quizzes           

Alternate-Form Reliability           

Internal Consistency Reliability                

Three Coins in the Reliability Fountain                 

·        Parent Talk       

The Standard Error of Measurement                   

·        But What Does This Have to Do with Teaching?         

What Do Classroom Teachers Really Need to Know about Reliability?               

Chapter Summary           

Self Check         

Pondertime         

Self-Check Key             

Endnotes            

Additional Stuff               

Cyber Stuff         

 

3       Validity             

         A Quest for Defensible Inferences           

·        Decision Time:  Group-Influenced Grading                

Validity Evidence

Content-Related Evidence of Validity                  

Criterion-Related Evidence of Validity                 

·        Parent Talk       

Construct-Related Evidence of Validity   

Sanctioned and Unsanctioned Forms of Validity Evidence           

The Relationship between Reliability and Validity             

What Do Classroom Teachers Really Need to Know about Validity?            

·        But What Does This Have to Do with Teaching?         

Chapter Summary           

Self Check         

Pondertime         

Self-Check Key             

Additional Stuff               

Nonprint Stuff                 

Cyber Stuff         

 

4       Absence-of-Bias           

         The Nature of Assessment Bias               

·        Decision Time: Choose Your Language, Children!      

Disparate Impact and Assessment Bias               

Judgmental Approaches              

Empirical Approaches                 

Bias Detection in the Classroom  

·        Parent Talk       

Assessing Students with Disabilities and English Language Learners                     

What Do Classroom Teachers Really Need to Know about Absence-of-Bias?    

·        But What Does This Have to Do with Teaching?              

Chapter Summary           

Self-Check         

Pondertime         

Self-Check Key             

Additional Stuff               

Cyber Stuff         

 

5       Deciding What to Assess and How to Assess It        

What to Assess              

·        Decision Time: On Demand Assessment                

How to Assess It

·        Parent Talk       

·        But What Does This Have to Do with Teaching?         

What Do Classroom Teachers Really Need to Know about What to Assess and How to Assess It?        

Chapter Summary           

Self-Check         

Pondertime         

Self-Check Key             

Additional Stuff               

Nonprint Stuff                 

Cyber Stuff         

 

6       Selected-Response Tests                    

Ten (Divided by Two) Item-Writing Commandments                   

Binary-Choice Items       

Multiple Binary-Choice Items                  

Multiple-Choice Items                

·        Decision Time: Multiple-Guess Test Items?                 

Matching Items               

·        Parent Talk       

What Do Classroom Teachers Really Need to Know about Selected-Response Tests?   

·        But What Does This Have to Do with Teaching? 

Chapter Summary           

Self-Check         

Pondertime         

Self-Check Key             

Additional Stuff               

Nonprint Stuff                 

Cyber Stuff         

 

7       Constructed-Response Tests  

Short-Answer Items       

Essay Items: Development          

·        Decision Time: Forests or Trees?        

Essay Items: Scoring Students’ Responses          

·        Parent Talk       

·        But What Does This Have to Do with Teaching?                     

What Do Classroom Teachers Really Need to Know about Constructed-Response Tests?          

Chapter Summary           

Self-Check         

Pondertime         

Self-Check Key             

Additional Stuff               

Nonprint Stuff                 

Cyber Stuff         

 


8       Performance Assessment                    

What Is a Performance Test?      

Identifying Suitable Tasks for Performance Assessment               

·        Decision Time: Grow, Plants, Grow!   

Identifying Scoring Criteria          

An Illustrative Performance-Test Task                 

Rubrics: The Wretched and the Rapturous           

Ratings and Observations

Sources of Error in Scoring Student Performances           

·        But What Does This Have to Do with Teaching?                     

What Do Classroom Teachers Really Need to Know about Performance Assessment?    

·        Parent Talk       

Chapter Summary           

Self-Check                     

Pondertime                                 

Self-Check Key             

Additional Stuff               

Cyber Stuff         

 

9       Portfolio Assessment               

Classroom Portfolio Assessment versus Large-Scale Portfolio Assessment          

·        Decision Time: Does Self-Evaluation Equal Self-Grading?    

Key Ingredients in Classroom Portfolio Assessment         

The Pros and Cons of Portfolio Assessment        

·        But What Does This Have to Do with Teaching?         

What Do Classroom Teachers Really Need to Know about Portfolio Assessment?          

·        Parent Talk       

Chapter Summary           

Self-Check         

Pondertime         

Self-Check Key             

Additional Stuff               

Nonprint Stuff                 

Cyber Stuff         

 

10     Affective Assessment              

Why Assess Affect?                   

·        Decision Time: Where Went Wonder?             

The Other Side of the Argument  

Which Affective Variables Should Be Assessed?             

How Should Affect Be Assessed in Classrooms?            

Self-Report Assessment              

·        Parent Talk       

What Kind of Inferences Are at Stake in Affective Assessment?  

·        But What Does This Have to Do with Teaching?         

What Do Classroom Teachers Really Need to Know about Affective Assessment?         

Chapter Summary           

Self-Check         

Pondertime         

Self-Check Key             

Additional Stuff               

Nonprint Stuff                 

 

11     Improving Teacher-Developed Assessments            

Judgmentally Based Improvement Procedures                 

Empirically Based Improvement Procedures                    

·        Parent Talk       

·        Decision Time: To Catch a Culprit: Teacher or Test              

Item Analysis for Criterion-Referenced Measurement                  

·        But What Does This Have to Do with Teaching?             

What Do Classroom Teachers Really Need to Know about Improving Their Assessments?                     

Chapter Summary           

Self-Check         

Pondertime         

Self-Check Key             

Additional Stuff               

Nonprint Stuff                 

 

12     Instructionally Oriented Assessment             

Instructional Decisions and Assessment Results           

Planning Instruction to Achieve Assessment-Exemplified Curricular Aims

                

·        Decision Time: At What Cost Score-Boosting?           

·        Parent Talk       

What Do Classroom Teachers Really Need to Know about Instructionally Oriented Assessment?

·        But What Does This Have to Do with Teaching?               

Chapter Summary           

Self-Check         

Pondertime         

Self-Check Key             

Additional Stuff               

Nonprint Stuff                 

Cyber Stuff         

 

13     Making Sense Out of Standardized Test Scores       

Standardized Tests         

·        Decision Time: Which Test to Believe              

Group-Focused Test Interpretation                     

Individual Student Test Interpretation                  

·        But What Does This Have to Do with Teaching?         

·        Parent Talk       

The SAT and ACT: Three-Letter, High-Import Exams                

What Do Classroom Teachers Really Need to Know about Interpreting Standardized Test Scores?         

Chapter Summary           

Self-Check         

Pondertime         

Self-Check Key             

Additional Stuff               

Nonprint Stuff                 

Cyber Stuff         

 

14     Appropriate and Inappropriate Test-Preparation Practices              

High-Stakes Assessment Arrives 

Assessment Results as Inference Illuminators                   

·        Decision Time: Was It Really Wrong?              

Two Evaluative Guidelines                                                           

Five Test-Preparation Practices              

Applying the Two Guidelines                   

·        Parent Talk       

What about “Teaching to the Test”?                    

·        But What Does This Have to Do with Teaching?                     

What Do Classroom Teachers Really Need to Know about Test-Preparation Practices? 

Chapter Summary           

Self-Check         

Pondertime         

Self-Check Key             

Additional Stuff               

Nonprint Stuff                 

Cyber Stuff         

 

15     Evaluating Teaching and Grading Students               

Distinction Drawing         

Evaluation of Teaching and the Use of Assessment Data  

An Alternative Data-Gathering Design                 

What’s In a Name?        

What’s a Teacher to Do?

Assessment-Based Grading                    

·        Decision Time: Should Level-of-Effort Be Rewarded?            

·        Parent Talk       

·        But What Does This Have to Do with Teaching?         

What Do Classroom Teachers Really Need to Know about Assessment-Based Evaluation of Teaching and Grading of Students?           

Chapter Summary           

Self-Check         

Pondertime         

Self-Check Key             

Additional Stuff               

Nonprint Stuff                 

Cyber Stuff         

 

Glossary          

 

Index   

 

 

 

 

W. 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.  That recompense meshed ideally 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 UCLA’s top 20 professors of the 20th century.  (He notes that the 20th 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 25 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 Classroom Assessment: What Teachers Need to Know, 4th Ed. (2005) and Assessment for Educational Leaders (2006), Allyn & Bacon; The Truth About Testing: An Educator’s Call to Action (2001) and Test Better, Teach Better: the Instructional Role of Assessment (2003), ASCD; America’s “Failing” Schools: How Parents and Teachers Can Cope with No Child Left Behind (2005) and Mastering Assessment: A Self-Service System for Educators (2006), RoutledgeFalmer.  He encourages purchase of these books because he regards their semi-annual royalties as psychologically reassuring.

 

            In 1978, Dr. Popham was elected to the presidency of the American Educational Research Association (AERA).  He was also the founding editor of Educational Evaluation and Policy Analysis, a quarterly journal published by AERA.  He has attended each year's AERA meeting since his first in 1958.  He is inordinately compulsive.

 

            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 of those tests, largely because of his unlimited access to the tests’ answer keys.

 

            In 2002 the National Council on Measurement in Education presented him with its Award for Career Contributions to Educational Measurement. In 2006 he was awarded a Certificate of Recognition by the National Association of Test Directors.  Dr. Popham’s complete 42-page, single-spaced vita can be requested.  It is really dull reading.

Classroom Assessment: What Teachers Need to Know, 5/e

By James Popham

 

Written with style and grace, this text focuses on what classroom teachers really need to know about assessment rather than looking at a collection of measurement esoterica. This well-written book is grounded in the reality of teaching today to show real-world teachers who want to use assessment in their classroom the latest tools necessary to teach more effectively. The fifth edition of Classroom Assessment addresses the range of assessments that teachers are likely to use in their classrooms. With expanded coverage of problems related to measurement of special education children, a new student website with online activities, and an improved instructor’s manual, this book continues to be a cutting-edge and indispensable resource not only for instructors, but also for pre- and in-service teachers.

 

New to This Edition:

  • Chapter 12 contains new material dealing with formative assessment as well as “assessment FOR learning.”
  • The text is committed to fostering readers’ realizations regarding the critical link between testing and teaching. Instructional implications are constantly stressed in the text.
  • Includes expanded coverage of measurement of special education children and early childhood assessment throughout the text.
  • The 5th edition contains a brand-new website providing readers with Extra Electronic Exercises for each chapter, so readers, if they wish, can solidify their understanding of what chapters address (go to www.ablongman.com/popham5e).
  • A newly revised Instructor’s Resource Manual contains “Instructor-to-Instructor” suggestions as well as a test for each chapter. It also includes a mid-term and final exam and an effective inventory measuring students’ confidence in assessment.

Here’s what your colleagues have to say about this book:

 

“Dr. Popham has done a tremendous job in researching and incorporating current trends throughout the entire text!”

Terry H. Stepka, Arkansas State University

 

“Overall, I am extremely satisfied with the text. It is well-written, and I love the author’s sense of humor!”

Terry H. Stepka, Arkansas State University

 

“I LOVE the arrangement of the chapters and the high quality of the self-checks and discussion questions that are provided.”

Karen E. Eifler, University of Portland

View a Sample Chapter PDF:

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