WorldCat Identities

Popham, W. James

Overview
Works: 376 works in 936 publications in 3 languages and 26,800 library holdings
Genres: Handbooks and manuals  Examinations  Programmed instructional materials  Abstracts 
Roles: Author, Editor, Other
Classifications: LB3051, 371.3
Publication Timeline
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Most widely held works by W. James Popham
Criterion-referenced measurement by W. James Popham( Book )

33 editions published between 1971 and 1978 in 3 languages and held by 1,103 WorldCat member libraries worldwide

At the 1970 meeting of the American Educational Research Association a symposium, jointly sponsored by the National Council on Measurement in Education, was presented on the topic "Criterion-Referenced Measurement: Emerging Issues." The following papers were presented: "Instructional Technology and the Measurement of Learning Outcomes: Some Questions" (Robert Glaser); "Implications of Criterion-Referenced Measurement" (W. James Popham and T. R. Husek); "a Criterion-Referenced Test" (Robert Glaser); "The Applicability of Criterion-Referenced Measurement by Content Area and Level" (Alfred D. Garvin); "Evaluative Aspects of Criterion-Referenced Measures" (Richard C. Cox); and, "Indices of Adequacy for Criterion-Referenced Test Items" (W. James Popham). Selected References and biographical data about the authors is also included. (Ck)
Educational evaluation by W. James Popham( Book )

27 editions published between 1975 and 1996 in English and Undetermined and held by 1,087 WorldCat member libraries worldwide

America's "failing" schools : how parents and teachers can cope with No Child Left Behind by W. James Popham( Book )

13 editions published between 2004 and 2005 in English and held by 920 WorldCat member libraries worldwide

Popham walks teachers and parents through the No Child Left Behind Act as a whole program, including the implications for standardized testing, definitions of the law and its key terms, explanations of what it really means when a school is labeled "failing," and concrete suggestions for what can be done in response. His major contention is that a "failing" school may still be a good school -- without warrant that parents should transfer their children to another non-failing school -- entirely due to the strict and harsh labels applied by legislation
Test better, teach better : the instructional role of assessment by W. James Popham( Book )

20 editions published between 2003 and 2005 in English and held by 900 WorldCat member libraries worldwide

Examines the correlation between assessment and instruction and provides suggestions to test construction, interpretation, and application
The truth about testing : an educator's call to action by W. James Popham( Book )

17 editions published between 2001 and 2012 in English and Undetermined and held by 800 WorldCat member libraries worldwide

Discusses good and bad student testing, shows teachers how to construct accurate methods of assessment and use their results to teach, and explains how teachers can protect themselves and students by educating parents, policy makers, and others about what kinds of testing are effective
Educational statistics; use and interpretation by W. James Popham( Book )

17 editions published between 1967 and 1973 in English and held by 772 WorldCat member libraries worldwide

Systematic instruction by W. James Popham( Book )

14 editions published between 1970 and 1974 in English and held by 737 WorldCat member libraries worldwide

Establishing instructional goals by W. James Popham( Book )

18 editions published between 1970 and 1972 in English and Undetermined and held by 700 WorldCat member libraries worldwide

Transformative assessment by W. James Popham( Book )

12 editions published between 2008 and 2012 in English and Undetermined and held by 694 WorldCat member libraries worldwide

Donated by Ms. Friedhaber-Hard
Teacher evaluation : six prescriptions for success by Sarah J Stanley( Book )

6 editions published in 1988 in English and held by 666 WorldCat member libraries worldwide

This book presents six alternative teacher evaluation approaches in six chapters. Each contributor was directed to respond to an identical stage-setting stimulus; then the chapter was immediately relayed to a public school practitioner who was asked to supply a "from-the-field" reaction. The reactions follow each chapter under the heading, "From the Practitioner's Point of View." The chapter titles and the different approaches to teacher evaluation implicit in them are as follows: (1) "Evaluation for Enhancing Instruction: Linking Teacher Evaluation and Staff Development" (Thomas L. McGreal; (2) "Create Rather Than Await Your Fate in Teacher Evaluation" (Madeline Hunter); (3) "Judgment-Based Teacher Evaluation" (W. James Popham); (4) "Teacher Performance Evaluation: a Total Systems Approach" (Richard P. Manatt); (5) "Evaluating Teachers as Professionals: The Duties-Based Approach" (Michael Scriven); and (6) "Evaluation of Teaching: The Cognitive Development View" (Arthur L. Costa, Robert J. Barmston, and Linda Lambert). References included with each chapter. (Si)
Evaluation in education : current applications by W. James Popham( Book )

15 editions published between 1974 and 1979 in English and held by 654 WorldCat member libraries worldwide

Representing a set of required readings for those who would keep abreast of developments in the field of educational evaluation, this book presents nine chapters, each written by a recognized scholar on the topic being considered. Several chapters are also available as separate booklets, thereby increasing the flexibility with which the materials can be used in diverse instructional settings. The chapters are: (1) Evaluation Perspectives and Procedures, Michael Scriven; (2) Alternative Approaches to Educational Evaluation: a Self-Study Guide for Educators, Daniel Stufflebeam; (3) Designing Summative Evaluation Studies at the Local Level, Peter W. Airasian; (4) Data Analysis and Reporting Considerations in Evaluation, Richard M. Wolf; (5) The Use of Standardized Tests in Evaluation, Gilbert Sax; (6) Criterion-Referenced Measurement, Jason Millman; (7) Cost Analysis for Educational Program Evaluation, Emil J. Haller; (8) Introduction to Matrix Sampling for the Practitioner, Kenneth A. Sirotnik; and (9) Formative Evaluation of Instruction, Eva L. Baker. Several of the chapters are replete with well-specified objectives plus practical exercises to help the reader accomplish these objectives. (Rc)
Modern educational measurement by W. James Popham( Book )

20 editions published between 1981 and 1990 in English and Undetermined and held by 636 WorldCat member libraries worldwide

Planning an instructional sequence by W. James Popham( Book )

19 editions published in 1970 in English and Undetermined and held by 629 WorldCat member libraries worldwide

Instructional objectives by W. James Popham( Book )

22 editions published between 1969 and 1980 in 3 languages and held by 476 WorldCat member libraries worldwide

Evaluating instruction by W. James Popham( Book )

9 editions published in 1973 in English and held by 470 WorldCat member libraries worldwide

This book consists of six self-instructional programs to be completed individually by the reader. Topics of the programs are: current conceptions of educational evaluation; modern measurement methods; instructional supervision; a criterion-referenced strategy; constructing teaching performance tests; using teaching performance tests; and alternative avenues to educational accountability. The latter includes personal, professional, and public accountability. (Jk)
Classroom instructional tactics by W. James Popham( Book )

8 editions published in 1973 in English and held by 460 WorldCat member libraries worldwide

This book consists of six self-instructional programs to be completed individually by the reader. The topics of the programs (and a brief description of each) are: written plans for classroom instruction (procedures that are appropriate for lesson plans and teaching units); individualizing instruction (including team teaching, nongraded instruction, and flexible scheduling); instructional tactics for affective goals (modeling, contiguity, and reinforcement); the teaching of reading (including a model, examples of reading objectives, activities which illustrate the use of the model, and test items useful for such a model); opening classroom structure (classroom arrangement and procedures); and discipline in the classrooms (contingency management, operant methods, and techniques using a reinforcement paradigm). (Jk)
Expanding dimensions of instructional objectives by Eva L Baker( Book )

7 editions published in 1973 in English and held by 437 WorldCat member libraries worldwide

This book of six self-instructional programs attempts to treat some of the central problems of the use of instructional objectives, especially the problem of reconciling objectives and a humanistic approach to teaching. The first program, humanizing educational objectives, suggests ways to involve students in writing objectives. Other topics include: deciding on defensible goals via needs assessment; identifying affective objectives; defining content for objectives, and writing tests which measure objectives. (Jk)
The uses of instructional objectives; a personal perspective by W. James Popham( Book )

5 editions published in 1973 in English and held by 307 WorldCat member libraries worldwide

Transformative assessment in action : an inside look at applying the process by W. James Popham( Book )

9 editions published in 2011 in English and Undetermined and held by 126 WorldCat member libraries worldwide

This book examines formative assessment conducted in the classroom and how educators can plan and apply results in the real-world. Provides chapter-specific reflection questions that lay out practical models and guidance for all education levels
Instruction that measures up : successful teaching in the age of accountability by W. James Popham( Book )

7 editions published in 2009 in English and held by 125 WorldCat member libraries worldwide

A guide for teachers to help their students come out as winners in a test-pressured environment and explains how to do that with a practical framework for teaching in the accountability age
 
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America's "failing" schools : how parents and teachers can cope with No Child Left Behind
Alternative Names
Pofamu, W. J.

Pofamu, W. James.

Pofamu, W. James 1930-

Popham, James 1930-

Popham, W. J. 1930-

Popham, W. James 1930-

Popham, William J. 1930-

Popham, William James.

Popham, William James 1930-

팝햄, W. 제임스 1930-

팝햄, 윌리엄 제임스 1930-

팝햄, 제임스 1930-

ポファム, W. J

Languages
English (288)

Spanish (1)

German (1)

Covers
America's "failing" schools : how parents and teachers can cope with No Child Left BehindTest better, teach better : the instructional role of assessmentThe truth about testing : an educator's call to actionTransformative assessmentModern educational measurementTransformative assessment in action : an inside look at applying the processInstruction that measures up : successful teaching in the age of accountability