Instruction That Measures Up: Successful Teaching In The Age Of Accountability
by W. James Popham /
2009 / English / PDF
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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.
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.
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.
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.
