W. Popham - Academia.edu (original) (raw)
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Papers by W. Popham
The Journal of Negro Education, 1986
AV communication review
Page 1. Value of Pictorial Embellishments in a Tape-Slide Instructional Program EVA L. BAKER W. J... more Page 1. Value of Pictorial Embellishments in a Tape-Slide Instructional Program EVA L. BAKER W. JAMES POPHAM RELEVANT RESEARCH An increasing emphasis on product research in education has raised many basic ...
Applied Measurement in Education
Improving College and University Teaching
Educational Technology, 1974
Educational Measurement Issues and Practice, 2003
Educational Technology, 1978
American School Board Journal, 2000
Because of misconceptions regarding appropriate measurement strategies, it is necessary to draw d... more Because of misconceptions regarding appropriate measurement strategies, it is necessary to draw distinctions between two major measurement methodologies, norm-referenced and criterion-referenced measurement, as they relate to determining basic academic capabilities. Norm-referenced measures are used to ascertain an individual's performance in relationship to the performance of other individuals on the same measuring device. Criterion-referenced measures are used to ascertain an individual's status with respect to some criterion, that is, an explicitly described type of learner competence. Because of the wide use of norm-referenced standardized achievement tests, many assume that they are the only instruments that should be used to find out how well a school is working or a pupil is learning. But typical standardized tests are unsuitable for these purposes because of problems with their interpretability and their psychometric properties. Criterion-referenced tests remedy some of these weaknesses because they can: (1) be more accurately interpretable; (2) detect the effects of good instruction; and (3) allow us to make more accurate diagnoses of individual learners' capabilities. If sufficient care is taken to support the development of high quality criterion-referenced measures, legislation to distribute federal funds on the basis of educational deficiencies rather than census determiners appears to be sound.
Phi Delta Kappan, Oct 1, 1981
Educational Leadership, May 1, 2005
J Educ Psychol, 1960
An introductory class in educational psychology was divided into 4 sections of 26 students each. ... more An introductory class in educational psychology was divided into 4 sections of 26 students each. The classes were taught by the same instructor. One class was given no quizzes. The others were given weekly quizzes either graded by the instructor and returned to the students or graded by the students themselves, or read to the class and answered by the
Phi Delta Kappan, May 1, 1981
George Lucas Educational Foundation, 2005
Educational Leadership, 1977
New Directions For Testing and Measurement, Mar 1, 1983
The Journal of Negro Education, 1986
AV communication review
Page 1. Value of Pictorial Embellishments in a Tape-Slide Instructional Program EVA L. BAKER W. J... more Page 1. Value of Pictorial Embellishments in a Tape-Slide Instructional Program EVA L. BAKER W. JAMES POPHAM RELEVANT RESEARCH An increasing emphasis on product research in education has raised many basic ...
Applied Measurement in Education
Improving College and University Teaching
Educational Technology, 1974
Educational Measurement Issues and Practice, 2003
Educational Technology, 1978
American School Board Journal, 2000
Because of misconceptions regarding appropriate measurement strategies, it is necessary to draw d... more Because of misconceptions regarding appropriate measurement strategies, it is necessary to draw distinctions between two major measurement methodologies, norm-referenced and criterion-referenced measurement, as they relate to determining basic academic capabilities. Norm-referenced measures are used to ascertain an individual's performance in relationship to the performance of other individuals on the same measuring device. Criterion-referenced measures are used to ascertain an individual's status with respect to some criterion, that is, an explicitly described type of learner competence. Because of the wide use of norm-referenced standardized achievement tests, many assume that they are the only instruments that should be used to find out how well a school is working or a pupil is learning. But typical standardized tests are unsuitable for these purposes because of problems with their interpretability and their psychometric properties. Criterion-referenced tests remedy some of these weaknesses because they can: (1) be more accurately interpretable; (2) detect the effects of good instruction; and (3) allow us to make more accurate diagnoses of individual learners' capabilities. If sufficient care is taken to support the development of high quality criterion-referenced measures, legislation to distribute federal funds on the basis of educational deficiencies rather than census determiners appears to be sound.
Phi Delta Kappan, Oct 1, 1981
Educational Leadership, May 1, 2005
J Educ Psychol, 1960
An introductory class in educational psychology was divided into 4 sections of 26 students each. ... more An introductory class in educational psychology was divided into 4 sections of 26 students each. The classes were taught by the same instructor. One class was given no quizzes. The others were given weekly quizzes either graded by the instructor and returned to the students or graded by the students themselves, or read to the class and answered by the
Phi Delta Kappan, May 1, 1981
George Lucas Educational Foundation, 2005
Educational Leadership, 1977
New Directions For Testing and Measurement, Mar 1, 1983