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PLEASE SCROLL DOWN FOR ARTICLE This article was downloaded by: [EBSCOHost EJS Content Distribution] On: 2 April 2009 Access details: Access Details: [subscription number 902156990] Publisher Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK Theory Into Practice Publication details, including instructions for authors and subscription information: http://www.informaworld.com/smpp/title~content=t775653706 Assessment Literacy for Teachers: Faddish or Fundamental? W. James Popham a a University of California, Los Angeles Online Publication Date: 01 January 2009 To cite this Article Popham, W. James(2009)'Assessment Literacy for Teachers: Faddish or Fundamental?',Theory Into Practice,48:1,4 — 11 To link to this Article: DOI: 10.1080/00405840802577536 URL: http://dx.doi.org/10.1080/00405840802577536 Full terms and conditions of use: http://www.informaworld.com/terms-and-conditions-of-access.pdf This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.
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Theory Into Practice , 48:4–11, 2009 Copyright © The College of Education and Human Ecology, The Ohio State University ISSN: 0040-5841 print/1543-0421 online DOI: 10.1080/00405840802577536 W. James Popham Assessment Literacy for Teachers: Faddish or Fundamental? In recent years, increasing numbers of profes- sional development programs have dealt with assessment literacy for teachers and/or admin- istrators. Is assessment literacy merely a fash- ionable focus for today’s professional developers or, in contrast, should it be regarded as a signif- icant area of professional development interest for many years to come? After dividing educa- tors’ measurement-related concerns into either classroom assessments or accountability assess- ments, it is argued that educators’ inadequate knowledge in either of these arenas can cripple the quality of education. Assessment literacy is seen, therefore, as a sine qua non for today’s competent educator. As such, assessment literacy must be a pivotal content area for current and fu- ture staff development endeavors. Thirteen must- understand topics are set forth for consideration W. James Popham is a Professor Emeritus of education at the University of California, Los Angeles.
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This note was uploaded on 10/07/2009 for the course EDP 351 taught by Professor East during the Spring '09 term at West Chester.

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Popham2 - This article was downloaded by: [EBSCOHost EJS...

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