, TESTBANK FOR Classroom Assessment What
Teachers Need to Know, 10th edition Popham
Notes
1- The file is chapter after chapter.
2- We have shown you few pages sample.
3- The file contains all Appendix and Excel sheet
if it exists.
4- We have all what you need, we make update
at every time. There are many new editions
waiting you.
5- If you think you purchased the wrong file You
can contact us at every time, we can replace it
with true one.
Our email:
, Chapter 1
Test Item File
Classroom Assessment
What Teachers Need to Know
Tenth Edition
W. James Popham
Professor Emeritus, University of California, Los Angeles
Prepared by
Raye Lakey
,This work is protected by United States copyright laws and is provided solely for
the use of instructors in teaching their courses and assessing student learning.
Dissemination or sale of any part of this work (including on the World Wide Web)
will destroy the integrity of the work and is not permitted. The work and materials
from it should never be made available to students except by instructors using
the accompanying text in their classes. All recipients of this work are expected to
abide by these restrictions and to honor the intended pedagogical purposes and
the needs of other instructors who rely on these materials.
Content Producer: Purnima Narayanan
Product Manager: Brooke Nethers
Copyright © 2025, 2020, 2017 by Pearson Education, Inc. or its affiliates. All Rights
Reserved. Manufactured in the United States of America. This publication is protected
by copyright, and permission should be obtained from the publisher prior to any
prohibited reproduction, storage in a retrieval system, or transmission in any form or by
any means, electronic, mechanical, photocopying, recording, or otherwise. For
information regarding permissions, request forms, and the appropriate contacts within
the Pearson Education Global Rights and Permissions department, please visit
www.pearsoned.com/permissions/.
PEARSON is exclusive trademark owned by Pearson Education, Inc. or its affiliates in
the U.S. and/or other countries.
Unless otherwise indicated herein, any third-party trademarks, logos, or icons that may
appear in this work are the property of their respective owners, and any references to
third-party trademarks, logos, icons, or other trade dress are for demonstrative or
descriptive purposes only. Such references are not intended to imply any sponsorship,
endorsement, authorization, or promotion of Pearson’s products by the owners of such
marks, or any relationship between the owner and Pearson Education, Inc., or its
affiliates, authors, licensees, or distributors.
ii
Copyright © 2025 Pearson Education, Inc. All Rights Reserved.
, Table of Contents
Chapter 1: Why Do Teachers Need to Know About Assessment? 1
Learning Objective Quizzes 1
Application Exercises 8
iii
Copyright © 2025 Pearson Education, Inc. All Rights Reserved.
, Chapter 1: Why Do Teachers Need to Know About
Assessment?
Learning Objective Quizzes
Learning Objective Quiz 1.1
Learning Objective 1.1
Identify key legislation, discuss the history of assessment in the United States, and differentiate between
testing and assessment.
[Q1]
Classroom assessment in public schools is influenced by federal legislation. Which of the following pieces
of legislation is historically considered to have had the greatest influence on testing and classroom
assessment?
a. No Child Left Behind (NCLB)
b. Elementary and Secondary Education Act (ESEA)
c. Every Student Succeeds Act (ESSA)
d. Individuals with Disabilities Education Act (IDEA)
[Q1 Feedback to Answer Choice 1]
No Child Left Behind, signed into law during George W. Bush’s administration, was a significant piece of
testing legislation, but it has not been deemed the most historically impactful.
[Q1 Feedback to Answer Choice 2] (Correct)
From a classroom-assessment perspective, the Elementary and Secondary Education Act of 1965 is
considered the most potent piece of test-influencing legislation. The origins of the tests we see today in
our schools are often rooted in the ESEA.
[Q1 Feedback to Answer Choice 3]
The Every Student Succeeds Act, signed into law during Barack Obama’s administration, was a
significant piece of testing legislation, but it has not been deemed the most historically impactful.
[Q1 Feedback to Answer Choice 4]
Individuals with Disabilities Education Act is a powerful piece of legislation and the most impactful when it
comes to protecting the rights of individuals with disabilities, but it is not widely known as a piece of
assessment legislation.
[Q2]
Federal legislation introduced by George W. Bush was designed to reduce the achievement gap between
students from low-income families and students from middle- or upper-income families. Why was it
replaced by federal legislation during Barack Obama’s presidency?
a. The accountability structure led to too much testing.
b. Schools were not able to test students and submit results.
c. Tests were too standardized across all states.
d. States failed to meet requirements for submitting testing plans.
1
Copyright © 2025 Pearson Education, Inc. All Rights Reserved.
,[Q2 Feedback to Answer Choice 1] (Correct)
Barack Obama observed that NCLB led to too much testing during classroom time.
[Q2 Feedback to Answer Choice 2]
Schools were required to test students, and school did test students.
[Q2 Feedback to Answer Choice 3]
Tests were not and still are not standardized across all states.
[Q2 Feedback to Answer Choice 4]
States are zealous about submitting their plans. Their plans do not always receive approval. When they
fail to receive approval, their funding is withdrawn.
[Q3]
What was the outcome of the collaborative effort by the National Governor’s Association (NGA) and the
Council of Chief State School Officers (CCSSO)?
a. The formation of a special collection of peer reviewers to scrutinize states’ assessment plans
b. A federally mandated curriculum for reading
c. The creation of the Common Core State Standards (CCSS)
d. A federally mandated curriculum for mathematics
[Q3 Feedback to Answer Choice 1]
The U.S. Department of Education calls on a special collection of peer reviewers who scrutinize a given
state’s assessment and accountability intentions regarding the implementation of ESSA. State officials,
therefore, submit their state’s plans for federal peer review. This review process is separate from the
collaborative effort of the NGA and the CCSSO.
[Q3 Feedback to Answer Choice 2]
We do not have a federally mandated curriculum for reading in the United States.
[Q3 Feedback to Answer Choice 3] (Correct)
The collaborative effort by the National Governors Association (NGA) and the Council of Chief State
School Officers (CCSSO) in 2009 resulted in the creation of the Common Core State Standards (CCSS),
which embodied learning outcomes for English language arts (ELA) and mathematics.
[Q3 Feedback to Answer Choice 4]
We do not have a federally mandated curriculum for mathematics in the United States.
[Q4]
In what chronological sequence was key federal legislation passed to regulate and influence classroom
assessment?
a. NCLB, then ESEA, then ESSA
b. ESSA, then NCLB, then ESEA
c. ESEA, then NCLB, then ESSA
d. NCLB, then ESSA, then ESEA
2
Copyright © 2025 Pearson Education, Inc. All Rights Reserved.
,[Q4 Feedback to Answer Choice 1]
At least one of the other pieces of legislation preceded NCLB.
[Q4 Feedback to Answer Choice 2]
At least one of the other pieces of legislation preceded ESSA.
[Q4 Feedback to Answer Choice 3] (Correct)
Elementary and Secondary Education Act (ESEA) was passed in 1965. No Child Left Behind (NCLB) was
passed in 2002. Most recently, Every Student Succeeds Act (ESSA) was passed in 2015.
[Q4 Feedback to Answer Choice 4]
At least one of the other pieces of legislation preceded ESSA.
[Q5]
The definition of the word assessment (as defined in Chapter 1 of the text book) incorporates which of the
following?
a. Only state standardized tests
b. State standardized tests and teacher-made unit examinations
c. State standardized tests, teacher-made unit examinations, and teacher observations
d. Teacher-made unit examinations, teacher observations, and opinion questionnaires
[Q5 Feedback to Answer Choice 1]
By definition, assessment is a formal attempt to determine students’ status with respect to educational
variables of interest. Formal attempts include more than just state standardized tests.
[Q5 Feedback to Answer Choice 2] (Correct)
By definition, assessment is a formal attempt to determine students’ status with respect to educational
variables of interest. Formal attempts include state standardized tests and teacher-made unit
examinations.
[Q5 Feedback to Answer Choice 3]
By definition, assessment is a formal attempt to determine students’ status with respect to educational
variables of interest. One or more items in this response option are informal.
[Q5 Feedback to Answer Choice 4]
By definition, assessment is a formal attempt to determine students’ status with respect to educational
variables of interest. Formal attempts include only Teacher.
Learning Objective Quiz 1.2
Learning Objective 1.2
Using the four traditional and three modern reasons for why teachers assess that are found in this
chapter, identify and explain the rationale for the benefits of teachers as functional assessors.
3
Copyright © 2025 Pearson Education, Inc. All Rights Reserved.
,[Q1]
Chapter 1 presents four traditional reasons why teachers assess students, and three reasons are labeled
as “today’s” reasons for teachers to know about assessment. Consider these reasons as you read the
following quote.
“Just a year ago, the voters in our school district voted favorably in a huge school-levy election that
brought in substantial tax dollars for our schools. Most of the district’s teachers are convinced that this
positive support for the schools was based on our schools’ consistently high rankings on the state’s
annual accountability tests.”
Which category or categories of reasons (if any) apply?
a. Neither a traditional reason nor one of “today’s” reasons
b. One of the traditional reasons
c. One of “today’s” reasons
d. Both a traditional reason and one of “today’s” reasons
[Q1 Feedback to Answer Choice 1]
This scenario is linked to one of the reasons for teachers to know about assessment.
[Q1 Feedback to Answer Choice 2]
Traditional reasons for teachers to know about assessment are not associated with assessment
processes and tax support.
[Q1 Feedback to Answer Choice 3] (Correct)
Today’s reasons relate to new roles for educational assessment. This connection between assessment
and tax support is one of the new reasons for teachers to know about assessment.
[Q1 Feedback to Answer Choice 4]
Traditional reasons for teachers to know about assessment are not associated with assessment
processes and tax support.
[Q2]
Ms. Jones is a new third-grade teacher who was hired to teach science and mathematics. She is
comfortable teaching science but feels a bit of uncertainty about teaching mathematics. Which of the
following factors holds her accountable for teaching effectively?
a. Her colleagues are encouraging her and making suggestions.
b. Her students like her.
c. Her students want to please her.
d. Her students take standardized tests in the spring.
[Q2 Feedback to Answer Choice 1]
Colleagues’ encouragement helps a new teacher but does not hold her accountable for teaching
effectively.
[Q2 Feedback to Answer Choice 2]
Being liked by students relates to a teacher’s rapport but does not hold her accountable for teaching
effectively.
4
Copyright © 2025 Pearson Education, Inc. All Rights Reserved.
, [Q2 Feedback to Answer Choice 3]
Students’ desire to please their teacher may affect their learning efforts, but this factor does not hold the
teacher accountable for teaching effectively.
[Q2 Feedback to Answer Choice 4] (Correct)
High-stakes assessments such as standardized tests students take at the end of the year hold teachers
accountable for teaching effectively. Students’ performance reflects their teachers’ instructional
effectiveness.
[Q3]
Ms. Jones is a new third-grade teacher who was hired to teach science and mathematics. She is
comfortable teaching science but feels a bit of uncertainty about teaching mathematics. She is revisiting
her college notes about planning instruction and trying to establish her own norms. In her planning
sequence, when should she prepare assessment instruments for the units of study in science and
mathematics?
a. After she finishes teaching the instructional unit
b. After she teaches the first lesson in the instructional unit
c. After she introduces the curricular aims for the unit
d. Before she plans the instruction
[Q3 Feedback to Answer Choice 1]
Teachers sometimes wait until they finish teaching a unit to prepare the assessment instrument. This
approach is not preferred.
[Q3 Feedback to Answer Choice 2]
A different sequence is preferred. Preparing assessment instruments after teaching the first lesson is not
the most effective approach.
[Q3 Feedback to Answer Choice 3]
A different sequence is preferred. Preparing assessment instruments after introducing the curricular aims
is not the most effective approach.
[Q3 Feedback to Answer Choice 4] (Correct)
Classroom assessment instruments should always be prepared prior to any instructional planning. Early
test building is undertaken in order for the teacher to better understand what is being sought of students
and, therefore, what to incorporate in instructional activities.
[Q4]
Ms. Jones is a new third-grade teacher who was hired to teach science and mathematics. She is
comfortable teaching science but feels a bit of uncertainty about teaching mathematics. She is revisiting
her college notes about planning instruction and trying to establish her own norms. When her teaching is
evaluated at the district level, she hopes the evaluations are high. Which of the following factors is most
likely to have a direct impact on the district’s evaluation of Ms. Jones’ teaching?
a. Her rapport with her students and their level of respect for her
b. Her students’ performances on high-stakes tests
5
Copyright © 2025 Pearson Education, Inc. All Rights Reserved.
Teachers Need to Know, 10th edition Popham
Notes
1- The file is chapter after chapter.
2- We have shown you few pages sample.
3- The file contains all Appendix and Excel sheet
if it exists.
4- We have all what you need, we make update
at every time. There are many new editions
waiting you.
5- If you think you purchased the wrong file You
can contact us at every time, we can replace it
with true one.
Our email:
, Chapter 1
Test Item File
Classroom Assessment
What Teachers Need to Know
Tenth Edition
W. James Popham
Professor Emeritus, University of California, Los Angeles
Prepared by
Raye Lakey
,This work is protected by United States copyright laws and is provided solely for
the use of instructors in teaching their courses and assessing student learning.
Dissemination or sale of any part of this work (including on the World Wide Web)
will destroy the integrity of the work and is not permitted. The work and materials
from it should never be made available to students except by instructors using
the accompanying text in their classes. All recipients of this work are expected to
abide by these restrictions and to honor the intended pedagogical purposes and
the needs of other instructors who rely on these materials.
Content Producer: Purnima Narayanan
Product Manager: Brooke Nethers
Copyright © 2025, 2020, 2017 by Pearson Education, Inc. or its affiliates. All Rights
Reserved. Manufactured in the United States of America. This publication is protected
by copyright, and permission should be obtained from the publisher prior to any
prohibited reproduction, storage in a retrieval system, or transmission in any form or by
any means, electronic, mechanical, photocopying, recording, or otherwise. For
information regarding permissions, request forms, and the appropriate contacts within
the Pearson Education Global Rights and Permissions department, please visit
www.pearsoned.com/permissions/.
PEARSON is exclusive trademark owned by Pearson Education, Inc. or its affiliates in
the U.S. and/or other countries.
Unless otherwise indicated herein, any third-party trademarks, logos, or icons that may
appear in this work are the property of their respective owners, and any references to
third-party trademarks, logos, icons, or other trade dress are for demonstrative or
descriptive purposes only. Such references are not intended to imply any sponsorship,
endorsement, authorization, or promotion of Pearson’s products by the owners of such
marks, or any relationship between the owner and Pearson Education, Inc., or its
affiliates, authors, licensees, or distributors.
ii
Copyright © 2025 Pearson Education, Inc. All Rights Reserved.
, Table of Contents
Chapter 1: Why Do Teachers Need to Know About Assessment? 1
Learning Objective Quizzes 1
Application Exercises 8
iii
Copyright © 2025 Pearson Education, Inc. All Rights Reserved.
, Chapter 1: Why Do Teachers Need to Know About
Assessment?
Learning Objective Quizzes
Learning Objective Quiz 1.1
Learning Objective 1.1
Identify key legislation, discuss the history of assessment in the United States, and differentiate between
testing and assessment.
[Q1]
Classroom assessment in public schools is influenced by federal legislation. Which of the following pieces
of legislation is historically considered to have had the greatest influence on testing and classroom
assessment?
a. No Child Left Behind (NCLB)
b. Elementary and Secondary Education Act (ESEA)
c. Every Student Succeeds Act (ESSA)
d. Individuals with Disabilities Education Act (IDEA)
[Q1 Feedback to Answer Choice 1]
No Child Left Behind, signed into law during George W. Bush’s administration, was a significant piece of
testing legislation, but it has not been deemed the most historically impactful.
[Q1 Feedback to Answer Choice 2] (Correct)
From a classroom-assessment perspective, the Elementary and Secondary Education Act of 1965 is
considered the most potent piece of test-influencing legislation. The origins of the tests we see today in
our schools are often rooted in the ESEA.
[Q1 Feedback to Answer Choice 3]
The Every Student Succeeds Act, signed into law during Barack Obama’s administration, was a
significant piece of testing legislation, but it has not been deemed the most historically impactful.
[Q1 Feedback to Answer Choice 4]
Individuals with Disabilities Education Act is a powerful piece of legislation and the most impactful when it
comes to protecting the rights of individuals with disabilities, but it is not widely known as a piece of
assessment legislation.
[Q2]
Federal legislation introduced by George W. Bush was designed to reduce the achievement gap between
students from low-income families and students from middle- or upper-income families. Why was it
replaced by federal legislation during Barack Obama’s presidency?
a. The accountability structure led to too much testing.
b. Schools were not able to test students and submit results.
c. Tests were too standardized across all states.
d. States failed to meet requirements for submitting testing plans.
1
Copyright © 2025 Pearson Education, Inc. All Rights Reserved.
,[Q2 Feedback to Answer Choice 1] (Correct)
Barack Obama observed that NCLB led to too much testing during classroom time.
[Q2 Feedback to Answer Choice 2]
Schools were required to test students, and school did test students.
[Q2 Feedback to Answer Choice 3]
Tests were not and still are not standardized across all states.
[Q2 Feedback to Answer Choice 4]
States are zealous about submitting their plans. Their plans do not always receive approval. When they
fail to receive approval, their funding is withdrawn.
[Q3]
What was the outcome of the collaborative effort by the National Governor’s Association (NGA) and the
Council of Chief State School Officers (CCSSO)?
a. The formation of a special collection of peer reviewers to scrutinize states’ assessment plans
b. A federally mandated curriculum for reading
c. The creation of the Common Core State Standards (CCSS)
d. A federally mandated curriculum for mathematics
[Q3 Feedback to Answer Choice 1]
The U.S. Department of Education calls on a special collection of peer reviewers who scrutinize a given
state’s assessment and accountability intentions regarding the implementation of ESSA. State officials,
therefore, submit their state’s plans for federal peer review. This review process is separate from the
collaborative effort of the NGA and the CCSSO.
[Q3 Feedback to Answer Choice 2]
We do not have a federally mandated curriculum for reading in the United States.
[Q3 Feedback to Answer Choice 3] (Correct)
The collaborative effort by the National Governors Association (NGA) and the Council of Chief State
School Officers (CCSSO) in 2009 resulted in the creation of the Common Core State Standards (CCSS),
which embodied learning outcomes for English language arts (ELA) and mathematics.
[Q3 Feedback to Answer Choice 4]
We do not have a federally mandated curriculum for mathematics in the United States.
[Q4]
In what chronological sequence was key federal legislation passed to regulate and influence classroom
assessment?
a. NCLB, then ESEA, then ESSA
b. ESSA, then NCLB, then ESEA
c. ESEA, then NCLB, then ESSA
d. NCLB, then ESSA, then ESEA
2
Copyright © 2025 Pearson Education, Inc. All Rights Reserved.
,[Q4 Feedback to Answer Choice 1]
At least one of the other pieces of legislation preceded NCLB.
[Q4 Feedback to Answer Choice 2]
At least one of the other pieces of legislation preceded ESSA.
[Q4 Feedback to Answer Choice 3] (Correct)
Elementary and Secondary Education Act (ESEA) was passed in 1965. No Child Left Behind (NCLB) was
passed in 2002. Most recently, Every Student Succeeds Act (ESSA) was passed in 2015.
[Q4 Feedback to Answer Choice 4]
At least one of the other pieces of legislation preceded ESSA.
[Q5]
The definition of the word assessment (as defined in Chapter 1 of the text book) incorporates which of the
following?
a. Only state standardized tests
b. State standardized tests and teacher-made unit examinations
c. State standardized tests, teacher-made unit examinations, and teacher observations
d. Teacher-made unit examinations, teacher observations, and opinion questionnaires
[Q5 Feedback to Answer Choice 1]
By definition, assessment is a formal attempt to determine students’ status with respect to educational
variables of interest. Formal attempts include more than just state standardized tests.
[Q5 Feedback to Answer Choice 2] (Correct)
By definition, assessment is a formal attempt to determine students’ status with respect to educational
variables of interest. Formal attempts include state standardized tests and teacher-made unit
examinations.
[Q5 Feedback to Answer Choice 3]
By definition, assessment is a formal attempt to determine students’ status with respect to educational
variables of interest. One or more items in this response option are informal.
[Q5 Feedback to Answer Choice 4]
By definition, assessment is a formal attempt to determine students’ status with respect to educational
variables of interest. Formal attempts include only Teacher.
Learning Objective Quiz 1.2
Learning Objective 1.2
Using the four traditional and three modern reasons for why teachers assess that are found in this
chapter, identify and explain the rationale for the benefits of teachers as functional assessors.
3
Copyright © 2025 Pearson Education, Inc. All Rights Reserved.
,[Q1]
Chapter 1 presents four traditional reasons why teachers assess students, and three reasons are labeled
as “today’s” reasons for teachers to know about assessment. Consider these reasons as you read the
following quote.
“Just a year ago, the voters in our school district voted favorably in a huge school-levy election that
brought in substantial tax dollars for our schools. Most of the district’s teachers are convinced that this
positive support for the schools was based on our schools’ consistently high rankings on the state’s
annual accountability tests.”
Which category or categories of reasons (if any) apply?
a. Neither a traditional reason nor one of “today’s” reasons
b. One of the traditional reasons
c. One of “today’s” reasons
d. Both a traditional reason and one of “today’s” reasons
[Q1 Feedback to Answer Choice 1]
This scenario is linked to one of the reasons for teachers to know about assessment.
[Q1 Feedback to Answer Choice 2]
Traditional reasons for teachers to know about assessment are not associated with assessment
processes and tax support.
[Q1 Feedback to Answer Choice 3] (Correct)
Today’s reasons relate to new roles for educational assessment. This connection between assessment
and tax support is one of the new reasons for teachers to know about assessment.
[Q1 Feedback to Answer Choice 4]
Traditional reasons for teachers to know about assessment are not associated with assessment
processes and tax support.
[Q2]
Ms. Jones is a new third-grade teacher who was hired to teach science and mathematics. She is
comfortable teaching science but feels a bit of uncertainty about teaching mathematics. Which of the
following factors holds her accountable for teaching effectively?
a. Her colleagues are encouraging her and making suggestions.
b. Her students like her.
c. Her students want to please her.
d. Her students take standardized tests in the spring.
[Q2 Feedback to Answer Choice 1]
Colleagues’ encouragement helps a new teacher but does not hold her accountable for teaching
effectively.
[Q2 Feedback to Answer Choice 2]
Being liked by students relates to a teacher’s rapport but does not hold her accountable for teaching
effectively.
4
Copyright © 2025 Pearson Education, Inc. All Rights Reserved.
, [Q2 Feedback to Answer Choice 3]
Students’ desire to please their teacher may affect their learning efforts, but this factor does not hold the
teacher accountable for teaching effectively.
[Q2 Feedback to Answer Choice 4] (Correct)
High-stakes assessments such as standardized tests students take at the end of the year hold teachers
accountable for teaching effectively. Students’ performance reflects their teachers’ instructional
effectiveness.
[Q3]
Ms. Jones is a new third-grade teacher who was hired to teach science and mathematics. She is
comfortable teaching science but feels a bit of uncertainty about teaching mathematics. She is revisiting
her college notes about planning instruction and trying to establish her own norms. In her planning
sequence, when should she prepare assessment instruments for the units of study in science and
mathematics?
a. After she finishes teaching the instructional unit
b. After she teaches the first lesson in the instructional unit
c. After she introduces the curricular aims for the unit
d. Before she plans the instruction
[Q3 Feedback to Answer Choice 1]
Teachers sometimes wait until they finish teaching a unit to prepare the assessment instrument. This
approach is not preferred.
[Q3 Feedback to Answer Choice 2]
A different sequence is preferred. Preparing assessment instruments after teaching the first lesson is not
the most effective approach.
[Q3 Feedback to Answer Choice 3]
A different sequence is preferred. Preparing assessment instruments after introducing the curricular aims
is not the most effective approach.
[Q3 Feedback to Answer Choice 4] (Correct)
Classroom assessment instruments should always be prepared prior to any instructional planning. Early
test building is undertaken in order for the teacher to better understand what is being sought of students
and, therefore, what to incorporate in instructional activities.
[Q4]
Ms. Jones is a new third-grade teacher who was hired to teach science and mathematics. She is
comfortable teaching science but feels a bit of uncertainty about teaching mathematics. She is revisiting
her college notes about planning instruction and trying to establish her own norms. When her teaching is
evaluated at the district level, she hopes the evaluations are high. Which of the following factors is most
likely to have a direct impact on the district’s evaluation of Ms. Jones’ teaching?
a. Her rapport with her students and their level of respect for her
b. Her students’ performances on high-stakes tests
5
Copyright © 2025 Pearson Education, Inc. All Rights Reserved.
