Samuel Messick
Identifiers
- Open LibraryOL2194799A
Top Subjects
- Educational tests and measurements (10)
- Examinations (10)
- Validity (8)
- United States (6)
- Personality tests (5)
- Education (4)
- Educational psychology (3)
Books by Samuel Messick
Total count: 40
Measurement in personality and cognitionWiley1962-01-01-
Dimensions of analytic attitude in cognition and personalityEducational Testing Service1963-01-01
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Cognitive styles and memory for facesEducational Testing Service1963-01-01
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Category width and quantitative aptitudeEducational Testing Service1964-01-01
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Personality measurement and the ethics of assessmentEducational Testing Service1964-01-01
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The impact of negative affect on cognition and personalityEducational Testing Service1965-01-01
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The psychology of acquiescencean interpretation of research evidenceEducational Testing Service1966-01-01
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The criterion problem in the evaluation of instruction: assessing possible, not just intended, outcomes.University of California1969-01-01
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Comments on Professor Messick's paper entitled "The criterion problem in the evaluation of instruction, assessing possible, not just intended, outcomes"Center for the Study of Evaluation of Instructional Programs, University of California1969-01-01
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The criterion problem in the evaluation of instructionassessing possible, not just intended outcomesEducational Testing Service1969-01-01
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Evaluation of educational programs as research on educational processEducational Testing Service1970-01-01
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Judgmental dimensions of psychopathologyEducational Testing Service1970-01-01
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Individuality in Learning1st ed editionJossey-Bass Inc.,U.S.1977-01-01
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Conceptual and methodological issues in facilitating growth in intelligenceEducational Testing Service1980-01-01
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The effectiveness of coaching for the SATreview and reanalysis of research from the fifties to the FTCEducational Testing Service1980-01-01
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Denoting the base-free measure of changeEducational Testing Service1980-01-01
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Issues of effectiveness and equity in the coaching controversyimplications for educational and testing practiceEducational Testing Service1981-01-01
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Abilities and knowledge in educational achievement testingthe assessment of dynamic cognitive structuresEducational Testing Service1982-01-01
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Placing Children in Special EducationA Strategy for EquityNational Academies Press1982-01-01
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The values of ability testingimplications of multiple perspectives about critera and standardsEducational Testing Service1982-01-01
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Cognitive styles in educational practiceEducational Testing Seravice1982-01-01
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National Assessment of Educational Progress reconsideredA new design for a new eraNational Assessment of Educational Progress1983-01-01
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Assessment in contextappraising student performance in relation to instructional qualityEducational Testing Service1983-01-01
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Developing abilities and knowledgestyle in the interplay of structure and processEducational Testing Service1983-01-01
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The psychology of educational measurementEducational Testing Service1984-01-01
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Response to changing assessment needsredesign of the National Assessment of Educational ProgressEducational Testing Service1984-01-01
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Progress toward standards as standards for progressa potential role for the national assessment of educational progressEducational Testing Service1985-01-01
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The once and future issues of validityassessing the meaning and consequences of measurementEducational Testing Service1986-01-01
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Large-scale educational assessment as policy researchaspirations and limitationsEducational Testing Service1986-01-01
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Psychology and methodology of response stylesEducational Testing Service1987-01-01
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Assessment in the schoolspurposes and consequencesEducational Testing Service1987-01-01
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ValidityEducational Testing Service1987-01-01
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Meaning and values in test validationthe science and ethics of assessmentEducational Testing Service1988-01-01
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Cognitive style and personalityscanning and orientation toward affectEducational Testing Service1989-01-01
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Validity of test interpretation and useEducational Testing Service1990-01-01
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Multiple intelligences or multilevel intelligence?selective emphasis on distinctive properties of hierarchy : an essay review of Gardner's Frames of mind and Sternberg's Beyond IQ in the context of theory and research on the structure of human abilitiesEducational Testing Service1992-01-01
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Standards-based score interpretationestablishing valid grounds for valid inferencesEducational Testing Service1994-01-01
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Validity of psychological assessmentvalidation of inferences from persons' responses and performances as scientific inquiry into score meaningEducational Testing Service1994-01-01
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Alternative modes of assessment, uniform standards of validityEducational Testing Service1994-01-01
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Intelligence and PersonalityBridging the Gap in Theory and MeasurementTaylor & Francis Group2001-01-01