Samuel Messick
43 works on record
Works
Intelligence and Personality
Assessment in higher education
Principals of modern psychological measurement
Individuality in learning
Role of Constructs in Psychological and Educational Measurement
Measurement in personality and cognition
Developing abilities and knowledge
Standards-based score interpretation
Psychology and methodology of response styles
Assessment in the schools
Assessment in context
Placing Children in Special Education
Validity of psychological assessment
Denoting the base-free measure of change
Multiple intelligences or multilevel intelligence?
Cognitive style and personality
Issues of effectiveness and equity in the coaching controversy
Progress toward standards as standards for progress
Large-scale educational assessment as policy research
Validity of test interpretation and use
Abilities and knowledge in educational achievement testing
The values of ability testing
The once and future issues of validity
Validity
Cognitive styles in educational practice
Alternative modes of assessment, uniform standards of validity
Conceptual and methodological issues in facilitating growth in intelligence
Meaning and values in test validation
The psychology of acquiescence
The impact of negative affect on cognition and personality
Category width and quantitative aptitude
Personality measurement and the ethics of assessment
Dimensions of analytic attitude in cognition and personality
Cognitive styles and memory for faces
Evaluation of educational programs as research on educational process
The psychology of educational measurement
The criterion problem in the evaluation of instruction
Judgmental dimensions of psychopathology
Response to changing assessment needs
Comments on Professor Messick's paper entitled "The criterion problem in the evaluation of instruction, assessing possible, not just intended, outcomes"
National Assessment of Educational Progress reconsidered
The effectiveness of coaching for the SAT
The criterion problem in the evaluation of instruction: assessing possible, not just intended, outcomes