The Role of Constructs in Psychological and Educational Measurement
Published on 1. September 2001
344 pages
978-1-135-64990-6 (ISBN)
Description
Contributors to the volume represent an international "who's who" of research scientists from the fields of psychology and measurement. It offers the insights of these leading authorities regarding cognition and personality. In particular, they address the roles of constructs and values in clarifying the theoretical and empirical work in these fields, as well as their relation to educational assessment. It is intended for professionals and students in psychology and assessment, and almost anyone doing research in cognition and personality.
Reviews / Votes
"For anyone for whom tests are their business, this book has much to offer.""...the cast of writers alone should be sufficient recommendation."-The Psychology of Education Review
More details
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
Professional and scholarly
File size
3,50 MB
ISBN-13
978-1-135-64990-6 (9781135649906)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Henry I. Braun | Douglas N. Jackson | David E. Wiley
The Role of Constructs in Psychological and Educational Measurement
Book
05/2015
1st Edition
Routledge
€83.20
Shipment within 10-20 days
Henry I. Braun | Douglas N. Jackson | David E. Wiley
The Role of Constructs in Psychological and Educational Measurement
Book
09/2001
Routledge
€208.30
Shipment within 10-20 days
Persons
Henry I. Braun, Douglas N. Jackson, David E. Wiley
Content
Contents: Preface. Part I: Personality--Theory and Assessment.D.N. Jackson, The Constructs in People's Heads. W.K.B. Hofstee, The Questionnaire Construction of Personality: Pragmatics of Personality Assessment. W.H. Holtzman, Personality Theory and Assessment: Current and Timeless Issues. D.L. Paulhus, Socially Desirable Responding: The Evolution of a Construct. Part II: Intellect--Theory and Assessment.J-E. Gustaffson, Measurement From a Hierarchical Point of View. J.B. Carroll, The Five-Factor Personality Model: How Complete and Satisfactory Is It? D.F. Lohman, A. Bosma, Using Cognitive Measurement Models in the Assessment of Cognitive Styles. N. Kogan, Assessment in the Performing Arts. Part III: Validity and Values in Psychological and Educational Measurement.D.W. Fiske, Validity for What? R. Glaser, G.P. Baxter, Cognition and Construct Validity: Evidence for the Nature of Cognitive Performance in Assessment Situations. W.W. Willingham, Seeking Fair Alternatives in Construct Design. D.E. Wiley, Validity of Constructs Versus Construct Validity of Scores. Part IV: Values--Theory and Assessment.R.L. Linn, Constructs and Values in Standards-Based Assessment. M. Scriven, Assessing Six Assumptions in Assessment. A.G. Greenwald, Constructs in Student Ratings of Instructors. P.W. Jackson, Construct Validity and the Language of Inquiry.
