Samuel Messick | Academic Influence

Samuel Messick's AcademicInfluence.com Rankings

Samuel Messick

Psychology

#761

World Rank

#969

Historical Rank

#472

USA Rank

Psychometrics

#2

World Rank

#5

Historical Rank

#1

USA Rank

Educational Psychology

#23

World Rank

#24

Historical Rank

#16

USA Rank

psychology Degrees

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Psychology

Samuel Messick's Degrees

PhD Psychology University of California, Berkeley
Masters Psychology University of California, Berkeley
Bachelors Psychology University of California, Berkeley

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Why Is Samuel Messick Influential?

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According to Wikipedia, Samuel J. Messick III was an American psychologist who worked for the Educational Testing Service , known for his contributions to validity theory. Early life Messick was born on April 3, 1931, in Philadelphia. He graduated from the University of Pennsylvania, where he earned a bachelor's degree, and he earned a PhD from Princeton University.

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Samuel Messick's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

VALIDITY OF PSYCHOLOGICAL ASSESSMENT: VALIDATION OF INFERENCES FROM PERSONS' RESPONSES AND PERFORMANCES AS SCIENTIFIC INQUIRY INTO SCORE MEANING (1994) (2121)
Validity of Psychological Assessment: Validation of Inferences from Persons' Responses and Performances as Scientific Inquiry into Score Meaning. Research Report RR-94-45. (1994) (1887)
The Interplay of Evidence and Consequences in the Validation of Performance Assessments (1994) (1311)
Validity and washback in language testing (1996) (874)
Meaning and Values in Test Validation: The Science and Ethics of Assessment (1989) (873)
Test validity and the ethics of assessment. (1980) (855)
The nature of cognitive styles: Problems and promise in educational practice (1984) (616)
STANDARDS OF VALIDITY AND THE VALIDITY OF STANDARDS IN PERFORMANCE ASSESSMENT (2005) (601)
Placing children in special education : a strategy for equity (1982) (402)
Individuality in learning. (1978) (352)
The person, the product, and the response: conceptual problems in the assessment of creativity. (1964) (334)
The Standard Problem: Meaning and Values in Measurement and Evaluation. (1975) (305)
An individual differences model for multidimensional scaling (1963) (294)
Test Validity: A Matter of Consequence (1998) (283)
Social Competency in Young Children. (1974) (244)
VALIDITY OF TEST INTERPRETATION AND USE (1990) (244)
Personality organization in cognitive controls and intellectual abilities. (1960) (227)
The matter of style: Manifestations of personality in cognition, learning, and teaching (1994) (202)
The Psychology of Educational Measurement. (1984) (200)
Identification of content and style: a two-dimensional interpretation of acquiescence. (1971) (188)
Acquiescence and Desirability As Response Determinants On the MMPI (1961) (173)
THE STANDARD PROBLEM: MEANING AND VALUES IN MEASUREMENT AND EVALUATION (1974) (165)
Evidence and Ethics in the Evaluation of Tests (1981) (161)
Constructs and their vicissitudes in educational and psychological measurement. (1981) (147)
Potential uses of noncognitive measurement in education. (1979) (137)
Time and Method in Coaching for the SAT. (1981) (136)
FOUNDATIONS OF VALIDITY: MEANING AND CONSEQUENCES IN PSYCHOLOGICAL ASSESSMENT (1993) (133)
THE CRITERION PROBLEM IN THE EVALUATION OF INSTRUCTION: ASSESSING POSSIBLE, NOT JUST INTENDED OUTCOMES1 (1969) (131)
A base-free measure of change. (1966) (128)
Evaluation of Group and Individual Forms of Embedded-Figures Measures of Field-Independence 1 (1964) (122)
THE ONCE AND FUTURE ISSUES OF VALIDITY: ASSESSING THE MEANING AND CONSEQUENCES OF MEASUREMENT1 (1986) (116)
Intelligence and personality : bridging the gap in theory and measurement (2001) (116)
Response styles onthe MMPI: comparison of clinical and normal samples. (1962) (114)
The additive constant problem in multidimensional scaling (1956) (111)
Dimensions of social desirability. (1960) (105)
COGNITIVE STYLES AND MEMORY FOR FACES. (1964) (103)
Acquiescence and the factorial interpretation of the MMPI. (1960) (103)
A base-free measure of change (1966) (101)
Suspicion of deception: implications for conformity research. (1967) (98)
Assessment in Context: Appraising Student Performance in Relation to Instructional Quality (1983) (93)
Psychological Scaling: Theory and Applications (1961) (92)
Bridging cognition and personality in education: the role of style in performance and development (1996) (88)
The relation between category and magnitude scales of loudness. (1961) (86)
A general least squares solution for successive intervals (1957) (80)
CONSEQUENCES OF TEST INTERPRETATION AND USE: THE FUSION OF VALIDITY AND VALUES IN PSYCHOLOGICAL ASSESSMENT (1998) (76)
Desirability Scale Values and Dispersions for Mmpi Items (1961) (75)
Assessment in Higher Education : Issues of Access, Quality, Student Development and Public Policy (2001) (74)
Problems in Human Assessment (1978) (72)
Multiple Intelligences or Multilevel Intelligence? Selective Emphasis on Distinctive Properties of Hierarchy: On Gardner's Frames of Mind and Steinberg's Beyond IQ in the Context of Theory and Research on the Structure of Human Abilities (1992) (72)
A note on ethnocentrism and acquiescent response sets. (1957) (67)
Issues of effectiveness and equity in the coaching controversy: Implications for educational and testing practice (1982) (63)
THE PSYCHOLOGY OF ACQUIESCENCE: AN INTERPRETATION OF RESEARCH EVIDENCE1 (1966) (61)
THE EFFECTIVENESS OF COACHING FOR THE SAT: REVIEW AND REANALYSIS OF RESEARCH FROM THE FIFTIES TO THE FTC (1980) (59)
Response Style and Content Measures from Personality Inventories1 (1960) (59)
THE PSYCHOLOGY OF EDUCATIONAL MEASUREMENT (1984) (58)
National Assessment of Educational Progress Reconsidered: A New Design for a New Era. (1983) (58)
Response Set as a Measure of Personality (1959) (56)
Probability learning in children: some exploratory studies. (1957) (56)
Measurement in personality and cognition (1962) (56)
PSYCHOLOGY AND METHODOLOGY OF RESPONSE STYLES1 (1987) (55)
Ability, Acquiescence, and “Authoritarianism” (1958) (52)
How rigid is the authoritarian. (1957) (52)
Metric Properties of the Semantic Differential (1957) (49)
An empirical evaluation of multidimensional successive intervals (1956) (48)
Evaluating deception in psychological research. (1969) (48)
Trait equivalence as construct validity of score interpretation across multiple methods of measurement. (1993) (46)
Standards-Based Score Interpretation: Establishing Valid Grounds for Valid Inferences. Research Report. (1994) (46)
PERSONALITY MEASUREMENT AND THE ETHICS OF ASSESSMENT. (1965) (45)
RESPONSE STYLES AS PERSONALITY VARIABLES: A THEORETICAL INTEGRATION OF MULTIVARIATE RESEARCH1 (1965) (42)
Affect and expectation. (1966) (41)
The Interplay of Evidence and Consequences in the Validation of Performance Assessments. Research Report. (1992) (40)
The perception of social attitudes. (1956) (37)
Psychological models for relating discrimination and magnitude estimation scales. (1961) (36)
The Measurement of Authoritarian Attitudes (1958) (35)
MULTIVARIATE MODELS OF COGNITION AND PERSONALITY: THE NEED FOR BOTH PROCESS AND STRUCTURE IN PSYCHOLOGICAL THEORY AND MEASUREMENT1 (1973) (35)
ALTERNATIVE MODES OF ASSESSMENT, UNIFORM STANDARDS OF VALIDITY1 (1994) (34)
An axiomatic formulation and generalization of successive intervals scaling (1958) (33)
TIME AND METHOD IN COACHING FOR THE SAT (1980) (33)
Beyond structure: In search of functional models of psychological process (1972) (33)
The Controversy over Coaching: Issues of Effectiveness and Equity. (1981) (33)
Personality Consistencies In Judgment : Dimensions Of Role Constructs. (1966) (33)
Some Recent Theoretical Developments in Multidimensional Scaling1 (1956) (32)
Individual Differences in Social Perception (1963) (32)
MEANING AND VALUES IN TEST VALIDATION: THE SCIENCE AND ETHICS OF ASSESSMENT1 (1988) (30)
SEPARATE SET AND CONTENT SCORES FOR PERSONALITY AND ATTITUDE SCALES1 (1961) (29)
Statistical Utility in Experimental Inference (1958) (29)
Conformity, anticonformity, and independence: their dimensionality and generality. (1969) (29)
Decision and Choice: Contributions of Sidney Siegel (1967) (28)
Authoritarianism or acquiescence in Bass's data. (1957) (28)
The perceived structure of political relationships. (1961) (27)
Separate Set and Content Scores for Personality and Attitude Scales (1961) (25)
MULTIPLE INTELLIGENCES OR MULTILEVEL INTELLIGENCE?: SELECTIVE EMPHASIS ON DISTINCTIVE PROPERTIES OF HIERARCHY (1992) (25)
Principals of Modern Psychological Measurement : A Festschrift for Frederic M. Lord (1983) (25)
Dimensions of Cognitive Closure. (1975) (24)
COGNITIVE STYLES IN EDUCATIONAL PRACTICE (1982) (24)
THE PERCEPTION OF ATTITUDE RELATIONSHIPS: A MULTIDIMENSIONAL SCALING APPROACH TO THE STRUCTURING OF SOCIAL ATTITUDES (1954) (24)
Multidimensional Analysis of Visual Form: An Analysis of Individual Differences (1966) (23)
ACQUIESCENCE AND DESIRABILITY AS RESPONSE DETERMINANTS ON THE MMPI1 (1960) (23)
Alternative Modes of Assessment, Uniform Standards of Validity. Research Report. (1994) (22)
educational testing, individual development, and social responsibility (1970) (22)
Level of proficiency and multidimensional viewpoints about problem similarity. (1967) (20)
A Distinction Between Judgments of Frequency and of Desirability as Determinants of Response (1969) (19)
Objective Measurement of Personality: Cautiousness and Intolerance of Ambiguity (1960) (19)
ASSESSMENT IN THE SCHOOLS: PURPOSES AND CONSEQUENCES (1987) (18)
DESIRABILITY JUDGMENTS AND SELF‐REPORTS AS PREDICTORS OF SOCIAL BEHAVIOR1 (1967) (18)
HUMAN ABILITIES AND MODES OF ATTENTION: THE ISSUE OF STYLISTIC CONSISTENCIES IN COGNITION (1993) (17)
Meaning and Values in Measurement and Evaluation (1975) (16)
Probability, learning, the statistical structure of concepts, and the measurement of meaning. (1957) (16)
Judgmental dimensions of psychopathology. (1972) (15)
RESPONSE STYLES ON THE MMPI: COMPARISON OF CLINICAL AND NORMAL SAMPLES1 (1961) (14)
AN AXIOMATIZATION OF THURSTONE'S SUCCESSIVE INTERVALS AND PAIRED COMPARISONS SCALING MODELS (1957) (13)
Early Childhood Education: Strategies for Research and Evaluation in Early Childhood Education. (1972) (12)
Large-scale educational assessment as policy research: Aspirations and limitations (1987) (12)
Denoting the base-free measure of change (1981) (11)
A rose by any other name. (1972) (11)
THE ROLE OF MEMORY AND COLOR IN GROUP AND INDIVIDUAL EMBEDDED‐FIGURES MEASURES OF FIELD INDEPENDENCE1 (1962) (9)
Response to Changing Assessment Needs: Redesign of the National Assessment of Educational Progress (1984) (9)
TEST VALIDITY AND THE ETHICS OF ASSESSMENT (1979) (8)
EVALUATION OF EDUCATIONAL PROGRAMS AS RESEARCH ON EDUCATIONAL PROCESS (1970) (8)
CONSTRUCTS AND THEIR VICISSITUDES IN EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT1 (1979) (8)
The Matter of Style: Manifestations of Personality in Cognition, Learning, and Teaching. Research Report. (1993) (7)
Guessing behavior and autism. (1957) (7)
COGNITIVE STYLE AND PERSONALITY: SCANNING AND ORIENTATION TOWARD AFFECT1 (1989) (7)
Research Tools: Scaling and Measurement Theory (1957) (7)
EVIDENCE AND ETHICS IN THE EVALUATION OF TESTS1 (1981) (6)
A PUNCHED CARD PROCEDURE FOR THE METHOD OF SUCCESSIVE INTERVALS (1955) (6)
STYLE IN THE ORGANIZATION AND DEFENSE OF COGNITION (1998) (6)
Progress toward Standards as Standards for Progress: A Potential Role for NAEP. (1985) (6)
Improving . sCience and mathematics education for minorities and women Contextual factors In education (5)
PERSONALITY AND ABILITY CORRELATES OF ACQUIESCENT RESPONSE SET AND AUTHORITARIAN CONTENT (1958) (5)
DEVELOPING ABILITIES AND KNOWLEDGE: STYLE IN THE INTERPLAY OF STRUCTURE AND PROCESS (1983) (5)
Human abilities in cultural context: Cultural influences on patterns of abilities in North America (1988) (5)
CULTURAL INFLUENCES ON PATTERNS OF ABILITIES IN NORTH AMERICA1 (1986) (5)
CONCEPTUAL AND METHODOLOGICAL ISSUES IN FACILITATING GROWTH IN INTELLIGENCE (1980) (5)
Book Reviews : The Social Desirability Variable in Personality Assessment and Research, by Allen L. Edwards. New York: The Dryden Press, 1957. Pp. 108. $2.75 (1959) (5)
Judged Frequency of Endorsement and Frequency of Occurrence Scale Values and Dispersions for MMPI Items (1973) (5)
The Values of Ability Testing: Implications of Multiple Perspectives About Criteria and Standards (1982) (4)
Chapter VII: Scaling and Measurement Theory (1963) (4)
ISSUES OF EFFECTIVENESS AND EQUITY IN THE COACHING CONTROVERSY: IMPLICATIONS FOR EDUCATIONAL AND TESTING PRACTICE1 (1981) (4)
PSYCHOPHYSICAL LAW AND SCALING MODELS (1959) (4)
9. Abilities and Knowledge inEducational AchievementTesting: The Assessment ofDynamic CognitiveStructures (1984) (4)
PROGRESS TOWARD STANDARDS AS STANDARDS FOR PROGRESS: A POTENTIAL ROLE FOR THE NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS (1985) (4)
Research Methodology for Educational Change. (1971) (4)
Scaling and Measurement Theory (1963) (4)
The study in brief. (1960) (4)
Educational Evaluation as Research for Program Improvement. (1970) (4)
THE VALUES OF ABILITY TESTING: IMPLICATIONS OF MULTIPLE PERSPECTIVES ABOUT CRITERIA AND STANDARDS* (1982) (4)
Chapter VII: Research Tools: Scaling and Measurement Theory (1957) (3)
EVALUATING DECEPTION IN PSYCHOLOGICAL RESEARCH1 (1968) (3)
LARGE‐SCALE EDUCATIONAL ASSESSMENT AS POLICY RESEARCH: ASPIRATIONS AND LIMITATIONS1 (1986) (3)
Field-articulation, constricted-flexible control, and the abilities of flexibility of closure and spatial relations and orientation. (1960) (3)
Psychological scaling : theory and applications : report of a conference jointly sponsored by educational testing service, office of Naval Research, and Princeton University (1960) (3)
COGNITIVE STYLES AND MEMORY FOR FACES1 (1963) (2)
Word-association and semantic differentiation. (1957) (2)
Obituary: Herman A. Witkin (1916-1979). (1980) (2)
DESIRABILITY SCALE VALUES AND DISPERSIONS FOR MMPI ITEMS1 (1960) (2)
PERSONALITY STRUCTURE1,2,3 (1960) (2)
POTENTIAL USES OF NONCOGNITIVE MEASUREMENT IN EDUCATION1 (1978) (2)
MULTIDIMENSIONAL ANALYSIS OF VISUAL FORM. (1963) (1)
SCALING THEORY: A REVIEW OF DEVELOPMENTS FROM 1954 TO 1957* (1957) (1)
OBJECTIVE MEASUREMENT OF PERSONALITY: CAUTIOUSNESS AND INTOLERANCE OF AMBIGUITY1 (1959) (1)
CATEGORY WIDTH MD QUANTITATIVE APTITUDE1 (1964) (1)
Strategies for Research and Evaluation in Early Childhood Education (1972) (1)
You Can't Get There From Here. (1970) (1)
THE IMPACT OF NEGATIVE AFFECT ON COGNITION AND PERSONALITY1 (1965) (1)
The New Design for the National Assessment of Educational Progress (2002) (1)
JUDGMENTAL DIMENSIONS OF PSYCHOPATHOLOGY1,2 (1970) (1)
Personality structure. (1961) (1)
Harold Oliver Gulliksen (1903-1996): Obituary. (1998) (1)
A Statement on the Comprehensive Preschool Education and Child Day-Care Act of 1969 Before the Select Subcommittee on Education of the House Committee on Education and Labor, March 3, 1970. (1970) (0)
Nonparametric Statistics for the Behavioral Sciences . Sidney Siegel. McGraw-Hill, New York, 1956. 312 pp. $6.50. (1957) (0)
Editorial (1972) (0)
William W. Turnbull 1919–1987 (1988) (0)
William Herbert Angoff (1919-1993): Obituary. (1994) (0)
Individual consistencies in cognition. (1960) (0)
Jugmental Dimensions of Psychopathology. (1972) (0)
Problems in Human Assessment@@@Principles of Educational and Psychological Measurement (1969) (0)
SUSPICION OF DECEPTION: IMPLICATIONS FOR CONFORMITY RESEARCH1 (1966) (0)
Structure and style in cognitive organization. (1960) (0)
Equivalence range, field-articulation, and the induction and deduction abilities. (1960) (0)
William Herbert Angoff (19191993) (1994) (0)
AFFECT AND EXPECTATION1 (1964) (0)
Book review (1959) (0)
Charles Marion Solley, Jr (1925-1996): Obituary. (1998) (0)
Field-articulation and the abilities of verbal knowledge, general reasoning, and ideational fluency. (1960) (0)
Problems of Pluralism and Politics in Educational Research and Development: Comments on the Preliminary Plan for the National Institute of Education. (1971) (0)
Leveling-sharpening, field-articulation, and the associative memory ability. (1960) (0)
11. The role of values in evaluation: Methodological strategies for educational improvement (1974) (0)
PERSONALITY MEASUREMENT AND THE ETHICS OF ASSESSMENT1 (1964) (0)
Book Reviews : Techniques of Attitude Scale Construction, by Allen L. Edwards. New York: Appleton-Century-Crofts, Inc., 1957. pp. ix + 256. $4.00 (1958) (0)
Psychometric Expert William Herbert Angoff (1919-1993) (1993) (0)
Early learning and compensatory education. (1970) (0)
Theoretical implications of the study. (1960) (0)
Harry Horace Harman (1913–1976) (1977) (0)
Personality in Context, Control, and Intelligence (2001) (0)
Statistical Utility and Components of Variance (1958) (0)

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