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  • Why Me-asurement? An Introduction
  • One Potato, Two Potatoes . . . Levels of Measurement and Their Importance
  • Getting It Right Every Time: Reliability and Its Importance
  • The Truth, the Whole Truth, and Nothing But the Truth: Validity and Its Importance
  • Welcome to Lake Woebegone, Where All the Children Are Above Average: Norms and Percentiles
  • Item Response Theory: The “New” Kid on the Block
  • Short-Answer and Completion Items: Baskin Robbins® Has __ Flavors
  • Essay Items—Hope You Can Write
  • Multiple-Choice Items: Always Pick Answer C and You’ll Be Right About 25% of the Time
  • Matchmaker, Matchmaker, Make Me a Match: Matching Items
  • True–False Tests: T or F? I Passed My First Measurement Test
  • Portfolios: Seeing the Big Picture
  • So, Tell Me About Your Childhood: Interesting Interviews
  • Achievement Tests: Who Really Discovered America?
  • Personality and Neuropsychological Testing: Type A, B, or Me?
  • Aptitude Tests: What’s in Store for Me?
  • Intelligence Tests: That Rubik’s Cube Is Driving Me Nuts
  • Career Choices: So You Want to Be a What?
  • Test Bias: Fair for Everyone?
  • The Law, Testing, and Ethics: No Child (Should Be) Left Behind and Other Very Interesting Stuff
  • Appendix A: Your Tests and Measurement Statistics Toolkit
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Student Resources

This site is intended to enhance your use of Tests & Measurement for People Who (Think They) Hate Tests & Measurement, Third Edition, by Neil J. Salkind. Please note that all the materials on this site are especially geared toward maximizing your understanding of the material.

The open-access Student Study Site includes the following:

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Why Me-asurement? An Introduction

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SAGE Journal Articles

Click on the following links. Please note these will open in a new window.

Anastasi, A. (1985, June). Some emerging trends in psychological measurement: A fifty-year perspective. Applied Psychological Measurement, 9(2), 121–138.

Resnick, D. P. (1980, January). Minimum competency testing historically considered (Chapter 1). Review of Research in Education, 8(1), 3–29.

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