Henry S Dyer
Biographic Data
| ID | 1229902 |
|---|---|
| NAME | Henry S Dyer |
| GIVEN NAMES | Henry S |
| FAMILY NAME | Dyer |
| SIGNATURE | DYER H S |
| AFFILIATIONS | Harvard University |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1945 |
| LATEST PUBLICATION YEAR | 1969 |
| H-INDEX | 1 |
A Comparison of Four Methods of Obtaining Discrepancy Measures Based on Observed and Predicted School System Means on Achievement Tests
Standardized tests of academic achievement have long been used as a basis for measuring the effectiveness of educational systems. The typical approach has been to compare the average achievement test score of students in a given system with some sort of national average or norm and to assume that the discrepancy between the two averages constitutes a measure of the educational effectiveness of the system. There are a number of well-known fallacie…
The Sixth Mental Measurements Yearbook
Summary and Evaluation of Contributions to the Yearbook
Henry S. Dyer, Summary and Evaluation of Contributions to the Yearbook: Race and Equality in American Education, The Journal of Negro Education, Vol. 37, No. 3, Race and Equality in American Education (Summer, 1968), pp. 340-358
Toward More Effective Recruitment and Selection of Negroes for College
Henry S. Dyer, Toward More Effective Recruitment and Selection of Negroes for College, The Journal of Negro Education, Vol. 36, No. 3, The Higher Education of Negro Americans: Prospects and Programs (Summer, 1967), pp. 216-229
A Useful Book
Some Observations on the College Board Language Tests1
Evidence on the Validity of the Armed Forces Institute Tests of General Educational Development (College Level)
A Comparison of Four Methods of Obtaining Discrepancy Measures Based on Observed and Predicted School System Means on Achievement Tests
Standardized tests of academic achievement have long been used as a basis for measuring the effectiveness of educational systems. The typical approach has been to compare the average achievement test score of students in a given system with some sort of national average or norm and to assume that the discrepancy between the two averages constitutes a measure of the educational effectiveness of the system. There are a number of well-known fallacie…
Evidence on the Validity of the Armed Forces Institute Tests of General Educational Development (College Level)
Some Observations on the College Board Language Tests1
A Useful Book
Toward More Effective Recruitment and Selection of Negroes for College
Henry S. Dyer, Toward More Effective Recruitment and Selection of Negroes for College, The Journal of Negro Education, Vol. 36, No. 3, The Higher Education of Negro Americans: Prospects and Programs (Summer, 1967), pp. 216-229
The Sixth Mental Measurements Yearbook
Summary and Evaluation of Contributions to the Yearbook
Henry S. Dyer, Summary and Evaluation of Contributions to the Yearbook: Race and Equality in American Education, The Journal of Negro Education, Vol. 37, No. 3, Race and Equality in American Education (Summer, 1968), pp. 340-358
A Comparison of Four Methods of Obtaining Discrepancy Measures Based on Observed and Predicted School System Means on Achievement Tests
Standardized tests of academic achievement have long been used as a basis for measuring the effectiveness of educational systems. The typical approach has been to compare the average achievement test score of students in a given system with some sort of national average or norm and to assume that the discrepancy between the two averages constitutes a measure of the educational effectiveness of the system. There are a number of well-known fallacie…
Mathematics education (6 works) · Psychology (6 works) · Computer Science (3 works) · Political science (3 works) · Library science (2 works) · Sociology (2 works) · Yearbook (2 works) · Academic achievement (1 work) · Achievement test (1 work) · Applied Psychology (1 work)