Richard E Snow
Biographic Data
| ID | 3828115 |
|---|---|
| NAME | Richard E Snow |
| GIVEN NAMES | Richard E |
| FAMILY NAME | Snow |
| SIGNATURE | SNOW R E |
| AFFILIATIONS | Stanford University |
| VERIFIED | No |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 57 |
| AUTHOR COUNT | 22 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1967 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 4 |
Aptitude, Learning and Instruction
Enhancing the Validity and Usefulness of Large-Scale Educational Assessments: IV Nels:88 Science Achievement to 12th Grade
This study is fourth in a series demonstrating that achievement tests are multidimensional and that using psychologically meaningful subscores in national education surveys can enhance test validity and usefulness. It carries the analysis of the NELS:88 science test through to the 12th grade. The test was subjected to full information item factor analysis. Factors reflecting quantitative science, spatial-mechanical reasoning, and basic knowledge …
Enhancing the Validity and Usefulness of Large-Scale Educational Assessments: III. Nels:88 Mathematics Achievement to 12th Grade
Enhancing the Validity and Usefulness of Large-Scale Educational Assessments: III. Nels: 88 Mathematics Achievement to 12th Grade
The present study demonstrates the utility of a multidimensional representation of student mathematics achievement. Third in a series of studies using the math test item level data from the NELS: 88 longitudinal study, it carries the analyses through the 12th grade. Full information factor analysis was employed to investigate the structure of math achievement, create meaningful achievement scales, and explore their relationships with student back…
Enhancing the Validity and Usefulness of Large-Scale Educational Assessments: IV. Nels:88 Science Achievement to 12th Grade
E. Michael Nussbaum, Laura S. Hamilton, Richard E. Snow, Enhancing the Validity and Usefulness of Large-Scale Educational Assessments: IV. NELS:88 Science Achievement to 12th Grade, American Educational Research Journal, Vol. 34, No. 1 (Spring, 1997), pp. 151-173
Aptitude development and education
Aptitude development and education
Enhancing the Validity and Usefulness of Large-Scale Educational Assessments: I. Nels:88 Mathematics Achievement
Haggai Kupermintz, Michele M. Ennis, Laura S. Hamilton, Joan E. Talbert, Richard E. Snow, Enhancing the Validity and Usefulness of Large-Scale Educational Assessments: I. NELS:88 Mathematics Achievement, American Educational Research Journal, Vol. 32, No. 3 (Autumn, 1995), pp. 525-554
Enhancing the Validity and Usefulness of Large-Scale Educational Assessments: II. Nels:88 Science Achievement
This study is second in a series demonstrating that achievement tests are multidimensional and that using psychologically meaningful subscores in national educational surveys can enhance test validity and usefulness. NELS:88 8th- and l0th-grade science tests were subjected to full information item factor analysis. Factors reflecting everyday knowledge, scientific reasoning, chemistry knowledge, and reasoning with knowledge were obtained in 8th gr…
In Dedication: Leigh Burstein
This study demonstrates that the validity and usefulness of mathematics achievement tests can be improved by defining psychologically meaningful subscores that yield differential relations with student, teacher, and school variables. The NELS:88 8th- and 10th-grade math tests were subjected to full information item factor analysis. Math knowledge and math reasoning factors were distinguished at both grade levels. Regression analyses showed that s…
Toward Assessment of Cognitive and Conative Structures in Learning
New conceptions of aptitude, learning, development, and achievement, both cognitive and conative, are identified and some new ideas about their assessment are reviewed. A rough table of these constructs is provided. It is argued that much construct validational research is needed to understand the new constructs and place them in a reasonable and useful network. Also needed is a recognition that different purposes for educational assessment requi…
Individual differences and the design of educational programs
Individual differences and the design of educational programs
World psychology and the role of the Office of Naval Research
World psychology and the role of the Office of Naval Research
Frames of Mind: The Theory of Multiple Intelligences . Howard Gardner
Placing Children in Special Education: Some Comments
grams for the Mentally Retarded (Heller, Holtzman, & Messick, 1982), and the papers by Messick (1983) and by Resnick and Finn (1983) summarizing its conclusions, deserve the careful consideration of many audiences. Educational researchers and practitioners in general as well as in special education, the agencies that fund (or should fund) research in this field, the test publishing organizations, and many groups of public officials, administrator…
Individual Differences and Instructional Theory
Three Experiments on Learning to Teach
This paper reports on three studid;lof the changes in teacher effects on student learning and attitude's as a function of teacher practice. Two studies were performed in a tutorial context, the first with 4 tutors and 16 students, the second with 17 tutors and 68 students. The third study used small group instruction with 12 teachers and 288 students. In each study, the same teachers taught a short curriculum unit three or four times, teaching di…
Contemporary Educational Psychology: Some Models Applied to the School Setting
Brunswikian Approaches to Research on Teaching
Effects of Controlling Item Exposure in Achievement Testing
Individual Differences and Instructional Theory
Toward Assessment of Cognitive and Conative Structures in Learning
New conceptions of aptitude, learning, development, and achievement, both cognitive and conative, are identified and some new ideas about their assessment are reviewed. A rough table of these constructs is provided. It is argued that much construct validational research is needed to understand the new constructs and place them in a reasonable and useful network. Also needed is a recognition that different purposes for educational assessment requi…
Aptitude development and education
Brunswikian Approaches to Research on Teaching
Enhancing the Validity and Usefulness of Large-Scale Educational Assessments: II. Nels:88 Science Achievement
This study is second in a series demonstrating that achievement tests are multidimensional and that using psychologically meaningful subscores in national educational surveys can enhance test validity and usefulness. NELS:88 8th- and l0th-grade science tests were subjected to full information item factor analysis. Factors reflecting everyday knowledge, scientific reasoning, chemistry knowledge, and reasoning with knowledge were obtained in 8th gr…
Three Experiments on Learning to Teach
This paper reports on three studid;lof the changes in teacher effects on student learning and attitude's as a function of teacher practice. Two studies were performed in a tutorial context, the first with 4 tutors and 16 students, the second with 17 tutors and 68 students. The third study used small group instruction with 12 teachers and 288 students. In each study, the same teachers taught a short curriculum unit three or four times, teaching di…
Placing Children in Special Education: Some Comments
grams for the Mentally Retarded (Heller, Holtzman, & Messick, 1982), and the papers by Messick (1983) and by Resnick and Finn (1983) summarizing its conclusions, deserve the careful consideration of many audiences. Educational researchers and practitioners in general as well as in special education, the agencies that fund (or should fund) research in this field, the test publishing organizations, and many groups of public officials, administrator…
Effects of Controlling Item Exposure in Achievement Testing
Brunswikian Approaches to Research on Teaching
Contemporary Educational Psychology: Some Models Applied to the School Setting
Three Experiments on Learning to Teach
This paper reports on three studid;lof the changes in teacher effects on student learning and attitude's as a function of teacher practice. Two studies were performed in a tutorial context, the first with 4 tutors and 16 students, the second with 17 tutors and 68 students. The third study used small group instruction with 12 teachers and 288 students. In each study, the same teachers taught a short curriculum unit three or four times, teaching di…
Individual Differences and Instructional Theory
Placing Children in Special Education: Some Comments
grams for the Mentally Retarded (Heller, Holtzman, & Messick, 1982), and the papers by Messick (1983) and by Resnick and Finn (1983) summarizing its conclusions, deserve the careful consideration of many audiences. Educational researchers and practitioners in general as well as in special education, the agencies that fund (or should fund) research in this field, the test publishing organizations, and many groups of public officials, administrator…
World psychology and the role of the Office of Naval Research
World psychology and the role of the Office of Naval Research
Frames of Mind: The Theory of Multiple Intelligences . Howard Gardner
Individual differences and the design of educational programs
Individual differences and the design of educational programs
Toward Assessment of Cognitive and Conative Structures in Learning
New conceptions of aptitude, learning, development, and achievement, both cognitive and conative, are identified and some new ideas about their assessment are reviewed. A rough table of these constructs is provided. It is argued that much construct validational research is needed to understand the new constructs and place them in a reasonable and useful network. Also needed is a recognition that different purposes for educational assessment requi…
Enhancing the Validity and Usefulness of Large-Scale Educational Assessments: I. Nels:88 Mathematics Achievement
Haggai Kupermintz, Michele M. Ennis, Laura S. Hamilton, Joan E. Talbert, Richard E. Snow, Enhancing the Validity and Usefulness of Large-Scale Educational Assessments: I. NELS:88 Mathematics Achievement, American Educational Research Journal, Vol. 32, No. 3 (Autumn, 1995), pp. 525-554
Enhancing the Validity and Usefulness of Large-Scale Educational Assessments: II. Nels:88 Science Achievement
This study is second in a series demonstrating that achievement tests are multidimensional and that using psychologically meaningful subscores in national educational surveys can enhance test validity and usefulness. NELS:88 8th- and l0th-grade science tests were subjected to full information item factor analysis. Factors reflecting everyday knowledge, scientific reasoning, chemistry knowledge, and reasoning with knowledge were obtained in 8th gr…
In Dedication: Leigh Burstein
This study demonstrates that the validity and usefulness of mathematics achievement tests can be improved by defining psychologically meaningful subscores that yield differential relations with student, teacher, and school variables. The NELS:88 8th- and 10th-grade math tests were subjected to full information item factor analysis. Math knowledge and math reasoning factors were distinguished at both grade levels. Regression analyses showed that s…
Aptitude development and education
Aptitude development and education
Enhancing the Validity and Usefulness of Large-Scale Educational Assessments: IV Nels:88 Science Achievement to 12th Grade
This study is fourth in a series demonstrating that achievement tests are multidimensional and that using psychologically meaningful subscores in national education surveys can enhance test validity and usefulness. It carries the analysis of the NELS:88 science test through to the 12th grade. The test was subjected to full information item factor analysis. Factors reflecting quantitative science, spatial-mechanical reasoning, and basic knowledge …
Enhancing the Validity and Usefulness of Large-Scale Educational Assessments: III. Nels:88 Mathematics Achievement to 12th Grade
Enhancing the Validity and Usefulness of Large-Scale Educational Assessments: III. Nels: 88 Mathematics Achievement to 12th Grade
The present study demonstrates the utility of a multidimensional representation of student mathematics achievement. Third in a series of studies using the math test item level data from the NELS: 88 longitudinal study, it carries the analyses through the 12th grade. Full information factor analysis was employed to investigate the structure of math achievement, create meaningful achievement scales, and explore their relationships with student back…
Enhancing the Validity and Usefulness of Large-Scale Educational Assessments: IV. Nels:88 Science Achievement to 12th Grade
E. Michael Nussbaum, Laura S. Hamilton, Richard E. Snow, Enhancing the Validity and Usefulness of Large-Scale Educational Assessments: IV. NELS:88 Science Achievement to 12th Grade, American Educational Research Journal, Vol. 34, No. 1 (Spring, 1997), pp. 151-173
Aptitude, Learning and Instruction
Psychology (22 works) · Mathematics education (18 works) · Academic achievement (8 works) · Developmental psychology (8 works) · Achievement test (6 works) · Psychometrics (6 works) · Scale (ratio (6 works) · Standardized test (6 works) · Applied Psychology (5 works) · Cartography (5 works)