Abstract
I was privileged to have the opportunity to work closely with Melvin Novick on a half a dozen different committees during the last 10 years. These interactions always proved to be useful learning experiences for me. I have encountered few individuals with such a keen analytical mind. The depth and scope of Novick’s contributions deserve special treatment; I hope this review will at least serve as a reminder of some of his significant contributions to the theory and practice of educational and psychological measurement. For a full appreciation of these contributions, however, there is no substitute for his original publications.
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