WorldCat Identities

Linn, Robert L.

Overview
Works: 149 works in 334 publications in 2 languages and 7,565 library holdings
Genres: Conference papers and proceedings 
Roles: Author, Editor, Other
Classifications: LB3051, 371.26
Publication Timeline
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Most widely held works by Robert L Linn
Measurement and assessment in teaching by Robert L Linn( Book )

48 editions published between 1982 and 2013 in 3 languages and held by 1,152 WorldCat member libraries worldwide

"Measurement and Assessment in Teaching, Tenth Edition, introduces the elements of measurement and assessment that are essential to good teaching. In a presentation that assumes no previous knowledge of assessment or measurement, the text provides crystal-clear, step-by-step instruction on such topics as constructing test questions, aligning assessment with learning goals, and interpreting standardized tests."--Jacket
Educational measurement by Robert L Linn( Book )

22 editions published between 1983 and 1993 in English and Undetermined and held by 808 WorldCat member libraries worldwide

Intelligence : measurement, theory, and public policy : proceedings of a symposium in honor of Lloyd G. Humphreys by Robert L Linn( Book )

13 editions published between 1988 and 1989 in English and held by 503 WorldCat member libraries worldwide

Measurement and evaluation in teaching by Norman Edward Gronlund( Book )

10 editions published between 1990 and 1999 in English and held by 488 WorldCat member libraries worldwide

Student exercise manual
Spoken words, effects of situation and social group on oral word usage and frequency by William S Hall( Book )

9 editions published between 1980 and 1984 in English and held by 355 WorldCat member libraries worldwide

Assessments and accountability by Robert L Linn( Book )

1 edition published in 2000 in English and held by 108 WorldCat member libraries worldwide

A policymaker's guide to standards-led assessment by Robert L Linn( Book )

4 editions published in 1997 in English and held by 97 WorldCat member libraries worldwide

States across the United States are setting tough new standards, defining what students should know and be able to do. Unlike more traditional assessments, standards-led assessments are more closely linked to curriculum, incorporate preestablished performance goals, and require students to demonstrate a broad range of problem-solving skills. This document summarizes developments in standards-based assessments and discusses the challenges that policymakers and educators face in establishing such systems. The introductory chapter provides an overview of standards-driven assessments and describes the role of assessment in standards-led reform, the ways in which such assessment differs from traditional assessments, and ways to ensure the quality of the assessment systems. Chapter 2 describes the challenges for standards-led assessment systems, which include building state and local consensus, providing strong standards, aligning standards with assessment and instruction, ensuring accurate measures, defining progress, setting the stakes, including all students, estimating costs, addressing legal challenges, building local capacity, and distinguishing assessments. (Contains 45 endnotes.) (Lmi)
Assessments and accountability by Robert L Linn( Book )

2 editions published in 1998 in English and held by 88 WorldCat member libraries worldwide

The design and evaluation of educational assessment and accountability systems by Robert L Linn( Book )

3 editions published in 2001 in English and held by 87 WorldCat member libraries worldwide

Problem choice by test takers : implications for comparability and construct validity by Robert L Linn( Book )

2 editions published in 1998 in English and held by 85 WorldCat member libraries worldwide

Reporting school quality in standards-based accountability systems by Robert L Linn( Book )

1 edition published in 2001 in English and held by 85 WorldCat member libraries worldwide

The influence of external evaluations on the National Assessment of Educational Progress by Robert L Linn( Book )

2 editions published in 2001 in English and held by 84 WorldCat member libraries worldwide

Raising the stakes of test administration : the impact on student performance on NAEP by Vonda L Kiplinger( Book )

2 editions published in 1993 in English and held by 83 WorldCat member libraries worldwide

It has been argued that the National Assessment of Educational Progress (naep) underestimates student achievement because the assessment has no consequences for the students, their teachers, or for their schools. This study was conducted to determine whether differences in test administration conditions and presumed levels of motivation engendered by different test administration conditions affect student performance on naep administrations. Testing conditions under study are the "low-stakes" environment of the current naep administration and a higher-stakes environment typified by many state assessment programs. Two subsets of naep items were administered as part of Georgia's regular Curriculum-Based Assessments (cba). Results from Georgia's participation in the 1990 naep Trial State Assessment (tsa) are the benchmark against which state-embedded cba results are compared. Means for the first subset of naep items are significantly higher in the 1992 cba administration than in the 1990 isa administration, but means for the second subset are not significantly different. Reasons for the difference for the first subset, other than the test stakes, are explored. Appendixes a and b present sample mathematics items. Appendix c contains 21 figures and 9 tables. (Contains 39 references.) (Author/SLD)
Linking statewide tests to the National Assessment of Educational Progress : stability of results by Vonda L Kiplinger( Book )

2 editions published in 1994 in English and held by 82 WorldCat member libraries worldwide

Recently, several states have expressed interest in linking their statewide assessments to the National Assessment of Educational Progress (naep) in the hope that, through equating, they can be compared to national results. This study considers the degree to which existing statewide assessments may be linked to naep, without violating the basic assumptions of equating. Results of statewide assessments and of the naep Trial State Assessment (tsa) in eighth grade mathematics for both 1990 and 1992 were obtained from four states and equipercentile equating procedures were used. The equating functions for males and females in the two states providing gender identification were similar at the low end of the scale but diverged at the high end of the scale. Estimates of the 1992 naep scores derived from applying the 1990 equating functions to the 1992 statewide data were generally similar to actual naep results near the median, but were quite dissimilar in the tails of the distribution. These results suggest that such linking, while reasonable for estimating average performance for a state, is not sufficiently stable to use for making comparisons based on the tails of the distribution. (Contains 11 references, 9 tables, and 5 figures.) (Author)
Comparing state and district test results to national norms : interpretions of scoring "above the national average" by Robert L Linn( Book )

2 editions published in 1990 in English and held by 80 WorldCat member libraries worldwide

The Validity and credibility of the achievement levels for the 1990 National Assessment of Educational Progress in Mathematics( Book )

2 editions published in 1991 in English and held by 79 WorldCat member libraries worldwide

Review of student assessment instruments and practices in use in the secondary/transition project by Robert L Linn( Book )

3 editions published in 1986 in English and held by 78 WorldCat member libraries worldwide

Part of a series, this document reports on a study to determine the current status of instrumentation and practices of student assessment in programs concerned with the transition of secondary special education students from school to work or to postsecondary education. The study surveyed the 114 federally funded (Office of Special Education and Rehabilitative Services) secondary/transition grant applications to gather information on: (1) what student competencies are assessed; (2) what commercially available or locally developed instruments are used; (3) how assessment information is used; and (4) how useful the assessment information is. Results are reported in terms of the following assessment areas: general ability/intelligence, special abilities, vocational skills, academic achievement, language, adaptive behavior, social skills, survival skills, daily living skills, motor skills/dexterity, and lifestyle/consumer satisfaction. The major portion of the document is comprised of appendices which include the model programs survey form and detailed reviews of 112 instruments organized according to the following outline: name of instrument, publisher's name and address, cost, date of publication, competencies assessed, population characteristics, recommended uses, test content and format, administration time, skills/materials required, derived scores/information, norming/standardization practices, reliability, validity, comments, and references. (Db)
State-by-state comparisons of student achievement : the definition of the content domain for assessment by Robert L Linn( Book )

3 editions published in 1987 in English and held by 77 WorldCat member libraries worldwide

The Center for Research on Evaluation, Standards, and Student Testing (CRESST) by Eva L Baker( Book )

1 edition published in 1991 in English and held by 76 WorldCat member libraries worldwide

Myths and tradeoffs : the role of tests in undergraduate admissions by National Research Council (U.S.)( Book )

8 editions published in 1999 in English and held by 41 WorldCat member libraries worldwide

Admission to colleges and universities is a complex task which is made simpler by the use of test scores taken by high school students wishing to gain entrance. Though the benefits of these tests are clear this book offers recommendations to institutions of higher education and test producers to ensure that the testing is used as it should be and in the most effective ways possible
 
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Measurement and assessment in teaching
Alternative Names
Linn, Robert.

Linn, Robert 1938-

Robert L. Linn Psychologist

リン, ロバート・L

Languages
English (130)

Chinese (6)

Covers
Educational measurementMeasurement and evaluation in teachingMyths and tradeoffs : the role of tests in undergraduate admissions