WorldCat Identities

Linn, Robert L.

Works: 171 works in 371 publications in 2 languages and 7,550 library holdings
Genres: Conference papers and proceedings  Longitudinal studies  Examinations  Textbooks 
Roles: Author, Editor, Other
Classifications: LB3051, 371.26
Publication Timeline
Most widely held works by Robert L Linn
Myths and tradeoffs : the role of tests in undergraduate admissions by National Research Council (U.S.)( )

8 editions published in 1999 in English and held by 1,884 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
Measurement and assessment in teaching by Robert L Linn( Book )

47 editions published between 1982 and 2013 in English and Chinese and held by 1,139 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 )

25 editions published between 1983 and 1993 in English and Undetermined and held by 804 WorldCat member libraries worldwide

Initial discussion and planning for the preparation of the third edition of Educational Measurement began independently at the two sponsoring organizations in late 1982. The discussion at the American Council of Education was initiated by Douglas R. Whitney. The decision to prepare a third edition was based on the belief that there had been substantial changes in the field of measurement since the publication of the second edition in 1971. The professional association of researchers and practitioners in educational measurement (NCME) and the nation's comprehensive association of colleges and universities (ACE) have cooperated to produce this volume
Intelligence : measurement, theory, and public policy : proceedings of a symposium in honor of Lloyd G. Humphreys by Robert L Linn( Book )

14 editions published between 1988 and 1989 in English and held by 501 WorldCat member libraries worldwide

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

11 editions published between 1990 and 1999 in English and held by 476 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 )

10 editions published between 1980 and 1984 in English and held by 356 WorldCat member libraries worldwide

Assessments and accountability by Robert L Linn( Book )

1 edition published in 2000 in English and held by 110 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 99 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)
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 90 WorldCat member libraries worldwide

Assessments and accountability by Robert L Linn( Book )

2 editions published in 1998 in English and held by 89 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 87 WorldCat member libraries worldwide

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

3 editions published in 1993 in English and held by 87 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)
Reporting school quality in standards-based accountability systems by Robert L Linn( Book )

1 edition published in 2001 in English and held by 86 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

Linking statewide tests to the National Assessment of Educational Progress : stability of results by Vonda L Kiplinger( Book )

1 edition published in 1994 in English and held by 84 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)
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 83 WorldCat member libraries worldwide

The statute authorizing the National Assessment of Educational Progress (naep) calls for the National Assessment Governing Board (nagb) to set appropriate achievement levels in all areas and grades tested by the naep. These levels are intended to establish what students should know, not just what they do know. In 1990, the naep posited three achievement levels (advanced, proficient, and basic) at each grade level assessed (grades 4, 8, and 12). This preliminary report examines the reasonableness and technical adequacy of the achievement levels, addressing the fundamental question of whether the levels are adequate for supporting the conclusions or inferences for which they will be used. Analyses indicate that the achievement levels are seriously flawed. Robustness appears to be inadequate in two respects: (1) interrater reliability is inadequate; and (2) the coherence of rating across the three grades has not been established. The available evidence does not address the question of whether the achievement levels were actually criterion-based, although there are suggestions that they were not. It is suggested that practical post hoc adjustments will not remedy these problems. It is recommended that these achievement levels should not be used in any public reporting of state or national naep results. Fourteen tables and 22 figures present results of the analyses. (Sld)
Comparing state and district test results to national norms : interpretions of scoring "above the national average" by Robert L Linn( Book )

3 editions published in 1990 in English and held by 83 WorldCat member libraries worldwide

Norm-referenced test results reported by states and school districts and factors related to those scores were studied through mail and telephone surveys of 35 states and a nationally representative sample of 153 school districts to determine the degree to which "above average" results were being reported. Part of the stimulus for this study came from the report by J.J. Cannell and the Friends of Education community group that brought the issue to national attention. Analyses support Cannell's general finding that it is more common for a state or district to obtain test results above the national average, but they also lead to some less spectacular conclusions. Evidence provides strong support for the conclusion that norms for grades 1 through 8 from the late 1970s or early 1980s were often easier than more recent norms. A substantial portion of Cannell's "Lake Wobegon" effect may be due to the use of old norms. There is ample evidence that scores on norm-referenced tests have been rising for grades 1 through 8 in recent years, but evidence for an actual increase in achievement is equivocal. Making valid inferences about achievement from test scores has always been difficult, but it is complicated by the current demands of accountability and the use of standardized tests as its primary indicators. Seven tables and 19 figures are provided. A 39-item list of references is included. Seven appendices contain a sample letter and data collection form for state testing program directors; an interview guide; a table indicating the number of districts available by cells in the sampling design; sample letters, data collection forms, and questionnaires sent to districts; tables indicating the district subsample for telephone interviews; grades tested by districts returning data; and stem-and-leaf distributions of district students scoring above the national median in reading and mathematics. (Sld)
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 81 WorldCat member libraries worldwide

When the National Assessment of Educational Progress (naep) was designed 20 years ago, comparisons among individual states or localities were not deemed desirable. Today, this lack of information to allow comparison is judged to be a serious weakness of the naep, and ways to allow comparisons are actively sought. The focus of this paper is to review issues concerning the definition of the domain of content to be covered in the naep and the relationship of the definition and score reporting systems to the validity of inferences that are based on state-by-state comparisons. This validity is the most fundamental issue in development of the naep. Essential issues in the content domain include: (1) breadth of coverage and the match with what is taught and tested; and (2) the number and specificity of scores. Ideally, the domain for assessment would include separate measures of the full range of outcomes that are considered important by any of the states. Despite the desirability of having multiple scores for purposes of identifying strengths and weaknesses, global scores will still need to be produced, because multiple scores would be too overwhelming and because there is a desire for a score card. It is argued that the ability to disaggregate results to specific content areas should be retained. A 37-item list of references is included. (Sld)
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 81 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)
Research on instructional assessment : instructionally relevant reading assessment : speed and accuracy of word decoding and recognition by Robert L Linn( Book )

3 editions published between 1987 and 1990 in English and held by 78 WorldCat member libraries worldwide

A study focused on the first phase of a longitudinal program of research designed to investigate the feasibility of constructing reading tests closely articulated with specific reading curricula and consistent with the current scientific understanding of reading processes. Participants, 298 beginning third-grade students, took two types of tests developed to investigate the importance of four factors that could influence student test performance: (1) the match between test words and words in the students' instructional program; (2) the emphasis of the students' instructional program; (3) the frequency of occurrence of each word; and (4) the decodability of each word. The tests were developed, first to investigate the importance of these factors in determining the validity of measures of decoding speed and accuracy, and next to investigate the importance of these factors on measures of speed and accuracy of recognizing word meaning. Words for both tests were presented to students using a specially prepared personal computer program. The results indicated a strong relationship between word frequency and the difficulty of the word, both for the decoding speed and accuracy test and the test of word recognition. (Eight tables of data are included; 27 references are attached; and six appendixes present data of Decoding Speed and Accuracy and Word Recognition Tests, the test administration computer program, and instructions to test administrators and students. (Nh)
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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

English (145)

Chinese (1)

Measurement and assessment in teachingEducational measurementMeasurement and evaluation in teaching