Robert L Linn
Biographic Data
| ID | 306232 |
|---|---|
| NAME | Robert L Linn |
| GIVEN NAMES | Robert L |
| FAMILY NAME | Linn |
| SIGNATURE | LINN R L |
| AFFILIATIONS | Educational Testing Service |
| VERIFIED | No |
| TOTAL WORKS | 73 |
| TOTAL CITATIONS | 326 |
| AUTHOR COUNT | 73 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1964 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 10 |
A Confirmation of Validity of Educational Attainment as a Measure of Intelligence in Different Geographical Areas
The validity of regional educational attainments as a measure of intelligence in different regions was estimated using a set of 29 regions from the Russian Federation. Educational attainments were the average scores obtained in the Unified State Exam 2014 by persons who were accepted in state universities and institutions for tertiary education in regions of the Russian Federation in the year 2014. Regional intelligence was assessed using samples…
Accountability: Responsibility and Reasonable Expectations
Some of the central features of current educational accountability systems are discussed using the requirements under the No Child Left Behind (NCLB) Act of 2001 as the primary example. It is argued that broadly shared responsibility is needed for accountability systems to contribute to improved education. It is also suggested that systems need to be designed in ways that are consistent with research and past experience. This requires the setting…
Accountability Systems: Implications of Requirements of the No Child Left Behind Act of 2001
The No Child Left Behind Act of 2001 substantially increases the testing requirements for states and sets demanding accountability standards for schools, districts, and states with measurable adequate yearly progress (AYP) objectives for all students and subgroups of students defined by socioeconomic background, race–ethnicity, English language proficiency, and disability. However, states’ content standards, the rigor of their tests, and the stri…
Assessments and Accountability
Use of tests and assessments as key elements in five waves of educational reform during the past 50 years are reviewed. These waves include the role of tests in tracking and selection emphasized in the 1950s, the use of tests for program accountability in the 1960s, minimum competency testing programs of the 1970s, school and district accountability of the 1980s, and the standards-based accountability systems of the 1990s. Questions regarding the…
Generalizability Analysis for Performance Assessments of Student Achievement or School Effectiveness
Evidence of the uncertainty attached to school and individual scores is required to avoid over interpretation of results. Generalizability analysis provides in the standard error a suitable indicator of uncertainty. Assessments depart from traditional measurements in ways that require extensions and re interpretatons of generalizability analysis. The authors find, for example, that in many analyses the variance component interpreted as Pupil x Ta…
Performance-Based Assessment: Lessons from the Health Professions
Performance-based assessment methods have been used in the health professions for centuries, and dozens of studies of their psychometric characteristics have been reported over the past several decades. During that period, the health professions have seen a variety of performance-based assessment methods come and go, and some hard lessons have been learned from the many studies and frequent missteps. This article shares some of those lessons, usi…
Evaluating the Technical Quality of Proposed National Examination Systems
Proposals for a national examination system raise a number of technical quality issues. The most fundamental of these issues is validity, which is broadly defined as the adequacy and appropriateness of uses and interpretations of results. Several types of evidence that are needed to reach an overall judgment regarding the validity of the use and the interpretation of results of a national examination system are discussed. The evaluation of examin…
Performance Assessment: Policy Promises and Technical Measurement Standards
Major changes in the nature and context of assessment are underway that have potential implications for technical measurement standards. Three particularly notable changes are (a) the expanded role of the federal government, (b) the increased emphasis on standards, and (c) the major increase in reliance on performance-based assessments. These changes provide the context for the recently launched effort to revise the Standards for Educational and …
Policy and validity prospects for performance-based assessment
Policy and validity prospects for performance-based assessment
Rhapsodie Pour un Jour de Fete
Commande de l'Etat. - Creation : Montbeliard 1990, Roland Dyens (guitare), Orchestre des eleves de L'ecole nationale de musique de Montbeliard sous la direction d'A. Myotte-Duquet
Serenade
The New Intelligence Theorists Old Liberals in New Guises
Complex, Performance-Based Assessment: Expectations and Validation Criteria
In recent years there has been an increasing emphasis on assessment results, as well as increasing concern about the nature of the most widely used forms of student assessment and uses that are made of the results. These conflicting forces have helped create a burgeoning interest in alternative forms of assessments, particularly complex, performance-based assessments. It is argued that there is a need to rethink the criteria by which the quality …
Teacher Stability from Morning to Afternoon and from Year to Year
This article presents results of classroom observations of kindergarten and first grade teachers. Nine full days of observations were completed with 25 teachers for 2 consecutive school years. Results are presented in terms of kindergarten teachers' time allocated to reading and to all instruction as well as their frequency of instructional interactions during reading instruction and while reading stories to their classes. AM to PM results are co…
Educational Measurement in Theoretical and Political Perspective
Perspective: State-By-State Comparisons of Achievement: Suggestions for Enhancing Validity
State-by-State Comparisons of Achievement: Suggestions for Enhancing Validity
In its recent deliberations about the bill to reauthorize federal elementary and secondary education programs, the Senate added an amendment that calls for a substantial expansion and reshaping of the National Assessment of Educational Progress (NAEP). A critical aspect of the expansion is the of sampling techniques that produce data that are representative on a national, regional and State basis (H 5 EAS, sec. 9002). The provision for state leve…
Educational testing and assessment: Research needs and policy issues
Educational testing and assessment: Research needs and policy issues
Admissions testing on trial
Admissions testing on trial
Minimum Competency Testing: Cautions on the State of the Art
Approximately 17 states have now, or soon will have, a minimum competency testing program (MCT) that requires that a student pass an MCT to receive a high school diploma and in some jurisdictions to advance to the next grade. In this paper, four problems inherent in using an MCT to make these types of decisions are discussed: (1) the lack of a defensible means of setting a passing score, (2) the measurement error associated with test scores, (3) …
Estimation and Testing of Partial Covariances, Correlations, and Regression Weights Using Maximum Likelihood Factor Analysis
It is shown how partial covariance, part and partial correlation, and regression weights can be estimated and tested for significance by means of a factor analytic model. Comparable partial covariance, correlations, and regression weights have identical significance tests
Reliability of College Grades From Longitudinal Data
Jöreskog's (1970a) procedure for the analysis of simplex models was used to test Humphreys' (1968) assertion that eight semesters of undergraduate grade-point averages have a simplex form. Not only was this assertion confirmed but precise estimates of reliability and of unattenuated correlations were obtained
Assessments and Accountability
Use of tests and assessments as key elements in five waves of educational reform during the past 50 years are reviewed. These waves include the role of tests in tracking and selection emphasized in the 1950s, the use of tests for program accountability in the 1960s, minimum competency testing programs of the 1970s, school and district accountability of the 1980s, and the standards-based accountability systems of the 1990s. Questions regarding the…
Complex, Performance-Based Assessment: Expectations and Validation Criteria
In recent years there has been an increasing emphasis on assessment results, as well as increasing concern about the nature of the most widely used forms of student assessment and uses that are made of the results. These conflicting forces have helped create a burgeoning interest in alternative forms of assessments, particularly complex, performance-based assessments. It is argued that there is a need to rethink the criteria by which the quality …
Accountability: Responsibility and Reasonable Expectations
Some of the central features of current educational accountability systems are discussed using the requirements under the No Child Left Behind (NCLB) Act of 2001 as the primary example. It is argued that broadly shared responsibility is needed for accountability systems to contribute to improved education. It is also suggested that systems need to be designed in ways that are consistent with research and past experience. This requires the setting…
Accountability Systems: Implications of Requirements of the No Child Left Behind Act of 2001
The No Child Left Behind Act of 2001 substantially increases the testing requirements for states and sets demanding accountability standards for schools, districts, and states with measurable adequate yearly progress (AYP) objectives for all students and subgroups of students defined by socioeconomic background, race–ethnicity, English language proficiency, and disability. However, states’ content standards, the rigor of their tests, and the stri…
"Comment on "The Estimation of Measurement Error in Panel Data
Path analysis: Psychological examples
Performance Assessment: Policy Promises and Technical Measurement Standards
Major changes in the nature and context of assessment are underway that have potential implications for technical measurement standards. Three particularly notable changes are (a) the expanded role of the federal government, (b) the increased emphasis on standards, and (c) the major increase in reliance on performance-based assessments. These changes provide the context for the recently launched effort to revise the Standards for Educational and …
Assumptions in making causal inferences from part correlations, partal correlations, and partial regression coefficients
Relationships between College Characteristics and Student Achievement
As greater numbers of young people continue on to college, it becomes of increasing concern to know which institutional characteristics are associated with how much a student learns during his four years in college. Such information is important not only to the theorist who is attempting to understand how and to what extent college characteristics influence student behavior, but to the college administrator who requires such information for decis…
A general linear model for studying growth
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…
Performance-Based Assessment: Lessons from the Health Professions
Performance-based assessment methods have been used in the health professions for centuries, and dozens of studies of their psychometric characteristics have been reported over the past several decades. During that period, the health professions have seen a variety of performance-based assessment methods come and go, and some hard lessons have been learned from the many studies and frequent missteps. This article shares some of those lessons, usi…
Identification and Estimation in Path Analysis with Unmeasured Variables
The application of Joreskog's (1970a) general model for the analysis of covariance structures to several path models involving unmeasured variables is discussed. When these path models have a factor-analytic structure, a simple heuristic rule derived from factor analysis may be helpful in determining the identification status of parameters
Interaction between College Effects and Students' Aptitudes
The effects of college environments on student achievement on three GRE area achievement tests, when the initial ability of students was controlled, were studied. A wide variety of environmental measures for 95 colleges were included. The method computed within-school regression lines, then colleges were clustered on regression lines, using a taxonomic technique, and multiple group discriminant functions using college descriptive variables were c…
Cautions in Applying Various Procedures for Determining the Reliability and Validity of Multiple-Item Scales
Academic Growth in Predominantly Negro and Predominantly White Colleges
Attention has recently been focused on the predominantly Negro colleges and the role they have played or should play in higher education. As late as 1965, McGrath reported that the predominantly Negro institutions accounted for less than 3% of the country's college students, but provided a higher education for more than half of the Negro college (McGrath, 1965). Taken as a group, predominantly Negro colleges do not compare favorably to predominan…
Analyzing School Effects: How to Use the Same Data to Support Different Hypotheses
In the usual school effects studies three types of variables can be distinguished: (a) school measures (i.e., characteristics of the school such as financial resources and characteristics of the instructional program); (b) input variables (i.e., the student characteristics at the time he enters the system); and (c) output variables (i.e., student characteristics after being in the system for a given period of time). In these studies the school ef…
Teacher Stability from Morning to Afternoon and from Year to Year
This article presents results of classroom observations of kindergarten and first grade teachers. Nine full days of observations were completed with 25 teachers for 2 consecutive school years. Results are presented in terms of kindergarten teachers' time allocated to reading and to all instruction as well as their frequency of instructional interactions during reading instruction and while reading stories to their classes. AM to PM results are co…
Minimum Competency Testing: Cautions on the State of the Art
Approximately 17 states have now, or soon will have, a minimum competency testing program (MCT) that requires that a student pass an MCT to receive a high school diploma and in some jurisdictions to advance to the next grade. In this paper, four problems inherent in using an MCT to make these types of decisions are discussed: (1) the lack of a defensible means of setting a passing score, (2) the measurement error associated with test scores, (3) …
Comparison of correlations, variances, covariances, and regression weights with or without measurement error
"Comments on Boyle's "Path Analysis and Ordinal Data
Workbook for Fundamentals, Harmony, and Musicianship
A Fortran Computer Program for a Moderated Stepwise Prediction System
A Note on Mixed Group Validation
An Exploratory Study of Programmed Tests
One approach to the reduction of testing time is through the use of “programmed tests,” which are tests based on a sequential system of branching in which a subject is directed to items appropriate to his ability level. The programmed tests considered in the present paper comprised two major sections: (1) A routing section which contains the branching necessary to direct the subject to the appropriate items, and (2) a measurement section which co…
Range restriction problems in the use of self-selected groups for test validation
Evaluation of Factor Analytic Research Procedures by means of Simulated Correlation Matrices
In order to study the effectiveness of factor analytic methods, a procedure was developed for computing simulated correlation matrices which are more similar to real data correlation matrices than are those matrices computed from the factor analysis structural model. In the present investigation, three methods of factor extraction were studied as applied to 54 simulated correlation matrices which varied in proportion of variance derived from a ma…
The Development and Evaluation of Several Programmed Testing Methods
Seven programmed test procedures were developed and investigated using existing data on 190 verbal-type items for 4,885 students. Tests were scored as if the student had taken items in the order implied by the test. Shortened conventional tests were also scored for comparative purposes. The criteria against which these procedures were evaluated were the 190-item total test score and four outside criterion tests. Against the criterion of reproduci…
Lord's paradox: A generic problem
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…
Analyzing School Effects: How to Use the Same Data to Support Different Hypotheses
In the usual school effects studies three types of variables can be distinguished: (a) school measures (i.e., characteristics of the school such as financial resources and characteristics of the instructional program); (b) input variables (i.e., the student characteristics at the time he enters the system); and (c) output variables (i.e., student characteristics after being in the system for a given period of time). In these studies the school ef…
Assumptions in making causal inferences from part correlations, partal correlations, and partial regression coefficients
A Comparison of Predictor Selection Techniques Using Monte Carlo Methods
Four methods of selecting a subset of predictors from a larger set were compared for 60 correlation matrices generated by Monte Carlo techniques. Two of the procedures were criterion-independent and two were criterion-dependent. The criterion-dependent procedures were found to be superior to the criterion-independent methods. The two criterion-dependent procedures (forward and backward selection) worked about equally well except for the smallest …
Effect of Reliability and Validity on Power of Statistical Tests
Academic Growth in Predominantly Negro and Predominantly White Colleges
Attention has recently been focused on the predominantly Negro colleges and the role they have played or should play in higher education. As late as 1965, McGrath reported that the predominantly Negro institutions accounted for less than 3% of the country's college students, but provided a higher education for more than half of the Negro college (McGrath, 1965). Taken as a group, predominantly Negro colleges do not compare favorably to predominan…
Relationships between College Characteristics and Student Achievement
As greater numbers of young people continue on to college, it becomes of increasing concern to know which institutional characteristics are associated with how much a student learns during his four years in college. Such information is important not only to the theorist who is attempting to understand how and to what extent college characteristics influence student behavior, but to the college administrator who requires such information for decis…
Cautions in Applying Various Procedures for Determining the Reliability and Validity of Multiple-Item Scales
Path analysis: Psychological examples
A general linear model for studying growth
Considerations when Making Inferences within the Analysis of Covariance Model
Problems with Inferring Treatment Effects from Repeated Measures
The Interpretation of Regression Coefficients in a School Effects Model
Analyzing School Effects: Ancova With a Fallible Covariate1
THE analysis of variance, covariance method (ANCOVA) has been employed in nonexperimental school effects studies to control for differential input when studying the differential impact of schools as a categorical treatment factor on some output variable. One of the numerous hazards (Smith, 1957) to interpreting these ANCOVA findings results from the use of input measures known to have considerable errors of measurement. As a consequence, in-put m…
Casual assumptions in various procedures for the least squares analysis of categorical data
"Comments on Boyle's "Path Analysis and Ordinal Data
Regions of Significant Criterion Differences in Aptitude-Treatment-Interaction Research
The investigation of learning performance as an interactive function of individual differences of the learners and alternative modes of instruction is a timely topic in the area of instructional research. This research area is generally referred to as Aptitude-Treatment-Interaction (ATI) (Bracht, 1969; Cahen, 1969; Cronbach, 1967; Cronbach, and Snow, 1969; Kropp, Nelson, and King, 1967). The Johnson-Neyman technique (Johnson and Neyman, 1936) is …
Psychology (63 works) · Mathematics (48 works) · Statistics (44 works) · Computer Science (34 works) · Econometrics (31 works) · Mathematics education (21 works) · Psychometric Methodologies and Testing (16 works) · Advanced Statistical Methods and Models (14 works) · School Choice and Performance (12 works) · Psychometrics (10 works)