Robert L. Linn

Affiliations: 
University of Colorado, Boulder, Boulder, CO, United States 
Area:
Higher Education, Mathematics Education
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"Robert Linn"

Parents

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Lloyd Humphreys grad student 1965 UIUC (Neurotree)
Ledyard Tucker grad student 1965 UIUC (Neurotree)

Children

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Stephen Dunbar grad student 1982 UIUC (Neurotree)
Damian W. Betebenner grad student 2001 CU Boulder
Kerry S. Englert grad student 2002 CU Boulder
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Publications

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Linn RL, Baker EL, Betebenner DW. (2002) Accountability Systems: Implications of Requirements of the No Child Left Behind Act of 2001 Educational Researcher. 31: 3-16
Cronbach LJ, Linn RL, Brennan RL, et al. (1997) Generalizability analysis for performance assessments of student achievement or school effectiveness Educational and Psychological Measurement. 57: 373-399
Baker EL, Abedi J, Linn RL, et al. (1996) Dimensionality and generalizability of domain-independent performance assessments Journal of Educational Research. 89: 197-205
Linn RL, Baker EL. (1995) What Do International Assessments Imply for World-Class Standards? Educational Evaluation and Policy Analysis. 17: 405-418
Burstein L, Koretz D, Linn R, et al. (1995) Describing Performance Standards: Validity of the 1992 National Assessment of Educational Progress Achievement Level Descriptors as Characterizations of Mathematics Performance Educational Assessment. 3: 9-51
Baker EL, O'neil HF, Linn RL. (1994) Introduction: Policy and Validity Prospects for Performance-Based Assessment Journal For the Education of the Gifted. 17: 331-353
Baker EL, O'Neil HF, Linn RL. (1993) Policy and validity prospects for performance-based assessment American Psychologist. 48: 1210-1218
LINN RL, BAKER EL, DUNBAR SB. (1991) Complex, Performance-Based Assessment: Expectations and Validation Criteria Educational Researcher. 20: 15-21
Linn RL, Hambleton RK. (1991) Customized Tests and Customized Norms Applied Measurement in Education. 4: 185-207
Linn RL, Graue ME, Sanders NM. (1990) Comparing State and District Test Results to National Norms: The Validity of Claims That “Everyone Is Above Average” Educational Measurement: Issues and Practice. 9: 5-14
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