Descriptor
| Selection | 5 |
| Predictive Validity | 3 |
| Scores | 3 |
| Test Bias | 3 |
| Bias | 2 |
| Models | 2 |
| Certification | 1 |
| Comparative Analysis | 1 |
| Construct Validity | 1 |
| Constructed Response | 1 |
| Correlation | 1 |
| More ▼ | |
Author
| Linn, Robert L. | 5 |
| Betebenner, Damian W. | 1 |
| Wheeler, Kerry S. | 1 |
Publication Type
| Reports - Research | 3 |
| Journal Articles | 2 |
| Speeches/Meeting Papers | 1 |
Education Level
Audience
Location
| Oregon | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedLinn, Robert L. – Journal of Educational Measurement, 1976
Discusses some models, including the Petersen Novick Model (TM 502 259) regarding fair selection procedures. (DEP)
Descriptors: Bias, Decision Making, Evaluation Criteria, Models
Peer reviewedLinn, Robert L. – Journal of Educational Measurement, 1983
When the precise basis of selection effect on correlation and regression equations is unknown but can be modeled by selection on a variable that is highly but not perfectly related to observed scores, the selection effects can lead to the commonly observed "overprediction" results in studies of predictive bias. (Author/PN)
Descriptors: Bias, Correlation, Higher Education, Prediction
Peer reviewedLinn, Robert L. – Journal of Educational Measurement, 1984
The common approach to studies of predictive bias is analyzed within the context of a conceptual model in which predictors and criterion measures are viewed as fallible indicators of idealized qualifications. (Author/PN)
Descriptors: Certification, Models, Predictive Measurement, Predictive Validity
Peer reviewedLinn, Robert L. – Review of Educational Research, 1973
There is more than one reasonable definition of test fairness and these definitions are in conflict; alternate formulations are discussed here. (JB)
Descriptors: Educational Research, Literature Reviews, Measurement Techniques, Predictive Validity
Download full textLinn, Robert L.; Betebenner, Damian W.; Wheeler, Kerry S. – 1998
For assessments that present problems that require extended responses and substantial amounts of time, there is often a desire to allow students to choose which problem they will respond to among two or more options. Student choice of problem may allow students a better opportunity to demonstrate what they know and are able to do. On the other…
Descriptors: Comparative Analysis, Construct Validity, Constructed Response, Grade 10
