Publications (for complete list of publications, please see the faculty member's curriculum vitae.)

Articles

Domingue, B. W. & Briggs, D. C. (2009) Using linear regression and propensity score matching to estimate the effect of coaching on the SAT. Multiple Linear Regression Viewpoints, 35(1), 12-29.

Briggs, D. C. (2008) Using explanatory item response models to analyze group differences in science achievement. Applied Measurement in Education, 21(2), 89-118.

Briggs, D. C. (2008) Synthesizing causal inferences. Educational Researcher, 37(1), 15-22.

Briggs, D. C., & Wilson, M. (2007) Generalizability in item response modeling. Journal of Educational Measurement, Vol 44(2), 131-155.

Briggs, D., Alonzo, A., Schwab, C. & Wilson, M. (2006) Diagnostic assessment with ordered multiple-choice items. Educational Assessment, 11(1), 33-64.

Briggs, D. C. (2005) Meta-analysis: a case study. Evaluation Review. Vol 29(2), 87-127.

Briggs, D. C. (2004) Causal inference and the Heckman model. Journal of Educational and Behavioral Statistics. Vol 29(4), 397-420.

Briggs, D. C. & Wilson, M. (2003) An introduction to multidimensional measurement using Rasch models. Journal of Applied Measurement, 4(1), 87-100.

Briggs, D. C. (2002) SAT coaching, bias and causal inference. Dissertation Abstracts International. DAI-A 64/12, p. 4433. (UMI No. 3115515)

Briggs, D. C. (2002) Test preparation programs: impact. Encyclopedia of Education. 2nd Edition.

Briggs, D. C. (2001) The effect of admissions test preparation: evidence from NELS-88. Chance, Vol. 14(1), 10-18.

Stern, D. & Briggs, D. (2001) Does paid employment help or hinder performance in secondary school? Insights from US high school students. Journal of Education and Work, Vol. 14(3), 355-372.

Stern, D. & Briggs, D. (2001) Changing admissions policies: mounting pressures, new developments, more questions. Change Vol. 33(1), 34-41.

Commentary and Reviews

Wiley, E. & Briggs, D.C. (2007) Can value-added assessment improve accountability? Education Views. University of Colorado at Boulder, School of Education, Winter 2007.

Briggs, D. C. (2006) Review of “Getting farther ahead by staying behind: a second-year evaluation of Florida’s policy to end social promotion” by Jay Greene and Marcus Winters. Education Policy Studies Laboratory. Available online at http://epsl.asu.edu/epru/epru_2006_thinktankreview.htm.

Briggs, D. C. (2006) Book Review: The SAGE Handbook of Quantitative Methods in the Social Sciences. Applied Psychological Methods. Vol 30(5), 447-451.

Briggs, D. C. (2004) Comment: making an argument for design validity before interpretive validity. Measurement: Interdisciplinary Research and Perspectives. Vol. 2(3), 171-174.

Briggs, D. C. (2002) Comment: Jack Kaplan’s new study of SAT coaching. Chance. Vol. 15(1), 7-8.

Works in Progress, Commissioned Reports and Pre-Prints by Topic

Growth and Value-Added Modeling

Briggs, D. C. (2010). Do Vertical Scales Lead to Sensible Growth Interpretations? Evidence from the Field. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO, May 3, 2010. [Work in Progress]

Briggs, D. C. (2008) The goals and uses of value-added models. Paper prepared for a workshop held by the Committee on Value-Added Methodology for Instructional Improvement, Program Evaluation and Educational Accountability sponsored by the National Research Council and the National Academy of Education, Washington DC: November 13-14, 2008. [Commissioned Report]

Briggs, D. C. & Weeks, J. P. (2009) The sensitivity of value-added modeling to the creation of a vertical scale . Education Finance & Policy, 4(4), 384-414 [Pre-print]

Briggs, D. C. & Weeks, J. P. (2009) The impact of vertical scaling decisions on growth interpretations . Educational Measurement: Issues & Practice, 28(4). [Pre-print]

Briggs, D. C. & Week, J. P. (forthcoming) The persistence of school-level value-added. Journal of Educational and Behavioral Statistics. [Pre-print]

Learning Progressions and Developmental Score Scales

Briggs, D. C. (2010). Do Vertical Scales Lead to Sensible Growth Interpretations? Evidence from the Field. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO, May 3, 2010. [Work in Progres]

Briggs, D. C. & Alonzo, A. C. (2009) The psychometric modeling of ordered multiple-choice item responses for diagnostic assessment with a learning progression. Paper presented at the Learning Progressions in Science (LeaPS) Conference, Iowa City, IA, June 25, 2009. [Work in Progress]

Briggs, D. C. & Alonzo, A. C. (2009) Building a Learning Progression as a Cognitive Model. Paper presented at the symposium “How to Build a Cognitive Model for Educational Assessments,” at the annual meeting of the National Council for Measurement in Education, San Diego, CA, April 16, 2009. [Work in Progress]

The Effects of Test Preparation

Briggs, D. C. (2009) Preparation for college admissions exams. A Report Commissioned by the National Association of College Admissions Counselors. [Commissioned Report]

Causal Inference

Briggs, D. C. (forthcoming) Cause or Effect? Validating the use of tests for high-stakes inferences in education. Festschrift in honor of the career of Paul Holland. [Pre-print]

Briggs, D. C., & Wiley, E. (2008) Causes and effects. In The Future of Test-Based Educational Accountability, K. Ryan & L. Shepard (eds). Routledge. [Pre-print]

Psychometric Issues in Large-Scale Assessment

Briggs, D. C., Talbot, R. & Otero, V. (2010) Assessing the strategic knowledge of science teachers with scenario-based items. [Work in Progress]

Briggs, D. C. & Weeks, J. P. (2010) Diagnosing Volatility in Measures of School-Level Test Performance. [Work in Progress]

Gaertner, M. & Briggs, D. C. (2009) Detecting and addressing item parameter drift in IRT test equating contexts. A Report Commissioned by the National Center for the Improvement of Educational Assessment. [Commissioned Report]