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Selected Publications

Note: Copies of all articles are available upon request

Conceptual Issues and Frameworks for Measurement

Briggs, D. C. (in press). Turning the page to the next chapter of educational measurement. Journal of Educational Measurement. (NCME 2022 Presidential Address)

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Briggs, D. C. (2021) Historical and Conceptual Foundations of Measurement in the Human Sciences: Credos and Controversies. New York, NY: Routledge.

Growth and Vertical Scales

Briggs, D. C. & Dadey, N. (2015).  Making sense of common test items that do not get easier over time: Implications for vertical scale designs. Educational Assessment, 20(1), 1-22.

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Briggs, D. C. (2013). Measuring growth with vertical scales. Journal of Educational Measurement, 50(2), 204-226.

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Briggs, D. C., & Domingue, B. (2013). The gains from vertical scaling. Journal of Educational and Behavioral Statistics, 38(6), 551-576.

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​Briggs, D. C. & Weeks, J. P. (2009) The impact of vertical scaling decisions on growth interpretations.  Educational Measurement: Issues & Practice, 28(4), 3-14

Item Response Modeling

Briggs, D. C. (2019). Interpreting and visualizing the unit of measurement in the Rasch Model. Measurement, 46 (2019) 961-971.  https://doi.org/10.1016/j.measurement.2019.07.035

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

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

Learning Progressions

Briggs, D. C. & Furtak, E. F. (2019). Learning progressions and embedded assessment. In S. Brookhart & J. McMillan (Eds) Classroom Assessment and Educational Measurement, NCME Book Series.

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Briggs, D. C. & Peck, F. A. (2015). Using learning progressions to design vertical scales that support coherent inferences about student growth. Measurement: Interdisciplinary Research & Perspectives, 13, 75-99.

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

Growth and Value-Added Models in the Context of Educational Accountability

Briggs, D. C. & Alzen, J. L. (2019). Making inferences about teacher observation scores over time. Educational and Psychological Measurement. https://doi.org/10.1177/0013164419826237

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Briggs, D. C. & Dadey, N. (2016). Principal holistic judgments and high-stakes evaluations of teachers. Educational Assessment, Evaluation and Accountability, 29:155–178. DOI: 10.1007/s11092-016-9256-7 

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​Briggs, D. C. & Domingue, B. D. (2011). Due diligence and the evaluation of teachers: A review of the value-added analysis underlying the effectiveness rankings of Los Angeles Unified School District Teachers by the Los Angeles Times.  National Education Policy Center.

The Effects of Test Preparation ("Coaching")

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

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

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Briggs, D. C. (2004) Evaluating SAT coaching: gains, effects and self-selection. In R. Zwick (ed), Rethinking the SAT. The Future of Standardized Testing in University Admissions. Routledge.

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