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Gary E. Skaggs

Gary E. Skaggs, Professor

Gary E. Skaggs, Professor
Gary E. Skaggs, Professor Emeritus

School of Education

Gary E. Skaggs is a professor emeritus in the School of Education. He continues to investigate how to apply the methodology for standard setting, test equating, and differential item functioning to cognitive diagnostic models.    

  • Psychometrics
  • Item Response Theory
  • Test Development and Validation
  • PhD, University of Maryland, College Park
  • MS, Radford College
  • BS, Virginia Tech
  • Applied Measurement in Education, Editorial Board
  • National Council on Measurement in Education
  • Virginia Tech Faculty Senate
  • Secretary and Newsletter Editor, Division D of the American Educational Research Association. 2006-2008. 
  • Bradley Hanson Award for Contributions to Educational Measurement, National Council on Measurement in Education. 2005.

Journal Articles

Skaggs, G., Willkins, J. L. M., & Hein, S. F. (in press). Grain size and parameter recovery with TIMSS and the General Diagnostic Model. International Journal of Testing.

Skaggs, G., & Hein, S. (2011). Reducing the cognitive complexity associated with standard setting: A comparison of the single-passage bookmark and Yes/No methods. Educational and Psychological Measurement, 71(3), 571-592.

Hein, S. F., & Skaggs, G. (2010). Conceptualizing the classroom of target students: A qualitative investigation of panelists’ experiences during standard setting. Educational Measurement: Issues and Practice, 29(2), 36-44.

Skaggs, G., Hein, S., & Awuor, R. (2007). Setting passing scores on passage-based tests: A comparison of traditional and single-passage bookmark methods. Applied Measurement in Education20(4), 405-426.

  • United States Department of Justice, (August 2015 – Present). Skaggs, Gary (Supporting Investigator), Lawson, Gerard (PI), Patrizio, Kami (Co-PI), Miyazaki, Yasuo (Co-Principal Investigator), A Multiple Perspectives Analysis of the Influences on the School to Prison Pipeline in Virginia.
  • National Science Foundation, Engineering Education, (August 2013-July 2016). Skaggs, Gary (Co-PI), Johri, Aditya (PI), Sharma, Akshay (Co-PI), TILES: Trajectories of Informal Learning among Engineering Students - Theoretical and Empirical Contributions for Understanding and Measuring Impact, Amount: $453,802.
  • National Science Foundation, Research and Evaluation on Education in Science and Engineering (REESE) #1109429 (August 2011-July 2013). Skaggs, Gary (PI), Hein, Serge (Co-PI), Wilkins, Jesse (Co-PI),  Determining Algebra readiness and Cognitive Skills Profiles by Using a Diagnostic Cognitive Model to Set a Performance Standard on a Pre-Algebra Test. Amount: $348,376.

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