Gary E. Skaggs
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.
- 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.
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 Education, 20(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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