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CURRICULUM VITAE

Derek C. Briggs

University of Colorado, School of Education, 249 UCB, Boulder, CO, 80309Phone: (303) 492-6320 E-mail: [email protected]

http://www.colorado.edu/education/faculty/derekbriggs/

1

EDUCATION

Ph.D. University of California, BerkeleyEducation, Quantitative Methods and Evaluation

Dissertation: SAT Coaching, Bias and Causal InferenceChair: Mark Wilson

2002

B.A. Carleton CollegeEconomics

1993

RESEARCH INTERESTS

Measurement, Learning Progressions, Causal Inference, Test Validity, Growth Models, Value-Added Models,Educational Accountability

PROFESSIONAL EXPERIENCE

2009-present Associate Professor, Research and Evaluation Methodology, Schoolof Education, University of Colorado at Boulder

2008-present Program Chair, Research and Evaluation Methodology, School ofEducation, University of Colorado at Boulder

2003-2009 Assistant Professor, Research and Evaluation Methodology, School ofEducation, University of Colorado at Boulder

2002-2003 Visiting Postdoctoral Scholar, Berkeley Evaluation and AssessmentResearch Center, Graduate School of Education, University ofCalifornia at Berkeley

1998-2002 Graduate Student Researcher, , National Center for Research onVocational Education (98-00); Berkeley Evaluation and Assessment

Research Center (00-02), Graduate School of Education, University ofCalifornia at Berkeley

1996-1997 Research Assistant, National Association for State CommunityServices Programs, Washington, D.C.

1993-1996 Assistant Analyst, Macroeconomic Analysis Division, CongressionalBudget Office, Washington, D.C.


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PUBLICATIONS

Refereed Journal Articles

1. Briggs, D. C. & Weeks, J. P. (in press) The persistence of value-added school effects. Journal ofEducational and Behavioral Statistics.

2. Briggs, D. C. & Weeks, J. P. (2009) The sensitivity of value-added modeling to the creation of avertical scale. Education Finance & Policy, 4(4), 384-414 (Special Issue)

3. Briggs, D. C. & Weeks, J. P. (2009) The impact of vertical scaling decisions on growthinterpretations. Educational Measurement: Issues & Practice, 28(4). (Special Issue)

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

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

6. Briggs, D. C. (2008) Synthesizing causal inferences.Educational Researcher, 37(1), 15-22.7. Briggs, D. C., & Wilson, M. (2007) Generalizability in item response modeling. Journal of

Educational Measurement, Vol 44(2), 131-155.8. Briggs, D., Alonzo, A., Schwab, C. & Wilson, M. (2006) Diagnostic assessment with ordered

multiple-choice items.Educational Assessment, 11(1), 33-64.9. Briggs, D. C. (2005) Meta-analysis: a case study.Evaluation Review. Vol 29(2), 87-127.10.Briggs, D. C. (2004) Causal inference and the Heckman model.Journal of Educational and

Behavioral Statistics. Vol 29(4), 397-420.11.Briggs, D. C. & Wilson, M. (2003) An introduction to multidimensional measurement using Rasch

models.Journal of Applied Measurement, 4(1), 87-100.12.Briggs, D. C. (2002) SAT coaching, bias and causal inference.Dissertation Abstracts International.

DAI-A 64/12, p. 4433. (UMI No. 3115515)13.Briggs, D. C. (2001) The effect of admissions test preparation: evidence from NELS-88. Chance,

Vol. 14(1), 10-18.14.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.

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

Refereed Book Chapters

1. Briggs, D. C. & Alonzo, A. C. (2011 forthcoming) The psychometric modeling of ordered multiple-choice item responses for diagnostic assessment with a learning progression. Learning ProgressionsIn Science. Sense Publishers.

2. Briggs, D. C. (2011 forthcoming) Cause or Effect? Validating the use of tests for high-stakesinferences in education. Festschrift in honor of the career of Paul Holland.


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3. Briggs, D. C. (2010). Two Philadelphia reports. In Think Tank Research Quality: Lessons forPolicymakers, the Media, and the Public, K. Welner, P. Hinchey, A. Molnar, & D. Weizman (Eds).Information Age Publishing.

4. Briggs, D. C. (2010). Schools in eight states: Effects on achievement, attainment, integration, andcompetition. In Think Tank Research Quality: Lessons for Policymakers, the Media, and the Public ,

K. Welner, P. Hinchey, A. Molnar, & D. Weizman (Eds). Information Age Publishing.5. Briggs, D. C., & Wiley, E. (2008) Causes and effects. In The Future of Test-Based EducationalAccountability, K. Ryan & L. Shepard (Eds). Routledge.

6. Ruiz-Primo, M. A., Briggs, D., Shepard, L., Iverson, H., & Huchton, M. (2008). Evaluating theimpact of instructional innovations in engineering education. (Evaluando el impacto de lasinnovaciones instruccionales en la enseaza de la ingeniera.) In M. Duque (Ed.).Engineeringeducation for the XXI Century: Foundations, strategies and cases (pp. 241-274). Bogot, Colombia:ACOFI Publications.

7. Rijmen, F. & Briggs, D. C. (2004) Multiple person dimensions and latent item predictors. In:Explanatory Item Response Models: A Generalized Linear and Nonlinear Approach, P. De Boeckand M. Wilson, eds., Springer.

8.

Tuerlinckx, F., Rijmen, F., Molenberghs, G., Verbeke, G., Briggs, D., Van den Noorgate, W.,Meulders, M, & De Boeck, P. (2004) Estimation and software. In: Explanatory Item ResponseModels: A Generalized Linear and Nonlinear Approach, P. De Boeck and M. Wilson, eds., Springer

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

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

Commentary and Reviews

1.

Briggs, D. C. (in press) Validate high stakes inferences by designing good experiments, no audititems. Measurement: Interdisciplinary Research and Perspectives.2. Briggs, D. C. (2009) Review of Charter Schools in Eight States: Effects on Achievement,

Attainment, Integration and Competition by Ron Zimmer, Brian Gill, Kevin Booker, StephaneLavertu, Tim Sass and John Witte.Education Policy Studies Laboratory. Available online athttp://www.epicpolicy.org/thinktank/review-charter-schools-eight-states.

3. Talbot, R. & Briggs, D. C. (2007) Does theory drive the items or do items drive the theory?Measurement: Interdisciplinary Research and Perspectives. Vol 5(2-3), 205-208.

4. Briggs, D. C. (2007) Review ofState Takeover, School Restructuring, Private Management, andStudent Achievement in Philadelphia by Brian Gill, Ron Zimmer, Jolley Christman and SuzanneBlanc and School Reform in Philadelphia: A Comparison of Student Achievement at Privately-Managed Schools with Student Achievement in Other District SchoolsbyPaul Peterson.EducationPolicy Studies Laboratory. Available online athttp://epsl.asu.edu/epru/epru_2007_thinktankreview.htm.

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

6. Briggs, D. C. (2007) Assessing what students know or how they know it? Measurement:Interdisciplinary Research and Perspectives. Vol 5(1), 62-65.

7. Briggs, D. C. (2006) Review of Getting farther ahead by staying behind: a second-year evaluationof Floridas policy to end social promotion by Jay Greene and Marcus Winters.Education PolicyStudies Laboratory. Available online at http://epsl.asu.edu/epru/epru_2006_thinktankreview.htm.


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

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

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

Commissioned Paper and Reports

1. Briggs, D. C. & Domingue, B. D. (2010) Hawaii school improvement growth model analysis: 2009results and sensitivity analysis. A Report Commissioned by the Hawaii Department of Education.

2. Gaertner, M. & Briggs, D. C. (2009) Detecting and addressing item parameter drift in IRT testequating contexts. A Report Commissioned by the National Center for the Improvement ofEducational Assessment.

3. Briggs, D. C. (2009) Preparation for college admissions exams. A Report Commissioned by theNational Association of College Admissions Counselors. Available online athttp://www.nacacnet.org/PublicationsResources/Research/Documents/TestPrepDiscussionPaper.pdf

4. Briggs, D. C. & Weeks, J. P. (2009) Hawaii school improvement: growth model analysis. A ReportCommissioned by the Hawaii Department of Education.

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

6. Briggs, D. C., Geil, K., & Harlow, D. (2007) The STEM Colorado Program: Descriptive Statisticsfrom Fall 2003 to Spring 2006. Availiable online at http://stem.colorado.edu

7. Briggs, D. C., Geil, K., & Harlow, D. (2006) An evaluation of the learning assistant experience inthe STEM Colorado program: Spring 2005. Availiable online at http://stem.colorado.edu8. Briggs, Derek C., Geil, Kimberly, Harlow, Danielle, & Hassell, Linda. (2005) An Evaluation of theLearning Assistant Experience in the STEM Colorado Program: Fall 2004. Availiable online athttp://stem.colorado.edu

9. Maidl, C., Briggs, D., Phelps, A., & Stern, D. S. (1999) New college admissions procedures:implications and possibilities for career-related learning. National Center for Research in VocationalEducation: MDS-1203.

Professional Conference Papers

1. Briggs, D. C. (2010). Why arent states with developmental score scales measuring growth? Paperpresented at the 2010 International Meeting of the Pscyhometric Society, Athens, GA, July 10, 2010.

2. Briggs, D. C. (2010). The problem with vertical scales. Paper presented at the 2010 Annual Meetingof the American Educational Research Association, Denver, CO, May 3, 2010.

3. Weeks, J. P., Domingue, B. D. & Briggs, D. C. (2010)Is a multidimensional vertical scale reallynecessary? Modeling student achievement growth in multiple dimensions. Paper presented at annualmeeting of the National Council for Measurement in Education, Denver, CO, May 1, 2010.

4. Iverson, H., Briggs, D. C., Ruiz-Primo, M., Talbot, R., & Shepard, L. (2009). UndergraduatePhysics Course Innovations and Their Impact on Student Learning. 2009 PHYSICS EDUCATION


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RESEARCH CONFERENCE. Ann Arbor (MI), 2930 July 2009. AIP Conference ProceedingsVolume 1179, pp. 169-172.

5. Briggs, D. C. & Alonzo, A. C. (2009) The psychometric modeling of ordered multiple-choice itemresponses for diagnostic assessment with a learning progression. Paper presented at the LearningProgressions in Science (LeaPS) Conference, Iowa City, IA, June 25, 2009.

6.

Briggs, D. C. & Alonzo, A. C. (2009) Building a Learning Progression as a Cognitive Model. Paperpresented at the symposium How to Build a Cognitive Model for Educational Assessments, at theannual meeting of the National Council for Measurement in Education, San Diego, CA, April 16,2009.

7. Choi, J., Briggs, D. C. & Wilson, M. (2009) Multidimensional Extension of Generalizability in ItemResponse Modeling. Paper presented at the annual meeting of the National Council for Measurementin Education, San Diego, CA, April 16, 2009.

8. Briggs, D. C. & Betebenner, D. (2009) Is Growth in Student Achievement Scale Dependent? Paperpresented at the invited symposium Measuring and Evaluating Changes in Student Achievement: AConversation about Technical and Conceptual Issues at the annual meeting of the National Councilfor Measurement in Education, San Diego, CA, April 14, 2009.

9.

Talbot, R., Briggs, D. C. & Otero, V. (2009) Can Science Teachers Strategic Knowledge beConceptualized as a Learning Progression? Paper presented at the annual meeting of the AmericanEducational Research Association, San Diego, CA, April 14, 2009.

10.Domingue, B. & Briggs, D. C. (2009) Using Propensity Score Matching to Estimate the Effect ofCoaching on the SAT. Paper presented at the annual meeting of the American Educational ResearchAssociation, San Diego, CA, April 14, 2009.

11.Briggs, D. C., Weeks, J. P., & Wiley, E. W. (2008). The Sensitivity of Value-Added Modeling toVertical Scaling. Paper presented at the National Conference on Value-Added Modeling, April 22-24, 2008, Madison, WI.

12.Briggs, D. C. & Weeks, J. P. (2008) The Persistence of Value-Added School Effects. Paperpresented at the 2008 Annual Meeting of the American Educational Research Association, DivisionD, New York, NY. March 27, 2008.

13.Briggs, D. C. , Weeks, J. P. & Wiley. E. (2008) The Impact of Vertical Scaling Decisions on GrowthProjections. Paper presented at the annual meeting of the National Council for Measurement in

Education Annual Conference, March 26, 2008, New York, NY.14.Talbot, R., & Briggs, D.C. (2008) Measuring the Pedagogical Sophistication of Science Teachers

using the Flexible Application of Student-Centered Instruction (FASCI) Instrument. Annual Meetingof the American Educational Research Association, Division D, New York, NY. March 27, 2008.

15.Briggs, D. C., Geil, K., Harlow, D & Talbot, R. (2007). Measuring the Pedagogical Sophistication ofMath and Science Teachers using Scenario-based Items. Paper presented at the 2007 AnnualMeeting of the American Educational Research Association, Division D, Chicago,IL. April 10,2007.

16.Briggs, D. C., Wiley, E., & Weeks, J. (2006) Vertical scaling in value-added models for studentlearning: a simulation study. Paper presented at the 2006 Annual Meeting of the AmericanEducational Research Association, Division D, San Francisco, CA. April 10, 2006.

17.Briggs, D. C. (2005) Measuring racial/ethnic achievement gaps by dimension and level.Presentation at the 2005 AERA Conference, Montreal, Canada. April 12, 2005.

18.Briggs, D. C. (2004) Generalizability theory in item response modeling. Presentation at theInternational Meeting of the Psychometric Society, Pacific Grove, CA. June 15, 2004.


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19.Briggs, D., Alonzo, A., Schwab, C. & Wilson, M. (2004) Developmental assessmentwith ordered multiple-choice items. Presentation at the 2004 AERA Conference, SanDiego, CA. April 15, 2004.

20.Briggs, D. C. (2003) Causal inference and the Heckman model. Paper presented at the NationalCouncil on Measurement in Education, Chicago, IL. April 22, 2003.

21.Briggs, D. C. & Wilson, M. (2001) An introduction to multidimensional measurement using Raschmodels. Paper presented at the 2001 AERA Conference, Seattle, WA. April 10, 2001.

22.Stern, David S., & Briggs, D. (1999) Competition or complementarity between work and school:some insights from high school students. Paper presented at 1999 AERA Conference, Montreal.

Selected Working Papers

1. Briggs, D. C., Talbot, R. M., Otero, V. (in progress) Assessing the strategic knowledge of scienceteachers with scenario-based items.

2.

Ruiz-Primo, M. A., Iverson, H., Briggs, D. C., Shepard, L. & Talbot, R. (in review) The impact ofundergraduate science course innovations on student learning. Submitted to Science.3. Briggs, D. C. & Domingue, B. W. (in progres) A reanalysis of the value-added of teacher in the Los

Angeles Unified School District.4. Briggs, D.C. & Domingue, B.W. (in progress) The effect of admissions test preparation: new

evidence from ELS 02.

PRESENTATIONS

1. Briggs, D. C. (2010) Can We Use Large-Scale Assessments for both Summative and FormativePurposes? Invited presentation at the Reidy Interactive Lectures Series, Cambridge, MA, October22, 2010.

2. Briggs, D. C. (2010) Rationales for measuring growth in student achievement: choosing betweenorthodoxy and pragmatism. Invited presentation at the BEAR Seminar, University of California,Berkeley, September 14, 2010.

3. Briggs, D. C. (2010) Making inferences about teachers and schools in the United States: Do we needvalue-added? Invited presentation at the 2010 Symposium on Causality, Jena University, Germany,July 14, 2010.

4. Briggs, D. C. (2010) Pathology or pragmatism? Why psychometricians dont measure growth instudent achievement. School of Education Colloquium Series, University of Colorado, April 7,

2010.5. Briggs, D. C. (2009) Using Learning Progressions on a Large-Scale Basis. Invited presentation to

the Massachusetts Department of Education, November 13, 2009.6. Briggs, D. C. & Alonzo, A. C. (2009) Building a Learning Progression as a Cognitive Model.

Presentation at the symposium How to Build a Cognitive Model for Educational Assessments, atthe annual meeting of the National Council for Measurement in Education, San Diego, CA, April 16,2009.


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7. Choi, J., Briggs, D. C. & Wilson, M. (2009) Multidimensional Extension of Generalizability in ItemResponse Modeling. Presentation at the annual meeting of the National Council for Measurement inEducation, San Diego, CA, April 16, 2009.

8. Briggs, D. C. & Betebenner, D. (2009) Is Growth in Student Achievement Scale Dependent?Presentation at the invited symposium Measuring and Evaluating Changes in Student Achievement:

A Conversation about Technical and Conceptual Issues at the annual meeting of the NationalCouncil for Measurement in Education, San Diego, CA, April 14, 2009.9. Talbot, R., Briggs, D. C. & Otero, V. (2009) Can Science Teachers Strategic Knowledge be

Conceptualized as a Learning Progression? Presentation at the annual meeting of the AmericanEducational Research Association, San Diego, CA, April 14, 2009.

10.Domingue, B. & Briggs, D. C. (2009) Using Propensity Score Matching to Estimate the Effect ofCoaching on the SAT. Presentation at the annual meeting of the American Educational ResearchAssociation, San Diego, CA, April 14, 2009.

11.Briggs, D. C. (2008) The goals and uses of value-added models. Presentation for a workshop held bythe Committee on Value-Added Methodology for Instructional Improvement, Program Evaluationand Educational Accountability sponsored by the National Research Council and the National

Academy of Education, Washington DC: November 13-14, 2008.12.Briggs, D. C. (2008) Validating the use of tests for high-stake inferences in education. Presentationat the National Academy of Educations Annual Meeting and Fellows Retreat. Seattle, WA.October 17, 2008.

13.Briggs, D. C. (2008) Cause or effect? Validating the use of tests for high-stake inferences ineducation. Invited presentation at the Festschrift in honor of the career of Paul Holland, ETS,Princeton, NJ. Sep 20, 2008.

14.Briggs, D. C. (2008) Cause or effect? Validating the use of tests for high-stake inferences ineducation. Invited presentation at the Symposium on Causality, Jena, Germany. July 18, 2008.

15.Ruiz-Primo, M. A., Briggs, D., Shepard, L., Iverson, H., & Huchton, M. (2008, June).Innovations inundergraduate science education: Lessons Learned. Invited talk as a Conference Plenary Session.

International Conference of Active Learning in Engineering Education. Bogot, Colombia.

16.Briggs, D.C., Weeks, J. P. & Wiley. E. (2008) The Impact of Vertical Scaling Decisions on GrowthProjections. Presentation at the National Conference on Student Assessment, June 16, 2008,

Orlando, FL.17.Briggs, D. C., Weeks, J. P. & Wiley. E. (2008) Vertical Scaling in Value-Added Models for Student

Learning. Presentation at the National Conference for Value-Added Modeling, April 23, 2008,Madison, WI.

18.Briggs, D. C. & Weeks, J. P. (2008) The Persistence of Value-Added School Effects. Presented atthe 2008 Annual Meeting of the American Educational Research Association, Division D, NewYork, NY. March 27, 2008.

19.Talbot, R., & Briggs, D.C. (2008) Measuring the Pedagogical Sophistication of Science Teachersusing the Flexible Application of Student-Centered Instruction (FASCI) Instrument. Annual Meetingof the American Educational Research Association, Division D, New York, NY. March 27, 2008.

20.Briggs, D.C., Weeks, J. P. & Wiley. E. (2008) The Impact of Vertical Scaling Decisions on GrowthProjections. Presentation at the annual meeting of the National Council for Measurement in

Education Annual Conference, March 26, 2008, New York, NY.21.Briggs, D. C. (2008) The Process of Developing and Validating Learning Progressions: Issues From

Two Case Studies. Poster Presented at the Annual Meeting of the American Educational ResearchAssociation, Division D, New York, NY. March 25, 2008.


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22.Talbot, R. M., Briggs, D., & Otero, V. (2008). A new instrument for measuring the pedagogicalknowledge of physics teachers. Workshop given at the Physics Teacher Education CoalitionConference. Austin, TX. March 1, 2008.

23.Briggs, D. C. (2008) The Measurement of Learning Progressions. Invited talk at the University ofArizona, February 21, 2008.

24.Briggs, D. C. (2007). Value-Added Modeling as a Tool for Accountability. Education in the PublicInterest Center Conference. Boulder, CO. October 12, 2007.

25.Briggs, D. C., Geil, K., Harlow, D & Talbot, R. (2007). Measuring the pedagogical sophistication ofmath and science teachers using scenario-based items Paper presented at the 2007 Annual Meetingof the American Educational Research Association, Division D, Chicago,IL. April 10, 2007.

26.Briggs, D. C. (2007) Causes and Effects. Invited presentation for CRESST Conference: The Futureof Test-based Accountability. Los Angeles, CA. January 22, 2007.

27.Briggs, D. C., Wiley, E., & Weeks, J. (2006) Vertical scaling in value-added models for studentlearning: a simulation study. Paper presented at the 2006 Annual Meeting of the AmericanEducational Research Association, Division D, San Francisco, CA. April 10, 2006.

28.Wilson, M. & Briggs, D. C. (2005).Generalizability in item response modeling. Invited lecturepresented at the 21st University of Twente IRT Workshop, Enschede, The Netherlands.29.Briggs, D. C. (2004) Adequate yearly progress and causal inference. Presentation at theCRESST Conference, Los Angeles, CA. September 9, 2004.

30.Briggs, D. C. (2004) Multidimensionality and latent item predictors as extensions to itemresponse modeling under a GLMM framework. Presentation at the Society forMultivariate Analysis in the Behavioral Sciences Conference, Jenna, Germany. July 21,2004.

31.Briggs, D., Alonzo, A., Schwab, C. & Wilson, M. (2004) Developmental assessment with orderedmultiple-choice items. Presentation at the International Meeting of the Psychometric Society, PacificGrove, CA. June 16, 2004.

32.Briggs, D. C. (2003) SAT coaching and causal inference. Presentation at the NationalCouncil on Measurement in Education, Chicago, IL. April 22, 2003.

33.Briggs, D. C. (2003) SAT coaching and causal inference. Presentation at the UCLADepartment of Statistics, Los Angeles, CA. February 11, 2003.

34.Briggs, D. C. (2002) Evaluating SAT test preparation: gains, effects and self-selection.Presentation at the Western Regional Meeting of The College Board, Anaheim, CA.February 24, 2002.

35.Briggs, D. C. & Hansen, B. (2001) Evaluating SAT test preparation: gains, effects andself-selection. Presentation at the University of California, Santa Barbara "Rethinkingthe SAT in University Admissions" Conference, Santa Barbara, CA. November 12,2001.

36.Briggs, D. C. (2001) The effect of admissions test preparation: evidence from NELS:88.Presentation at the Board of Testing and Assessment, National Research Council,Washington, D.C. June 6, 2001.

37.Briggs, D. C. & Wilson, M. (2001) An introduction to multidimensional measurement using Raschmodels. Presentation at the 2001 AERA Conference, Seattle, WA. April 10, 2001.

38.Briggs, D. C.. (2000) Measuring the racial/ethnic gap in science achievement. Presentation at theBerkeley Evaluation and Assessment Research (BEAR) Seminar, UC Berkeley Department ofEducation.

39.Briggs, D. C. & Wilson, M. (2000) An introduction to multidimensional measurement. Presentationat the International Objective Measurement Workshop, New Orleans, LA. April 22, 2000.


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40.Wilson, M & Briggs, D. (1999) An introduction to individual growth modeling: A multilevelmodeling perspective. Presentation at the Institute for Human Development, UC BerkeleyDepartment of Psychology. December 3, 1999.

41.Briggs, D. (1999) Longitudinal data in educational research: NELS-88. Presentation at the BerkeleyEvaluation and Assessment Research (BEAR) Seminar, UC Berkeley Department of Education.

PROFESSIONAL AFFILIATIONS

American Educational Research Association American Statistical Association National Education Policy Center National Council on Measurement in Education Rasch Modeling Special Interest Group The Psychometric Society

PROFESSIONAL SERVICE

Advisory Boards & Committees

Editorial Board,Educational Assessment(2010-) Editorial Board,Educational Researcher (2006-2009) Editorial Board,Educational Measurement: Issues and Practice (2007-2009) State of Montana Assessment Technical Advisory Committee (2006-) State of Utah Assessment Technical Advisory Committee (2007-) National Council on Measurement in Education, Brenda Loyd Dissertation Award

Committee, 2008-2009

Expert Panel, Evaluating the Validity of English Language Proficiency Assessments,(2009-)

Expert Panel, GSEG Consortia: Validity Evaluation, National Alternate AssessmentCenter (2008-2009)

Expert Panel, Growth Model Task Force, National Center for Learning Disabilities.(2008)

National Science Foundation (2006 ALT Review Panel)Leadership Positions

NCME Dissertation Award Committee Chair, 2010

Conference Chair, International Objective Measurement Workshop 2010 AERA Division L, Section 5 Program Chair, 2009-2010 University of Colorado, School of Education, Research and Evaluation Methodology

Program Chair, 2008-current

Manuscript Reviews

American Educational Research Association Annual Conference


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DEREK C BRIGGS

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American Educational Research Journal Applied Psychological Measurement Behavioral Research Methods Cognition and Instruction Educational Evaluation and Policy Analysis Educational Measurement: Issues and Practice Educational Researcher Evaluation Review Journal of Educational Measurement Journal of Educational and Behavioral Statistics Journal of Experimental Child Psychology Journal of Teacher Education Mutivariate Behavioral Research National Council of Measurement in Education Annual Conference Physical Review Psychometrika Psychological Methods Review of Educational Research Routledge Publications SAGE Publications

School of Education

Chair of Research and Evaluation Methodology Search Committee 2008-09 Graduate Student Recruitment Taskforce, 2006-2008 Coordinator of Bi-Weekly Research & Evaluation Methodology Seminar, 2003-2008 Research and Evaluation Methodology Search Committee, 2004-05. Science Education Search Committee, 2005-2006. Doctoral Curriculum Taskforce, 2003-2005.


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HENRY BRAUN

EMPLOYMENT HISTORY

2007- Boisi Professor of Education and Public Policy, Boston CollegeDirector, Center for the Study of Testing, Evaluation andEducation Policy, Boston College

1999-2006 Distinguished Presidential Appointee, Educational Testing Service,Princeton, NJ [Retired 1/1/2007]

2000-2001 Managing Director, ETS Literacy Services, Educational Testing

Service, Princeton, NJ

1990-1999 Vice President for Research Management, Educational TestingService, Princeton, NJ

1982-1990 Executive Director, Division of Statistical and PsychometricResearch, Educational Testing Service, Princeton, NJ

1981-1982 Senior Research Scientist, Division of Measurement, Statistics, andData Analysis Research, Educational Testing Service, Princeton, NJ

1979-1981 Research Scientist, Division of Measurement, Statistics, and Data

Analysis Research, Educational Testing Service, Princeton, NJ

1978-1979 Faculty Associate, Office of Population Research, PrincetonUniversity, Princeton, NJ

1973-1979 Assistant Professor, Department of Statistics, Princeton University,Princeton, NJ (Director of Graduate Studies, 1974-77)

EDUCATION

Stanford University 1974 Ph.D. Mathematical Statistics

Stanford University 1972 M.S. Mathematical Statistics

McGill University 1970 B.S. Mathematics (honors)


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Awards

Fellow, American Educational Research Association (2009)

Co-recipient of the National Council for Measurement in Education Award forOutstanding Technical Contribution to the Field of Educational Measurement (1999)

Fellow, American Statistical Association (1991)

Co-recipient, Palmer O. Johnson Award of the American Educational ResearchAssociation (1986)

VUB Professorship, The Free University of Brussels, Belgium (1979-1980)

Visiting Appointments

1995-2008 Consulting Research Faculty, Fielding Graduate University

1985 Visiting Professor (part-time), Rutgers University, New Brunswick, NJ

1984-1990 Visiting Lecturer, Woodrow Wilson School for Public andInternational Affairs, Princeton University, Princeton, NJ

1982-1988 Member of the Research Staff, Office of Population Research,Princeton University, Princeton, NJ

1978-1981 Visiting Investigator, Sloan-Kettering Institute for Cancer Research,New York, NY

1977-1978 Visiting Statistician and External Lecturer, Institute of MathematicalStatistics, University of Copenhagen

Special Lectureships

1997 Department of Educational Technology, East China NormalUniversity, Shanghai, China

1996 National Centre for University Entrance Examinations, Tokyo, Japan

1992 National Institute for Testing and Evaluation, Jerusalem, Israel

1980 Free University of Brussels (VUB), Belgium


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Other Teaching Experience

1986 Lecturer, Summer Seminar of the East-West Center, Population

Institute, Honolulu, Hawaii

1985 Lecturer, Short Course on "Survival Analysis," Centers for DiseaseControl, Atlanta, Georgia

1984` Summer Institute, Franklin and Marshall College, Lancaster, PA

1976-1998 Lecturer, Short Courses on "Advances in Data Analysis," UniversityAssociates

Consulting Experience (Selected)

2007-present Educational Testing Service

2007 Connecticut Teachers Association

2007-08 Cisco Systems

2001 U.S. Department of Education (PT3), Washington, DC

1993 U.S. Department of Labor (SCANS), Washington, DC

1989 Department of Health, State of New Jersey

1988 U.S. Sentencing Commission, Washington, DC

1986-1988 Centers for Disease Control, Atlanta, GA

1986-1987 Commonwealth Fund, New York

1978-1983 Biostatistical Laboratory, Sloan-Kettering Institute forCancer Research, New York

1974-1978 NBC Election News


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Editorial Duties

Associate Editor, Education Policy Analysis Archives (2007-present)

Associate Editor, Journal of Educational Statistics(1989-1992)

Associate Editor, Journal of the American Statistical Association(1979-1986)

Offices Held

Member, International Advisory Committee, National Center for University EntranceExamination, Tokyo, Japan (1998)

Member, International Advisory Board, National Institute for Testing and Evaluation,

Jerusalem, Israel (1996-present)

Member, Science Advisory Board, Rider College (1990-1993)

Member, Testing Committee attached to SCANS, Department of Labor (1990-1991)

Chairman, Management Committee, Journal of Educational Statistics(1989-1992)

Member, Management Committee, Journal of Educational Statistics(1987-1989)

Member, Advisory Council, Multi-City Air Pollution and Health Study, Harvard School ofPublic Health (1978-1984)

Affiliations

American Educational Research Association

National Council on Measurement in Education

American Statistical Association

PATENTS

Computer-based simulation examination of architectural practice. U.S. Patent#6,056,556 (May 2000)


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SERVICE

Served as a member of panels under the aegis of the Institute of Education

Sciences, National Science Foundation, National Institutes of Health and Boardon Testing and Assessment. Recent memberships include:

2009 - Statistics and Modeling Scientific Review Panel, Institute ofEducation Sciences, U.S. Department of Education

2008 - MCAS Technical Advisory Committee (Massachusetts StateDepartment of Education.

2008-2009 Chair, Committee on Value-added Methodologies forInstructional Improvement, Program Evaluation, and Accountability

(BOTA,The National Research Council).

2007-2008 Study Panel on Incentives in Test- based AccountabilitySystems (BOTA, The National Research Council)

2007 Study Panel on the Introduction of Computer-based Testing inNational Longitudinal Studies (National Institute of Statistical Sciences)

2007- Chair, Technical Review Panel, National Indian Education Study(National Center for Education Statistics and Office of

Indian Education)

DOCTORAL STUDENTS

Donna F. Stroup [Chair] Princeton University (1981)

Amy Schmidt Graduate Center, CUNY (2000)

Wei Tao Boston College (2008)

Kathleen Trong Boston College (2009)

Yun Xiang [Chair] Boston College (2009)

Dana Diaconu [Chair] Boston College (2009, expected)

Yi Shang [Chair] Boston College (2009, expected)


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Books, Monographs and Special Publications

The Relationship Between Mathematics Teachers Content Knowledge and StudentsMathematics Achievement: Exploring the Predictive Validity of the

Praxis Series Middle School Mathematics Test (with R. Tannenbaum and C. Trapani).Princeton, NJ: Educational Testing Service (2009).

Exploring What Works in Science Instruction: A Look at the Eighth Grade ScienceClassroom (with R. Coley, Y. Jia, and C. Trapani). Princeton, NJ: Policy InformationCenter, Educational Testing Service (2009).

Measuring Improvements in Learning Outcomes: Best Practices to Assess the Value-

added of Schools. (with the OECD Value-added Expert Group). Paris, France: OECD(2008).

Americas Perfect Storm: Three Forces Changing our Nations Future (with I. Kirsch, K.Yamamoto, and A. Sum). Princeton, NJ: Policy Information Center, Educational TestingService. (2007).

A Closer Look at Charter Schools Using Hierarchical Linear Modeling (with F. Jenkins

and W. Grigg). U.S. Department of Education, National Center for Education Statistics,

Institute of Education Sciences (NCES 2006-260). Washington, DC: U. S. Government

Printing Office.

Comparing Private Schools and Public Schools Using Hierarchical Linear Modeling(with F. Jenkins and W. Grigg). U.S. Department of Education, National Center for

Education Statistics, Institute of Education Sciences (NCES 2006-461). Washington, DC:

U. S. Government Printing Office.

Using Assessment to Improve Education in Developing Nations. Pp. 1-46 in Improving

Education through Assessment, Innovation, and Evaluation, (with Anil Kanjee, Eric

Bettinger, and Michael Kremer). Cambridge, MA: American Academy of Arts and

Sciences. (2006).

Using Student Progress to Evaluate Teaching: A Primer on Value-added Models.

Princeton, NJ: Policy Information Center, Educational Testing Service. (2005).


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Bejar, I. I., & Braun, H.(1999). Architectural simulations: From research toimplementation: Final report to the National Council of Architectural Registration Boards(ETS RM-99-2) Princeton, NJ: Educational Testing Service.

Testing handicapped people (with W. Willingham, M. Ragosta, R. Bennett, D. Rock, &D. Powers). Needham Heights, MA: Allyn & Bacon, 1988.

Athletics and academics in the freshman year: A study of the academic effects offreshman participation in varsity athletics (with I. Broudy, J. Flaugher, N. Robertson, J.Maxey, M. Kane, & R. Sawyer). American Association of Collegiate Registrars andAdmissions Officers, 1984.

Edited Volumes

Getting value out of value-added. H. Braun, N. Chudowsky, & J. Koenig (Eds.).

Washington, DC: National Academies Press, 2010.

The role of constructs in psychological and educational measurement. H. Braun, D. N.Jackson, & D. E. Wiley (Eds.). Hillsdale, NJ: Lawrence Erlbaum, 2002.

The collected works of John Tukey, Vol. VIII. (Multiple Comparisons).H. Braun (Ed.).New York, NY: Chapman & Hall, Inc., 1994.

Test validity. H. Braun & H. Wainer (Eds.). Hillsdale, NJ: Lawrence Erlbaum, 1988.

In Refereed Journals

An experimental study of the effects of monetary incentives on performance on the 12th

grade NAEP reading assessment. (with I. Kirsch & K. Yamamoto). Teachers CollegeRecord(2010).

An investigation of bias in reports of the National Assessment of Educational Progress(with J. Zhang). Educational Evaluation and Policy Analysis(2010)

Discussion: With choices come consequences. Educational Measurement: Issues andPractices (2009).

An investigation of bias in reports of the National Assessment of Educational Progress(with J. Zhang). Educational Evaluation and Policy Analysis (2009).

Using assessment and feedback to enhance learning: Examining the relationshipbetween teachers reported use of assessment and feedback and student


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performance in AP Biology (with E. Ponte, P. Paek, et al.) Journal of MultiDisciplinaryEvaluation, 6(12), 2009.

The Black-White achievement gap: Do state policies matter? (with Wang, A., Jenkins, F.,& Weinbaum, E.). Education Policy Analysis Archives, 14(8). Retrieved [4-20-06]http://epaa.asu.edu/epaa/v14n8/. March 20, 2006.

Intuitive test theory (with R. J. Mislevy). Phi Delta Kappan, 86(7) pp.489-497, March, 2005.

Numbers and the remembrance of things past (with H. Wainer). Chance, 17(1), pp. 44-48, March, 2004.

Reconsidering the impact of high-stakes testing. Education Policy Analysis Archives,12(1). Retrieved [3-23-04] fromhttp://epaa.asu.edu/epaa/v12n1/, January 5, 2004.

John W. Tukeys contributions to multiple comparisons (with Y. Benjamini). Annals ofStatistics, 30(6), 1576-1594, 2003.

On the synergy between assessment and instruction: Early lessons from computer-based simulations (with I. Bejar). Machine Mediated Learning: An InternationalJournal, 4(1), 5-25, 1994.

Empirical Bayes analysis of families of survival curves: Applications to the analysis ofdegree attainment (with R. Zwick). Journal of Educational Statistics, 18(4), 285-303,1993.

Scoring constructed responses using expert systems (with R. Bennett, D. Frye, & E.Soloway). Journal of Educational Measurement, 27(2), 93-108, Summer 1990.

The relationship of expert-system scored constrained free-response items to multiple-choice and open-ended items (with R. Bennett, D. Rock, D. Frye, J. Spohrer, & E.Soloway). Applied Psychological Measurement, 14(2), 151-162, June 1990.

A new approach to avoiding problems of scale in interpreting trends in mentalmeasurement data. Journal of Educational Measurement, 25(3), 171-191, Fall 1988.

Understanding scoring reliability: Experiments in calibrating essay readers. Journal ofEducational Statistics, 13(1), 1-18, 1988.

Child health, breastfeeding and survival in Malaysia: A random effects logit approach(with M. Montgomery & T. Richards). Journal of the American Statistical Association,81, June 1986.
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On the apparent clustering of clonal albumin production and enzyme activity levels(with H. T. Thaler). Biometrics, 40, December 1984.

The scale-linkage algorithm: Construction of a universal criterion scale for families ofinstitutions (with T. H. Szatrowski). Journal of Educational Statistics, 9(4), 311-330,Winter 1984.

Validity studies based on a universal criterion scale (with T. H. Szatrowski). Journal ofEducational Statistics, 9(4), 331-334, Winter 1984.

Empirical Bayes estimates of coefficients in the general linear model from data ofdeficient rank (with D. Jones, D. Rubin, & D. Thayer). Psychometrika, 48, 171-187,1983.

On a new stopping rule for stochastic approximation (with D. F. Stroup). Zeitschrift fur

Wahrscheinlichkeitstheorie und verwandte Gebiete, 60, 535-554, 1982.

Testing in robust ANOVA (with D. R. McNeil). Communications in Statistics: Theoryand methods, A10, 149-165, January 1981.

A regression-like analysis of birth interval sequences. Demography, 17, 207-221, May1980.

A simple method for testing goodness-of-fit in the presence of nuisance parameters.Journal of the Royal Statistical Society, B 42, 53-63, April 1980.

A three-and-half year experience with double Lumen breast implants (with A.

Ellenberg). Journal of Plastic and Reconstructive Surgery, 307-313, March 1980.

Statistical methods for measuring and comparing treatment efficacies: Applications toheterotransplants in nude mice (with M. Lesser & L. Helson). Journal ofExperimental Cell Biology, 126-137, April 1980.

Polynomial bounds for probability generating functions, II. Zeitschrift furWahrscheinlichkeitstheorie und verwandte Gebiete, 42, 13-21, January 1978.

Stochastic stable population theory in continuous time. Scandinavian Actuarial Journal,185-203, October 1978.

Weak convergence of sequential linear rank statistics. The Annals of Statistics, 4(3),554-575, May 1976.

Polynomial bounds for probability generating functions. Journal of Applied Probability,12, 507-514, September 1975.


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Manuscripts in Review

Evaluating School Effectiveness: Robustness to Scale and Model. (with Y. Qu and C.

Trapani).

In Edited Volumes

AP Biology teacher characteristics and practices and their relationship to student APexam performance (with E. Ponte, P. Paek, et al.). In P.M. Sadler, G. Sonnert, R. H. Tai& K. Klopfstein (Eds.) A Critical examination of the Advanced Placement Program.Cambridge, MA: Harvard University Press.

A prospective, progressive, and predictive approach to standard setting (with I.I. Bejar,and R Tannenbaum). In R.W. Lissitz (Ed.), Assessing and Modeling CognitiveDevelopment in School: Intellectual Growth and Standard Setting. Maple Grove, MN:JAM press. (2007).

An Enhanced Method for Mapping State Standards Onto the NAEP Scale (with J. Qian).In N. Dorans and M. Pommerich (Eds.), Linking and Aligning Scores and Scales. NewYork: Springer. (2007).

Value-added modeling (with H. Wainer). In C. R. Rao and S. Sinharay (Eds.), Handbookof Statistics, vol. 27: Psychometrics. Amsterdam: Elsevier Science. (2007).

Using Assessment to Improve Education in Developing Nations (with A. Kanjee). In J. E.Cohen, D.E.Bloom, and M.B. Malin (Eds.) Educating All Children:A Global Agenda.Cambridge, MA: American Academy of Arts and Sciences. (2006).

Rule based methods and mental modeling (with I. I. Bejar & D. M. Williamson). In D. M.Williamson, R. J. Mislevy, & I. I. Bejar (Eds.), Automated Scoring of Complex Tasks inComputer Based Testing. Mahwah, NJ: Lawrence Erlbaum. (2006).

Empirical Bayes. In J. Green, G. Camilli, and P. Elmore (Eds.), ComplementaryMethods for Research in Education. Washington, DC: American EducationalResearch Association. (2006).

Value-Added Modeling: What Does Due Diligence Require? In R. Lissitz (Ed.) ValueAdded Models in Education: Theory and Applications, pp. 19-39, JAM Press, 2005.

Assessment and Technology. In M. Segers, P. Dochy and E. Cascallar (Eds.)Optimising New modes of Assessment. Dordrecht, Netherlands: Kluwer, 2003.


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A post-modern view of the problem of language assessment. In Anthony John Kunnan(Ed.) Studies in Language Testing 9: Fairness and validation in languageassessment. Selected papers from the 19

thLanguage Testing Research Colloquium,

pp 263-272. Cambridge, UK: University of Cambridge, Local ExaminationsSyndicate, 2000.

Psychometrics (with S. S. Sireci & H. Wainer). In P. Armitage & T. Colton (Eds.),Encyclopedia of Biostatistics. London: John Wiley & Sons Ltd., 1998.

A school-based strategy for achieving and assessing work-readiness skills. In L. B.Resnick & J. G. Wirt (Eds.), Linking School and Work - Roles for Standards andAssessment, pp. 223-241. San Francisco, CA: Jossey-Bass, 1996.

Assessing technology in assessment. In E. L. Baker & H. F. O'Neil, Jr. (Eds.),Technology Assessment in Education and Training, pp. 231-246. Hillsdale, NJ:

Lawrence Erlbaum, 1994.

Empirical Bayes methods: A tool for exploratory analysis. In R. D. Bock(Ed.), Multilevel Analysis of Educational Data, pp. 19-55. New York,NY: Academic Press, 1989.

Making test scores fairer with statistics (with H. Wainer). In Judith M.Tanur, et al (Eds.), Statistics: A Guide to the Unknown, 3rd Ed., 178-187. PacificGrove, CA: Wadsworth & Brooks/Cole, 1989.

Predictive Validity (with M. Ragosta and B. Kaplan). In W.Willingham et al. (Eds.),Testing Handicapped People, pp. 109-132. Boston: Allyn and Bacon.

Multiple comparisons through orderly partitions: The maximum subrangeprocedure (with J. W. Tukey). Principals of Modern Psychological Measurement:A Festschrift for Frederic M. Lord, pp. 55-65. Hillsdale, NJ: Lawrence Erlbaum,1983.

Observed score test equating: A mathematical analysis of some ETS equatingprocedures (with P. W. Holland). In P.W. Holland and D.B. Rubin (Eds.) Test

Equating, pp. 9-49. New York: Academic Press, 1982.

Hierarchical clustering of nominal data (with D. Jones). In American StatisticalAssociation 1982 Proceedings of the Social Science Section, 1982.

Survey design. In T. S. Barrows et al., College students' knowledge andbeliefs: A survey of global understanding, pp. 40-49. New Rochelle,New York: Change Magazine Press, 1981.


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Recent Technical Reports

Paek, P., Braun, H., Trapani, C., Sigel, I., Ponte, E., & Powers, D. Therelationship of AP teacher practices and student achievement. (CB RR 2007-5).

New York, NY: The College Board.

Paek, P., Ponte, E., Sigel, I., Braun. H. & Powers, D. (in press). A portrait of advancedplacement teachers' practices. (CB RR 2005-7). New York, NY: The College Board.

Braun, H., & Bridgeman, B. (2005). An introduction to the measurement of changeproblem (ETS RM-05-01) Princeton, NJ: Educational Testing Service.

Qian, J. and Braun, H. (2004). Mapping State PerformanceStandards onto the NAEP scale. Princeton, NJ: Educational Testing Service.

Bejar, I. I., Braun, H., Lewis, C. (1997). Standard setting procedures andresults for the open-ended ARE 97 divisions: Final report. Educational TestingService, Princeton, NJ.

Reviews

Review of McKinsey report: How the world's best performing school systems come out

on top," Journal of Educational Change, 9(3), pp. 317-320, 2008.

Enigmas of Chance by Mark Kac. Journal of the American StatisticalAssociation, 81, September 1986.

PRESENTATIONS (Selected)

Getting value out of value-added. May 4, 2010. AERA Annual Meeting.Examining the SAT. March 24, 2010. Georgetown University.Getting value out of value-added. March 4, 2010. SREE Annual Meeting.

Americas perfect storm: Three forces shaping our nations future. February 5, 2009.School of Social Work, Boston University.Getting value from value-added. May 1, 2009. SERU Symposium, Center for the Studyof Higher Education, U. of California (Berkeley)


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The Center for Assessment, E. F. Reidy, Jr. Interactive Lecture Series [KeynoteAddress], Portsmouth, NH, 2008.

AAU Education Deans, Annual Meeting, {invited Address], 2008.Israeli Statistical Association, Annual Meeting [Keynote Address], Herzliah,Israel, 2008.National Institute for Testing and Evaluation, Jerusalem, Israel. 2008.AERA/NCME, Annual Meetings, New York, 2008.NEERO, Annual Meeting [Keynote Address], Portsmouth, New Hampshire,2007.Polish Central Examination Board, Warsaw, Poland, 2007.AERA/NCME, Annual Meetings, Chicago, 2007.AEA-E, Annual Meeting [Keynote Address], Naples, Italy, 2006.CCSSO, Annual Meeting, San Francisco, CA, 2006.

Carnegie Foundation for the Advancement of Teaching, Centennial Conference,Princeton, NJ, 2006.Institute for Education Sciences, Research Conference, Washington, DC, 2006.National Academy of Sciences, Panel on NBPTS, Washington DC, 2006.AERA/NCME, Annual Meeting, San Francisco, CA, 2006.Association of Test Publishers, Annual Meeting, Orlando, Fl, 2006.U. of Tokyo, Graduate School of Education; Japan Association for Research onTesting; National Center for University Entrance Examinations; BenesseCorporation, Tokyo, Japan, 2005.Annual Meeting, AERA/NCME, Montreal, Canada, 2005.National Council of State Legislatures, Napa, CA, 2005.

National Association of State Boards of Education, Washington, DC, 2005.Conference on Value-added Models in Education, U. of Maryland, 2004.Education Commission of the States, Orlando, CA, 2004.Annual Meeting, AERA/NCME, San Diego, CA, 2004.Whither Assessment Conference, Qualifications and Curriculum Authority, London,

England, 2002.State Adult Education Directors, U.S. Department of Education, Annual Meeting,Washington, DC, 2002.Joint Statistical Meetings, New York, 2002.Multiple Comparisons Procedures 2002, Baltimore, MD, 2002.Performance Assessments for Adult Education Workshop, Board on Testing and

Assessment, Washington, DC, 2001.Special Meeting on Assessment, National Center for University Entrance Examinations,

Tokyo, Japan 2001.Annual Meeting, European Association for Research on Language & Instruction,

Maastrich, Netherlands, 2000. [Closing Address]


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Annual Meeting, Language Testing Research Colloquium [Keynote address], Orlando,FL, 1997.

[Revised 5-12-10]