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Huggins-Manley, Anne Corinne



Huggins-ManleyAssociate Professor of Research and Evaluation Methodology
School of Human Development and Organizational Studies in Education

College of Education
University of Florida
2-265K Norman Hall
PO Box 117049
Gainesville, FL 32611
Phone: 352-273-4342
amanley@coe.ufl.edu

Research Biography

Dr. A. Corinne Huggins-Manley’s research is focused on educational measurement, particularly with respect to issues of validity and fairness. She has published research on developments in fairness as a lack of statistical bias (e.g., differential item functioning; population invariance of equating) as well as on broader issues of measurement and construct validity. She is the Principal Investigator and Co-Principal Investigator on two large measurement grants from the Institute of Education Sciences. Dr. Huggins-Manley teaches multiple graduate level courses including Theory of Measurement, Item Response Theory, and Rating Scale Design and Analysis. In addition, she provides methodological consultation on various research grants and projects.

Degrees

Ph.D. – Educational Research, Measurement and Evaluation, University of Miami, Department of Educational and Psychological Studies

MSW – Social Work with a Research Specialization, Washington University in St. Louis, George Warren Brown School of Social Work

B.S. – Child and Family Development, University of Georgia, College of Family and Consumer Sciences

Key Professional Appointments

Associate Professor of Research and Evaluation Methodology, School of Human Development and Organizational Studies in Education, College of Education, University of Florida (2018-present)

Assistant Professor of Research and Evaluation Methodology, School of Human Development and Organizational Studies in Education, College of Education, University of Florida (2012-2018)

University Term Professor, School of Human Development and Organizational Studies in Education, College of Education, University of Florida (2017-2020)

Program Coordinator of Research and Evaluation Methodology, School of Human Development and Organizational Studies in Education, College of Education, University of Florida (2015-present)

Coordinator of Undergraduate Specialization in Educational Psychology and Research Methods, College of Education, University of Florida (2018-present)

Activities and Honors

Winner of the Distinguished Paper of the Year Award, Florida Educational Research Association, 2019

Associate Editor, Journal of Educational Measurement, 2016-2019

President, Florida Educational Research Association, 2018-2019

Winner of the Distinguished Paper of the Year Award, Florida Educational Research Association, 2017

University Term Professorship, University of Florida, 2017-2020

Winner of the Diane E. Haines Teaching Excellence Award, University of Florida College of Education, 2017

Winner of the Distinguished Paper of the Year Award, Florida Educational Research Association, 2016

Advisor for the Student Winner of the Joe E. Covington Award, National Conference of Bar Examiners, 2016

Winner of the Best Paper Award, American Educational Research Association, Special Interest Group: TACTL, 2015

Grants

Role: Principal Investigator
2019-2022
Project DIMES: Diagnostic Instrument for Morphology of Elementary Students
Funding Source: Institute of Education Sciences
Total Budget: $1,290,952

Role: Co-Principal Investigator
2019-2020
The Impact of Dialogic Reading Intervention on Low Income Preschool Children’s Knowledge of Emotion Vocabulary and Emotion Causes
Funding Source: Caplan Foundation for Early Childhood
Total Budget: $37,552

Role: Statistical Consultant
2019
Supporting Teacher Enactment of the Probability and Statistics Standards (STEPSS)
Funding Source: Institute of Education Sciences
One month of summer support

Role: Co-Principal Investigator
2019
5-minute Measurement: A YouTube Video Series
Funding Source: National Council on Measurement in Education, 2018-2019 Mission Fund Grant Program
Total Budget: $10,000

Role: Principal Investigator
2018
Predictive Analysis of English Language Arts Benchmarks for Grade K-12 Students
Funding Source: Contract with District School Board of Pasco County
Total Budget: $5,000

Role: Co-Principal Investigator
2016-2021
Precision Education: The Virtual Learning Lab
Funding Source: Institute of Education Sciences
Total Budget: $8,832,035

Role: Advisor for a Joe E. Covington Research Project
2016
Acting as advisor for a graduate student research project in psychometrics
Funding Source: National Conference of Bar Examiners
Student Stipend: $6,000
Advisor Stipend: $1,000

Role: Principal Investigator
2016
Graduate Student Assistantship for the Development of a Diagnostic Tool for Assessing Morphological Awareness
Funding Source: UF School of Human Development in Organizational Studies in Education
Total Budget: $15,000

Role: Principal Investigator
2015-2016
Development of a Diagnostic Tool for Assessing Morphological Awareness
Funding Source: UF College of Education, College Research Incentive Fund
Total Budget: $39,000

Selected Publications

(g indicates student-mentored research)

Huggins-Manley, A. C., Beal, C. R., D’Mello, S. K., Leite, W. L., Cetin-Berber, D. D. (g), Kim, D., & McNamara, D. S. (2019). A commentary on construct validity when using operational virtual learning environment data in effectiveness studies. Journal of Research on Educational Effectiveness. doi: 10.1080/19345747.2019.1639869

Cohn, S. (g), & Huggins-Manley, A. C. (2019). Applying unidimensional models for semiordered data to scale data with neutral responses. Educational and Psychological Measurement. doi: 10.1177/0013164419861143

Tolentino, L. A.(g), & Huggins-Manley, A. C. (2019). Examining alignment of classification quality to high-stakes test decisions in Florida. Florida Journal of Educational Research, 57, 1-14.

Leite, W. L., Cetin-Berber, D. D. (g), Huggins-Manley, A. C., Collier, Z. K. (g), & Beal, C. R. (2019). The relationship between Algebra Nation usage and high-stakes test performance for struggling students. Journal of Computer Assisted Learning, 35, 569-581.

da Silva, M.A. (g), Huggins-Manley, A. C., Mazzon, J. A., & Bazan, J. L. (2019). Bayesian estimation of a flexible bifactor generalized partial credit model to survey data. Journal of Applied Statistics, 46, 2372-2387.

Luo, W. (g), Wei, H. R. (g), Ritzhaupt, A. D., Huggins-Manley, A. C. & Gardner-McCune, C. (2019). Using the S-STEM survey in a middle school robotics learning environment: Evaluating validity evidence in a different context. Journal of Science Education and Technology, 28, 429-443.

Huggins-Manley, A. C. (2018). Differential item functioning. In B. Frey (Ed.), The SAGE encyclopedia of educational research, measurement, and evaluation (pp. 517-521). Thousand Oaks, CA: SAGE.

Huggins-Manley, A. C. (2018). Item response theory. In B. Frey (Ed.), The SAGE encyclopedia of educational research, measurement, and evaluation (pp. 904-908). Thousand Oaks, CA: SAGE.

da Silva, M.A. (g), Liu, R. (g), Bazan, J. L., & Huggins-Manley, A. C. (2018). Incorporating the Q-matrix into multidimensional item response theory models. Educational and Psychological Measurement, 79, 665-687.

Cetin-Berber, D. D. (g), Sari, H. I., & Huggins-Manley, A. C. (2018). Imputation methods to deal with missing responses in computerized adaptive multistage testing. Educational and Psychological Measurement, 79, 495-511.

Qiu, Y. (g), & Huggins-Manley, A. C. (2018). Evaluating the accuracy of the empirical item characteristic curve pre-equating method in the presence of test speededness. Educational and Psychological Measurement, 79, 288-309.

Huggins-Manley, A. C., Qiu, Y. (g), & Penfield, R. D. (2018). Exploring a source of uneven score equity across the test score range. International Journal of Testing, 18, 50-70.

da Silva, M.A. (g), Bazan, J. L., & Huggins-Manley, A. C. (2017). Sensitivity analysis and choosing between alternative polytomous IRT models using Bayesian model comparison criteria. Communications in Statistics – Simulation and Computation, 48, 601-620.

Huggins-Manley, A. C., Algina, J., & Zhou, S. (g) (2017). Models for semi-ordered data to address not applicable responses in scale measurement. Structural Equation Modeling: A Multidisciplinary Journal, 25, 230-243.

Sari, H. I. (g), & Huggins-Manley, A. C. (2017). Examining content control in adaptive tests: Computerized adaptive testing vs. computerized adaptive multistage testing. Educational Sciences: Theory and Practice, 17, 1759-1781.

Sari, H. I. (g), Huggins-Manley, A. C., & Zopluoglu, C. (2017). Comparing item selection methods in multidimensional computerized adaptive testing under different types of multidimensional structures. International Journal of Recent Scientific Research, 8, 19269-19276.

Ritzhaupt, A., Huggins-Manley, A. C., Dawson, K., Dogan, N. A. (g), & Dogan, S. (g) (2017). Validity and appropriate uses of the revised Technology Uses and Perceptions Survey (TUPS). Journal of Research on Technology in Education, 49, 73-87.

Huggins-Manley, A. C., & Han, H. (g) (2017). Assessing the sensitivity of weighted least squares model fit indices to local dependence in item response theory models. Structural Equation Modeling: A Multidisciplinary Journal, 24, 331-340.

Liu, R. (g), & Huggins-Manley, A. C., & Bulut, O. (2017). Retrofitting diagnostic classification models to responses from IRT-based test forms. Educational and Psychological Measurement, 78, 357-383.

Sari, H. I. (g), Yahsi-Sari, H., & Huggins-Manley, A. C. (2016). Computer adaptive multistage testing: Practical issues, challenges and principles. Journal of Measurement and Evaluation in Education and Psychology, 7, 388-406.

Huggins-Manley, A. C., Cohn, S. (g), & Fisher, T. L. (g) (2016). Causal inference in state accountability plans: The need for best practices. Teachers College Record, December 9.

Liu, R. (g), Huggins-Manley, A. C., & Bradshaw, L. (2016). The impact of Q-matrix designs on diagnostic classification accuracy in the presence of attribute hierarchies. Educational and Psychological Measurement, 77, 220-240.

Huggins-Manley, A. C. (2016). Psychometric consequences of subpopulation item parameter drift. Educational and Psychological Measurement, 77, 143-164.

Liu, R. (g), & Huggins-Manley, A. C. (2016). The specification of attribute structures and its effects on classification accuracy in diagnostic test design. In L. A. van der Ark, D. M. Bolt, W. C. Wang, & J. A. Douglas (Eds.), Quantitative psychology research. New York, NY: Springer.

Hu, J.(g), Miller, M. D., Huggins-Manley, A. C., & Chen, Y. (2016). Evaluation of model fit in cognitive diagnosis models. International Journal of Testing, 16, 119-141.

Ritzhaupt, A., Huggins-Manley, A. C., Ruggles, K. (g), Wilson, M. (g), &  Madley, S. (g) (2016). Validation of the survey of preservice teachers’ knowledge of teaching and technology: A multi-institutional sample. Journal of Digital Learning in Teacher Education, 32, 26-37.

Liu, R. (g), & Huggins-Manley, A. C. (2015). Book review of Uneducated guesses: Using evidence to uncover misguided education policies. Psychometrika, 81, 246-248.

Maerten-Rivera, J. L., Huggins-Manley, A. C., Adamson, K., Lee, O., & Llosa, L. (2015). Development and validation of a measure of elementary teachers’ science content knowledge in two multiyear teacher professional development intervention projects. Journal of Research in Science Teaching, 52, 371-396.

Huggins-Manley, A. C., & Whitaker, D. (g). (2015). SEAsic: R package for score equity assessment. Applied Psychological Measurement, 39, 496-498.

Huggins-Manley, A. C., & Algina, J. (2015). The partial credit model and generalized partial credit model as constrained nominal response models, with applications in Mplus.  Structural Equation Modeling: A Multidisciplinary Journal, 22, 308-318.

Huggins, A. C., Ritzhaupt, A. D., & Dawson, K. (2014). Measuring information and communication technology literacy using a performance assessment: Validation of the Student Tool for Technology Literacy (ST2L). Computers & Education, 77, 1-12.

Huggins, A. C. (2014). The effect of differential item functioning in anchor items on population invariance of equating. Educational and Psychological Measurement, 74, 627-658.

Sari, H. I. (g), & Huggins, A. C. (2014). DIF detection across two methods of defining group comparisons: Pairwise and composite group comparisons. Educational and Psychological Measurement, 75, 648-676.

Lee, C. S. (g), Huggins, A. C., & Therriault, D. J. (2014). Examining internal and external structure validity evidence of the Remote Associates Test: A measure of creativity or intelligence? Psychology of Aesthetics, Creativity, and the Arts, 8, 446-460.

Huggins, A. C., & Elbaum, B. (2013). Test accommodations and equating invariance on a fifth-grade science exam. Educational Assessment, 18, 49-72.

Huggins, A. C. (2012). An applied examination of different weighting methods for the Root Expected Mean Square Difference and Root Mean Square Difference Indices. Journal of Applied Measurement, 13, 297-304.

Huggins, A. C., & Penfield, R. D. (2012). An NCME instructional module on population invariance in linking and equating. Educational Measurement: Issues and Practice, 31, 27-40.

Selected Links

https://sites.google.com/site/annecorinnehugginsmanley/

http://ufl.academia.edu/CorinneHuggins

https://www.linkedin.com/in/anne-corinne-huggins-manley-b6763615/