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Huggins-Manley, Anne Corinne



Huggins-ManleyAssociate Professor of  Research and Evaluation Methodology
Program Coordinator of Research and Evaluation Methodology
Program Coordinator of Undergraduate Specialization in Educational Psychology and Research Methods
School of Human Development and Organizational Studies in Education

College of Education
University of Florida
119A Norman Hall
PO Box 117049
Gainesville, FL 32611
Phone: 352-273-4342
Fax: 352-846-2697
amanley@coe.ufl.edu

Research Biography

Dr. Anne Corinne Huggins-Manley has been working as an Assistant and Associate Professor at the University of Florida for seven years, and was previously a statistical consultant and IES Predoctoral Fellow at the University of Miami. She has published a variety of journal articles on psychometric issues, including manuscripts in top journals such as Educational Measurement: Issues and Practices, Structural Equation Modeling, Educational and Psychological Measurement, Computers and Education, and Applied Psychological Measurement. Her research is focused on methodological challenges to applications of item response theory, specifically score comparability across item response theory equated scales, validity evidence for inferences made from subgroup summary item response theory scores, scale development using item response theory methods, and statistical model development for handling application challenges in measurement studies. Dr. Huggins-Manley teaches multiple graduate level courses that include, but are not limited to, 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, 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

Associate Editor, Journal of Educational Measurement, 2016-2019

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

Winner of the Pacesetter Award, University of Georgia, College of Family and Consumer Sciences, 2014

Winner of the Distinguished Paper of the Year Award, Florida Educational Research Association, 2013

University of Florida Internal Award Nominee, Oak Ridge Associated Universities (ORAU) Powe Junior Faculty Enhancement, 2013

Grants

Role: Co-Principal Investigator
2016-2021
Precision Education: The Virtual Learning Lab (Resubmission)
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)

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

Qiu, Y. (g), & Huggins-Manley, A.C. (in press). Empirical item characteristic curve pre-equating in the presence of test speededness. Educational and Psychological Measurement. 

Huggins-Manley, A.C. (2018). Differential item functioning. Entry in Frey, B.’s (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. Entry in Frey, B.’s (Ed.)  The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation (pp. 904-908). Thousand Oaks, CA: Sage Publications, Inc.

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. DOI: 10.1080/03610918.2017.1390126.

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. DOI: 10.1177/0013164416685599.

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., & Huggins-Manley, A.C. (2016). The specification of attribute structures and its effects on classification accuracy in diagnostic test design. In van der Ark, L.A., Bolt, D.M., Wang, W. C., & Douglas, J.A., (Eds.) (2016). Quantitative Psychology Research. New York: 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. DOI: 10.1007/s11336-015-9490-9.

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.

Marinovic Gutierrez, C., Slagle, D., Figueras, K., Anon, A., Huggins, A.C., & Hotz, G. (2014). Crossing guard presence: Impact on active transportation and injury prevention. Journal of Transport and Health, 1, 116-123.

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/