Year |
Citation |
Score |
2020 |
Birenbaum M, Alhija FN. The curiosity of educators from two cultural groups: Implications to professional development Teaching and Teacher Education. 96: 103150. DOI: 10.1016/J.Tate.2020.103150 |
0.381 |
|
2015 |
Birenbaum M, DeLuca C, Earl L, Heritage M, Klenowski V, Looney A, Smith K, Timperley H, Volante L, Wyatt-Smith C. International trends in the implementation of assessment for learning: Implications for policy and practice Policy Futures in Education. 13: 117-140. DOI: 10.1177/1478210314566733 |
0.303 |
|
2013 |
Birenbaum M, Alhija FN. Self-Efficacy Appraisals and Test-Taking Behavior of Students from Culturally Diverse Populations Isrn Education. 2013: 1-6. DOI: 10.1155/2013/839657 |
0.441 |
|
2011 |
Birenbaum M, Kimron H, Shilton H. Nested contexts that shape assessment for learning: School-based professional learning community and classroom culture Studies in Educational Evaluation. 37: 35-48. DOI: 10.1016/J.Stueduc.2011.04.001 |
0.355 |
|
2009 |
Birenbaum M, Kimron H, Shilton H, Shahaf-Barzilay R. Cycles of inquiry: Formative assessment in service of learning in classrooms and in school-based professional communities Studies in Educational Evaluation. 35: 130-149. DOI: 10.1016/J.Stueduc.2010.01.001 |
0.342 |
|
2007 |
Birenbaum M, Nasser F, Tatsuoka C. Effects of gender and ethnicity on fourth graders' knowledge states in mathematics International Journal of Mathematical Education in Science and Technology. 38: 301-319. DOI: 10.1080/00207390601116052 |
0.369 |
|
2007 |
Birenbaum M. EVALUATING THE ASSESSMENT: SOURCES OF EVIDENCE FOR QUALITY ASSURANCE Studies in Educational Evaluation. 33: 29-49. DOI: 10.1016/J.Stueduc.2007.01.004 |
0.32 |
|
2007 |
Birenbaum M. Assessment and instruction preferences and their relationship with test anxiety and learning strategies Higher Education. 53: 749-768. DOI: 10.1007/S10734-005-4843-4 |
0.456 |
|
2006 |
Birenbaum M, Rosenau S. Assessment preferences, learning orientations, and learning strategies of pre-service and in-service teachers Journal of Education For Teaching. 32: 213-225. DOI: 10.1080/02607470600655300 |
0.338 |
|
2006 |
Birenbaum M, Nasser F. Ethnic and gender differences in mathematics achievement and in dispositions towards the study of mathematics Learning and Instruction. 16: 26-40. DOI: 10.1016/J.Learninstruc.2005.12.004 |
0.401 |
|
2005 |
Birenbaum M, Nasser F, Tatsuoka C. Large-scale diagnostic assessment: Mathematics performance in two educational systems Educational Research and Evaluation. 11: 487-507. DOI: 10.1080/13803610500146137 |
0.391 |
|
2005 |
Nasser F, Birenbaum M. Modeling mathematics achievement of Jewish and Arab eighth graders in Israel: The effects of learner-related variables Educational Research and Evaluation. 11: 277-302. DOI: 10.1080/13803610500101108 |
0.336 |
|
2005 |
Birenbaum M, Tatsuoka C, Xin T. Large‐scale diagnostic assessment: comparison of eighth graders’ mathematics performance in the United States, Singapore and Israel Assessment in Education: Principles, Policy & Practice. 12: 167-181. DOI: 10.1080/09695940500143852 |
0.418 |
|
2002 |
Birenbaum M. Assessing Self-directed Active Learning in Primary Schools Assessment in Education: Principles, Policy & Practice. 9: 119-138. DOI: 10.1080/09695940220119229 |
0.33 |
|
2000 |
Hativa N, Birenbaum M. Who prefers what? Disciplinary differences in students' preferred approaches to teaching and learning styles Research in Higher Education. 41: 209-236. DOI: 10.1023/A:1007095205308 |
0.397 |
|
1999 |
Birenbaum M, Amdur L. Reflective Active Learning in a Graduate Course on Assessment Higher Education Research & Development. 18: 201-218. DOI: 10.1080/0729436990180204 |
0.404 |
|
1998 |
Birenbaum M, Feldman RA. Relationships between learning patterns and attitudes towards two assessment formats Educational Research. 40: 90-97. DOI: 10.1080/0013188980400109 |
0.431 |
|
1997 |
Birenbaum M, Tatsuoka KK, Nasser F. On agreement of diagnostic classifications from parallel subtests: Score reliability at the micro level Educational and Psychological Measurement. 57: 541-558. DOI: 10.1177/0013164497057004001 |
0.391 |
|
1997 |
Birenbaum M. Assessment preferences and their relationship to learning strategies and orientations Higher Education. 33: 71-84. DOI: 10.1023/A:1002985613176 |
0.422 |
|
1997 |
Birenbaum M, Pinku P. Effects of test anxiety, information organization, and testing situation on performance on two test formats Contemporary Educational Psychology. 22: 23-38. DOI: 10.1006/Ceps.1997.0923 |
0.391 |
|
1995 |
Birenbaum M, Kraemer R. Gender and Ethnic-Group Differences in Causal Attributions for Success and Failure in Mathematics and Language Examinations Journal of Cross-Cultural Psychology. 26: 342-359. DOI: 10.1177/0022022195264001 |
0.397 |
|
1994 |
Birenbaum M, Eylath S. Who is afraid of statistics? Correlates of statistics anxiety among students of educational sciences Educational Research. 36: 93-98. DOI: 10.1080/0013188940360110 |
0.359 |
|
1994 |
Birenbaum M. Toward adaptive assessment - The student's angle Studies in Educational Evaluation. 20: 239-255. DOI: 10.1016/0191-491X(94)90011-6 |
0.354 |
|
1994 |
Birenbaum M, Kelly AE, Levi-Keren M. Stimulus features and sex differences in mental rotation test performance Intelligence. 19: 51-64. DOI: 10.1016/0160-2896(94)90053-1 |
0.322 |
|
1994 |
Birenbaum M, Kelly AE, Tatsuoka KK, Gutvirtz Y. Attribute-mastery patterns from rule space as the basis for student models in algebra International Journal of Human-Computer Studies \/ International Journal of Man-Machine Studies. 40: 497-508. DOI: 10.1006/Ijhc.1994.1023 |
0.423 |
|
1993 |
Birenbaum M, Kelly AE, Tatsuoka KK. Diagnosing Knowledge States in Algebra Using the Rule Space Model. Journal For Research in Mathematics Education. 24: 442-459. DOI: 10.5951/Jresematheduc.24.5.0442 |
0.433 |
|
1993 |
Birenbaum M, Tatsuoka KK. Applying an IRT-Based Cognitive Diagnostic Model to Diagnose Students' Knowledge States in Multiplication and Division with Exponents. Applied Measurement in Education. 6: 255-268. DOI: 10.1207/S15324818Ame0604_1 |
0.44 |
|
1993 |
Birenbaum M, Gutvirtz Y. The Relationship Between Test Anxiety and Seriousness of Errors in Algebra Journal of Psychoeducational Assessment. 11: 12-19. DOI: 10.1177/073428299301100102 |
0.404 |
|
1993 |
Kraemer R, Birenbaum M. Language attitudes and social group memberships International Journal of Intercultural Relations. 17: 437-449. DOI: 10.1016/0147-1767(93)90003-Q |
0.321 |
|
1992 |
Birenbaum M, Tatsuoka KK, Gutvirtz Y. Effects of response format on diagnostic assessment of scholastic achievement Applied Psychological Measurement. 16: 353-363. DOI: 10.1177/014662169201600406 |
0.42 |
|
1992 |
Birenbaum M, Kelly AE, Tatsuoka KK, Gutvirtz Y. Toward A Stable Diagnostic Representation Of Students' Errors In Algebra Ets Research Report Series. 1992. DOI: 10.1002/J.2333-8504.1992.Tb01489.X |
0.387 |
|
1992 |
Birenbaum M, Kelly AE, Tatsuoka KK. Diagnosing Knowledge States In Algebra Using The Rule Space Model Ets Research Report Series. 1992. DOI: 10.1002/J.2333-8504.1992.Tb01488.X |
0.371 |
|
1989 |
Tatsuoka KK, Birenbaum M, Arnold J. On the Stability of Students’Rules of Operation for Solving Arithmetic Problems Journal of Educational Measurement. 26: 351-361. DOI: 10.1111/J.1745-3984.1989.Tb00339.X |
0.373 |
|
1989 |
Birenbaum M, Montag I. Style and substance in social desirability scales European Journal of Personality. 3: 47-59. DOI: 10.1002/Per.2410030106 |
0.349 |
|
1987 |
Birenbaum M, Tatsuoka KK. Open-Ended Versus Multiple-Choice Response Formats—It Does Make a Difference for Diagnostic Purposes Applied Psychological Measurement. 11: 385-395. DOI: 10.1177/014662168701100404 |
0.421 |
|
1987 |
Birenbaum M, Tatsuoka KK. Effects of “On‐Line” Test Feedback on the Seriousness of Subsequent Errors Journal of Educational Measurement. 24: 145-155. DOI: 10.1111/J.1745-3984.1987.Tb00270.X |
0.369 |
|
1987 |
Birenbaum M, Montag I. On the replicability of the factorial structure of the sensation seeking scale Personality and Individual Differences. 8: 403-408. DOI: 10.1016/0191-8869(87)90041-9 |
0.349 |
|
1986 |
Birenbaum M. Effect of Dissimulation Motivation and Anxiety on Response Pattern Appropriateness Measures Applied Psychological Measurement. 10: 167-174. DOI: 10.1177/014662168601000208 |
0.394 |
|
1986 |
Birenbaum M, Levin J, Montag I. The Structure of the S-R Inventory of Anxiousness: Further Analysis. Educational and Psychological Measurement. 46: 605-617. DOI: 10.1177/0013164486463013 |
0.305 |
|
1986 |
Birenbaum M. On the construct validity of the sensation seeking scale in a non-english-speaking culture Personality and Individual Differences. 7: 431-434. DOI: 10.1016/0191-8869(86)90021-8 |
0.338 |
|
1986 |
Birenbaum M. "How"-beyond the "what", towards the "why": A rule-assessment approach to achievement testing Studies in Educational Evaluation. 12: 159-168. DOI: 10.1016/0191-491X(86)90005-2 |
0.438 |
|
1986 |
Montag I, Birenbaum M. Psychopathological factors and sensation seeking Journal of Research in Personality. 20: 338-348. DOI: 10.1016/0092-6566(86)90139-X |
0.356 |
|
1985 |
Birenbaum M. Comparing the Effectiveness of Several IRT Based Appropriateness Measures in Detecting Unusual Response Patterns. Educational and Psychological Measurement. 45: 523-534. DOI: 10.1177/001316448504500309 |
0.31 |
|
1985 |
Birenbaum M, Shaw DJ. Task Specification Chart: A Key To A Better Understanding Of Test Results Journal of Educational Measurement. 22: 219-230. DOI: 10.1111/J.1745-3984.1985.Tb01060.X |
0.403 |
|
1983 |
Birenbaum M, Tatsuoka KK. The Effect of a Scoring System Based on the Algorithm Underlying the Students' Response Patterns on the Dimensionality of Achievement Test Data of the Problem Solving Type. Journal of Educational Measurement. 20: 17-26. DOI: 10.1111/J.1745-3984.1983.Tb00186.X |
0.43 |
|
1982 |
Birenbaum M, Zak I. Contradictory Or Complementary? Reassessment Of Two Competing Theories Of The Structure Of Attitudes. Multivariate Behavioral Research. 17: 503-14. PMID 26781564 DOI: 10.1207/S15327906Mbr1704_5 |
0.308 |
|
1982 |
Birenbaum M, Tatsuoka KK. On The Dimensionality Of Achievement Test Data Journal of Educational Measurement. 19: 259-266. DOI: 10.1111/J.1745-3984.1982.Tb00132.X |
0.405 |
|
1980 |
Zak I, Birenbaum M. Kerlinger's Criterial Referents Theory Revisited Educational and Psychological Measurement. 40: 923-930. DOI: 10.1177/001316448004000415 |
0.345 |
|
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