Menucha Birenbaum

Professor Emeritus

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School of Education
Tel Aviv University, Israel

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Publi

cations
Hobby

Email: Biren@post.tau.ac.il
Web page: https://education-cms.tau.ac.il/Professor_Menucha_Birenbaum

ResearchGate:
https://www.researchgate.net/profile/Menucha_Birenbaum
Google Scholar: http://scholar.google.co.il/citations?
hl=en&user=mPXDLyzktbMC&view_op=list_works&gmla=AJsNF6iG3fmKsplos9wAlURZ37hDqMHkAfZDwZISV7w53J5nfWDPMYlQ2sicTi_NzjeI6KQHKzmn9wMf2telc4jrIcfeDWViqXpvd5HHpSyv0B53ZCaSloQZQjjhZA4L
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Short Bio

I am a Professor (Emeritus) of Educational Assessment at Tel Aviv University.

I earned my Ph.D. in Educational Psychology (Quantitative and Evaluative Research
Methodologies) at the University of Illinois at Urbana-Champaign (1981) and my Masters
in Education (Research methodologies, Measurement and Evaluation) at Tel Aviv
University (1977).
The foci of my current research are:

Formal and informal assessment for learning (AfL) and contextual conditions that
affect its implementation.

Relationships among assessment culture, classroom learning, teacher

professional learning, and school leadership;

Relationships among teachers conceptions of assessment and their assessment

practices;

Relationships among students assessment preferences and their learning

strategies.

Back to title page

Selected Publications
Birenbaum, M., & Zak, I. (1982). Contradictory or complementary? Reassessment of
two competing theories of the structure of attitudes. Multivariate Behavioral Research,
17, 503-514.
http://www.tandfonline.com/doi/abs/10.1207/s15327906mbr1704_5#.Uev9CBa7z8s
Birenbaum, M., & Shaw, D. J. (1985). Task specification chart -- a key to a better
understanding of test results. Journal of Educational Measurement, 22, 219-230.
http://onlinelibrary.wiley.com/doi/10.1111/j.1745-3984.1985.tb01060.x/abstract
Birenbaum, M. (1986). Effect of dissimulation motivation and anxiety on response
pattern appropriateness measures. Applied Psychological Measurement, 10, 167-174.
http://apm.sagepub.com/content/10/2/167.short
Birenbaum, M. & Tatsuoka, K.K. (1987). Open-ended versus multiple choice response
formats -- it does make a difference. Applied Psychological Measurement, 11, 385-395.
http://apm.sagepub.com/content/11/4/385.abstract
Birenbaum, M., & Kraemer, R. (1992). Effects of gender and ethnicity on students'
perceptions of mathematics and language study. Journal of Research and Development in
Education, 26, 30-37. http://psycnet.apa.org/psycinfo/1993-19549-001
Birenbaum, M. (1996). Assessment 2000: Towards a pluralistic approach to
assessment. In M. Birenbaum, & F.J.R.C. Dochy, (Eds.). Alternatives in
assessment of achievements, learning processes and prior knowledge (pp. 4-29).
Boston, MA: Kluwer Academic Publishers.
http://link.springer.com/chapter/10.1007/978-94-011-0657-3_1
Birenbaum, M., & Pinku, P. (1997). Effects of test anxiety, information organization, and
testing situation on performance on multiple-choice and open-ended items.
Contemporary Educational Psychology, 22, 23-38.
http://www.sciencedirect.com/science/article/pii/S0361476X97909231
Birenbaum, M. (1997). Assessment preferences and their relationship to learning
strategies and orientations. Higher Education, 33, 71-84.
http://link.springer.com/article/10.1023%2FA%3A1002985613176
Birenbaum, M. (1997). Alternatives in assessment. Tel Aviv: Ramot -Tel Aviv University
Press. (344 pp.). (Hebrew). http://ramotbooks.co.il/index.php?
book=301450&incat=0111&step=1
Birenbaum. M., & Amdur, L. (1999). Reflective active learning in a graduate course on
assessment. Higher Education Research and Development,18(2), 201-218. Reprinted in:
Kandlbinder, P., & Peseta, T. (Eds.) (2011). Higher Education Research and

Development Anthology. HERDSA.

http://www.tandfonline.com/doi/abs/10.1080/0729436990180204#preview
Birenbaum, M. (Ed.). (1999). Mindful assessment from theory to practice. Tel Aviv,
Ramot. (381 pages). (Hebrew). http://ramotbooks.co.il/index.php?book=301050&nav=1
Birenbaum, M. (2002). Assessing self-directed active learning in primary schools.
Assessment in Education, 9(1), 119-138.
http://www.tandfonline.com/doi/abs/10.1080/09695940220119229#.Uev_Rxa7z8s
Birenbaum, M. (2003). New insights into learning and teaching and their implications for
assessment. In: M. Segers, F. Dochy, & E. Cascallar (Eds.). Optimizing new methods of
assessment: In search of qualities and standards. (pp.13-36). Boston, MA: Kluwer.
http://link.springer.com/chapter/10.1007/0-306-48125-1_2#page-1
Birenbaum, M., with Yoed, Z., Kats, S., & Kimron, H. (2004). In constant construction:
Instruction-learning-assessment (ILA) culture that promotes self-regulated learning in the
elementary school. Jerusalem: Ministry of Education. (Hebrew). http://www.cet.ac.il/selfregulation/
Birenbaum, M. (2005). Multidimensional assessment of computer-supported collaborative
knowledge building. In: G. Richards (Ed.) (2005). Proceedings of E-Learn 2005: World
Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education
(October 24-28, 2005, Vancouver BC, Canada, (pp. 1203-1208).
http://editlib.org/p/21356/
Birenbaum, M., & Nasser, F. (2006). Ethnic and gender differences in mathematics
achievement and in dispositions towards the study of mathematics. Learning and
Instruction, 16, 26-40.
http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?
_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ732142&ERICExtSearch_SearchTyp
e_0=no&accno=EJ732142
Birenbaum, M. (2007). Assessment and instruction preferences and their relationship to
test anxiety and learning strategies. Higher Education, 53(6), 749-768.
http://link.springer.com/article/10.1007/s10734-005-4843-4
Birenbaum, M. (2007). Evaluating the assessment: Sources of evidence for quality
assurance. Studies in Educational Evaluation, 33, 29-49.
http://www.sciencedirect.com/science/article/pii/S0191491X07000053
Birenbaum, M., Kimron, H., Shilton, H., & Shahaf-Barzilay, R. (2009). Cycles of inquiry:
Formative assessment in service of learning in classrooms and in school-based
professional communities. Studies in Educational Evaluation,35, 130-149.
http://www.sciencedirect.com/science/article/pii/S0191491X10000027

Birenbaum, M., Kimron, H., and Shilton, H. (2011). Nested contexts that shape
assessment for learning: School-based professional learning community and classroom
culture. Studies in Educational Evaluation Special Issue on Assessment for Learning,
37(1), 35-48. http://www.sciencedirect.com/science/article/pii/S0191491X1100023X
Birenbaum, M. (2014). Conceptualizing assessment culture in school. In C. Wyatt-Smith,
V. Klenowski, & P. Colbert (Eds.). Designing assessment for quality learning. The
enabling power of assessment Vol. 1 (pp. 285-302). Dordrecht: Springer.
http://www.springer.com/education+%26+language/book/978-94-007-5901-5
Birenbaum, M., DeLuca, C., Earl, L., Heritage, M., Klenowski, V., Looney, A., Smith, K.,
Timperley, J., Volante, L., Wyatt-Smith, C. (2015). International trends in the
implementation of assessment for learning: Implications for policy and practice. Policy
Futures in Education, 13(1), 117-140.
Birenbaum, M. (2016). Assessment Culture vs. Testing Culture: The Impact on
Assessment for Learning. In: D. Laveault, & L. Allal, (Eds.). Assessment for
learning: Meeting the challenge of implementation. (pp. 235-250).
Heidelberg: Springer.
http://www.springer.com/gp/book/9783319392097

For the full list of publications press here.

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LIST OF PUBLICATIONS

A. BOOKS & MONOGRAPHS

1. Birenbaum, M. (1997). Alternatives in assessment. Tel Aviv: Ramot -Tel Aviv
University Press. (344 pp.). (Hebrew).
2. Birenbaum, M., with Yoed, Z., Kats, S., & Kimron, H. (2004). In constant
construction: Instruction-learning-assessment (ILA) culture that promotes selfregulated learning in the elementary school. (An electronic book). Jerusalem:
Ministry of Education. (Hebrew).

B. TEXTBOOKS
1. Birenbaum, M. (1990). Feedback from tests. A guide for analyzing test results
(including computer software). Tel Aviv: Koltar. (88 pp.). (Hebrew).
2. Birenbaum, M. (1994). Who is afraid of a research project?! Planning and writing
a research proposal and a research report in the behavioral sciences. Tel Aviv:
University Publishing Projects. (280 pp.). (Hebrew).
3. Birenbaum, M. (1997). Mapping and assessing self-directed active learning in the
elementary school. Jerusalem: Ministry of Education. (94 pp.). (Hebrew).
4. Birenbaum, M. (2000). Promoting self-regulated learning through teacher
intervention. Jerusalem: Ministry of Education. (96 pp.). (Hebrew).
5. Birenbaum, M. (2002). ILA City: A virtual learning environment for the study of
educational assessment. School of Education, Tel Aviv University. (Hebrew).

C. REFEREED ARTICLES
1. Sherman, J. L., Krug, S. E., & Birenbaum, M. (1979). Checking the reliability
and validity of HSPQ profiles. Journal of Personality Assessment, 43, 644-647.
2. Zak, I., & Birenbaum, M. (1980). Kerlinger's criterial referents theory revisited.
Educational and Psychological Measurement, 40, 923-930.
3. Tatsuoka, K.K., & Birenbaum, M. (1981). Effects of instructional backgrounds on
test performances. Journal of Computer-Based Instruction, 8, 1-8.

4. Birenbaum, M., & Tatsuoka, K. K. (1982). On the dimensionality of achievement

data. Journal of Educational Measurement, 19, 259-266.
5. Birenbaum, M., & Zak, I. (1982). Contradictory or complementary?
Reassessment of two competing theories of the structure of attitudes. Multivariate
Behavioral Research, 17, 503-514.
6. Birenbaum, M., & Tatsuoka, K. K. (1983). 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.
7. Birenbaum, M. (1985). Comparing the effectiveness of several IRT based indices
of response pattern appropriateness in detecting unusual response patterns.
Educational and Psychological Measurement, 45, 523-534.
8. Birenbaum, M., & Shaw, D. J. (1985). Task specification chart -- a key to a better
understanding of test results. Journal of Educational Measurement, 22, 219-230.
9. Birenbaum, M. (1986). Effect of dissimulation motivation and anxiety on
response pattern appropriateness measures. Applied Psychological Measurement,
10, 167-174.
10. Birenbaum, M. (1986). 'How' -- beyond the 'what', towards the 'why' -- a rule
assessment approach to achievement tests. Studies in Educational Evaluation, 12,
159-168.
11. Birenbaum, M. (1986). On the construct validity of the sensation seeking scale in
a non-English speaking culture. Personality and Individual Differences, 7, 431434.
12. Birenbaum, M., Levin, J., & Montag, I. (1986). The structure the S-R inventory of
Anxiousness: Further analysis. Educational and Psychological Measurement, 46,
605-617.
13. Birenbaum, M., & Montag, I. (1986). On the location of the sensation seeking
construct in the personality domain. Multivariate Behavioural Research, 21, 357373.
14. Birenbaum, M., & Montag, I. (1986). Patterns of relationships between the 16PF
and Zuckerman's sensation seeking scales. Multivariate Experimental Clinical
Research, 8, 165-173.
15. Montag, I., & Birenbaum, M. (1986). Psychopathological factors and sensation
seeking. Journal of Research in Personality, 20, 338-348.

16. Birenbaum, M. & Tatsuoka, K. K. (1987). Effects of "on line" test feedback on
the seriousness of subsequent errors. Journal of Educational Measurement, 24,
145-155.
17. Birenbaum, M. & Montag, I. (1987). On the replicability of the factorial structure
of the Sensation Seeking Scale. Personality and Individual Differences, 8, 403408.
18. Birenbaum, M. & Tatsuoka, K.K. (1987). Open-ended versus multiple choice
response formats -- it does make a difference. Applied Psychological
Measurement, 11, 385-395.
19. Montag, I. & Birenbaum, M. (1988). On the relationship between the MMPI and
Cattell's normal and abnormal personality factors. Multivariate Experimental and
Clinical Research, 8, 275-286.
20. Birenbaum, M., & Montag, I. (1989). Style and substance in social desirability
scales. European Journal of Personality, 3, 47-59.
21. Tatsuoka, K.K., Birenbaum, M., & Arnold, J. (1989). On the stability of students'
rules of operation for solving Arithmetic problems. Journal of Educational
Measurement. 26, 351-361.
22. Birenbaum, M. (1990). Test anxiety components: Comparisons of different
measures, Anxiety Research, 3, 149-159.
23. Magen, Z., Birenbaum, M., & Ilovich, T. (1992). Adolescents from disadvantaged
neighbourhoods: Personal characteristics as related to volunteer involvement.
International Journal for the Advancement of Counselling, 15, 47-59.
24. Birenbaum, M., & Kraemer, R. (1992). Effects of gender and ethnicity on students'
perceptions of mathematics and language study. Journal of Research and
Development in Education, 26, 30-37.
25. Birenbaum, M., Tatsuoka, K. K., & Gutvirtz, Y. (1992). Effects of response
format on diagnostic assessment of scholastic achievement. Applied Measurement
in Education, 16 (4), 353-363.
26. Birenbaum, M., & Gutvirtz, Y. (1993). The relationship between test anxiety and
seriousness of errors in algebra. Journal of Psychoeducational Assessment, 11, 1219.
27. Birenbaum, M., & Tatsuoka, K. K. (1993). 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.

28.

Birenbaum, M., Kelly, A. E., & Tatsuoka, K. K. (1993). Diagnosing knowledge

states in algebra using the rule space model. Journal of Research in Mathematics
Education, 24, 442-459.

29.

Kraemer, R., & Birenbaum, M. (1993). Language attitudes and social group
memberships. International Journal of Intercultural Relations, 17, 437-449.

30.

Birenbaum, M, & Eylath, S. (1994). Who is afraid of statistics? Correlates of

statistics anxiety among students of educational sciences. Educational Research,
36(1), 93-98.

31.

Birenbaum, M. (1994). Toward adaptive assessment - the student's angle. Studies

in Educational Evaluation, 20, 239-255.

32.

Birenbaum, M., & Nasser, F. (1994). On the relationship between test anxiety
and test performance. Measurement and Evaluation in Counseling and
Development., 27(1), 293-301.

33.

Birenbaum, M., Kelly, A. E., Tatsuoka, K. K., & Gutvirtz, Y. (1994). Attributemastery patterns from rule space as the basis for student models in algebra.
International Journal of Human-Computer Studies, 40, 497-508.

34.

Birenbaum, M., Kelly, A. E., & Levi-Keren, M. (1994). Factors affecting sex
differences in spatial ability test performance. Intelligence, 19, 51-64.

35.

Birenbaum, M., & Kraemer, R. (1995). Gender and ethnic group differences in
causal attributions for success and failure in mathematics and language
examinations. Journal of Cross Cultural Psychology, 26(3), 342-259.

36.

Magen, Z., Birenbaum, M., & Pery D. (1996). Experiencing joy and sorrow: An
examination of intensity and shallowness. The International Forum for
Logotherapy, 19, 45-55.

37. Birenbaum, M., & Pinku, P. (1997). Effects of test anxiety, information
organization, and testing situation on performance on multiple-choice and openended items. Contemporary Educational Psychology, 22, 23-38.
38. Birenbaum, M. (1997). Assessment preferences and their relationship to learning
strategies and orientations. Higher Education, 33, 71-84.
39. Birenbaum, M., Tatsuoka, K. K., & Nasser, F. (1997). On agreement of diagnostic
classification from parallel subtests: Score reliability at the micro level.
Educational and Psychological Measurement, 57(4), 541-558.
40. Birenbaum, M. & Feldman, R. (1998). Relationships between learning patterns
and attitudes towards two assessment formats. Educational Research, 40(1), 8-16.

41. Birenbaum. M., & Amdur, L. (1999). Reflective active learning in a graduate
course on assessment. Higher Education Research and Development,18(2), 201218. Reprinted in: Kandlbinder, P., & Peseta, T. (Eds.) (2011). Higher Education
Research and Development Anthology. HERDSA.
42. Hativa, N., & Birenbaum, M. (2000). Who prefers what? Disciplinary differences
in students preferred approaches for teaching and learning styles. Research in
Higher Education 41(2), 209-236.
43. Birenbaum, M. (2002). Assessing self-directed active learning in primary schools.
Assessment in Education, 9(1), 119-138.
44. Birenbaum, M., & Nasser, F. (2003). Mathematics self-efficacy and test taking
behavior of Jewish and Arab students: implications to counselor practice.
Hayeutz Hachinuchi (Educational Counseling), 12, 68-78. (Hebrew).
45. Birenbaum, M. Tatsuoka, C., & Yamada, T. (2004). Diagnostic assessment in
TIMSS-R: Between-countries and within-country comparisons. Studies in
Educational Evaluation, 30, 151-173.
46. Birenbaum, M. A (2004). A hypermedia learning environment that supports
knowledge construction and affords opportunities for self-regulated learning.
Journal on Excellence in College Teaching. (Special Focus Issue: Web-Based
Teaching and Learning.), 15 (1/2), 143-166.
47. Birenbaum, M. Tatsuoka, C., & Xin, T. (2005). Large-scale diagnostic assessment:
Comparison of eight graders mathematics performance in the United States,
Singapore, and Israel. Assessment in Education, 12(2), 167-181.
48. Nasser, F. & Birenbaum, M. (2005). Modeling mathematics achievement of
Jewish and Arab eighth graders in Israel: The effects of learner-related variables.
Educational Research and Evaluation, 11(3), 277-302.
49. Birenbaum, M., Nasser, F., & Tatsuoka, C. (2005). Large-scale diagnostic
assessment: Mathematics performance in two educational systems. Educational
Research and Evaluation, 11(5), pp.487-507.
50. Birenbaum, M., & Nasser, F. (2006). Ethnic and gender differences in
mathematics achievement and in dispositions towards the study of mathematics.
Learning and Instruction, 16, 26-40.
51. Birenbaum, M., & Rosenau, S. (2006). Assessment preferences, learning
orientations, and learning strategies of preservice and inservice teachers. Journal
of Education for Teaching, 32(2), 213-225.

52. Birenbaum, M., Breuer, K., Cascallar, E., Dochy, F. Dori, Y., Ridgeway, J.,
Wiesemes, R., & Nickmans, G. (2006). A learning integrated assessment system.
Educational Research Review,1, 61-67.
53. Birenbaum, M. (2007). Assessment and instruction preferences and their
relationship to test anxiety and learning strategies. Higher Education, 53(6), 749768.
54. Birenbaum, M. (2007). Evaluating the assessment: Sources of evidence for quality
assurance. Studies in Educational Evaluation, 33, 29-49.
55. Birenbaum, M. (2007). What should be improved and what is a high-level
performance? Diagnostic assessment of mathematics performance of eighth
graders from Israel and Singapore on TIMSS-R. Megamot, 44(4), 655-672.
(Hebrew).
56. Birenbaum, M., & Nasser, F., & Tatsuoka, C. (2007). Effects of gender and
ethnicity on fourth graders knowledge states in mathematics. International
Journal of Mathematical Education in Science and Technology, 38(3), 301-319.
57. Birenbaum, M., Kimron, H., Shilton, H., & Shahaf-Barzilay, R. (2009). Cycles of
inquiry: Formative assessment in service of learning in classrooms and in schoolbased professional communities. Studies in Educational Evaluation,35, 130-149.
58. Birenbaum, M. (2011). Guest Editor's introduction. Studies in Educational
Evaluation Special Issue on Assessment for Learning,, 37(1), 1-2.
59. Birenbaum, M., Kimron, H., and Shilton, H. (2011). Nested contexts that shape
assessment for learning: School-based professional learning community and
classroom culture. Studies in Educational Evaluation Special Issue on
Assessment for Learning, 37(1), 35-48.
60. Birenbaum, M., & Nasser-Abu Alhija, F. (2013). Self-efficacy appraisals and testtaking behavior of students from culturally diverse populations," ISRN Education,
doi:10.1155/2013/839657.
61. Birenbaum, M., DeLuca, C., Earl, L., Heritage, M., Klenowski, V., Looney, A.,
Smith. K., Timperley, J., Volante. L., Wyatt-Smith, C. (2015). International trends
in the implementation of assessment for learning: Implications for policy and
practice. Policy Futures in Education, 13(1). 117-140.

D.

CHAPTERS IN BOOKS
1. Birenbaum, M. (1995). Alternatives in assessment - Towards adaptive assessment.
In D. Chen, (Ed.). Toward Education in the 21st Century. (pp. 187-205). Tel Aviv:
Ramot - Tel Aviv University Press. (Hebrew).
2. Birenbaum, M. (1996). Assessment 2000: Towards a pluralistic approach to
assessment. In M. Birenbaum, & F.J.R.C. Dochy, (Eds.). Alternatives in
assessment of achievements, learning processes and prior knowledge (pp. 4-29).
Boston, MA: Kluwer Academic Publishers.
3. Birenbaum, M. (2003). New insights into learning and teaching and their
implications for assessment. In: M. Segers, F. Dochy, & E. Cascallar (Eds.).
Optimizing new methods of assessment: In search of qualities and standards.
(pp.13-36). Boston, MA: Kluwer.
4

Birenbaum, M., Tatsuoka, C., & Yamada, T. (2004). Diagnostic Assessment in

TIMSS-R: Comparison of Eighth Graders Mathematics Knowledge States in the
United States, Japan, and Israel. In C. Papanastasiou (Ed.) Proceedings of the 1st
International Research Conference ICR-2004 on IEA Data. Vol.2, pp. 19-30.
Nicosia, Cyprus.

Birenbaum, M. (2005). Multidimensional assessment of computer-supported

collaborative knowledge building. In: G. Richards (Ed.) (2005). Proceedings of ELearn 2005: World Conference on E-Learning in Corporate, Government,
Healthcare, & Higher Education (October 24-28, 2005, Vancouver BC, Canada,
(pp. 1203-1208).

Birenbaum, M. (2009). Assessment for learning and characteristics of classroom

culture and of school-based community of practice that empower it. In: Kashti, I.
(Ed.) Ha'aracha, Henuch Yehudi, and toldot ha'hinuch (assessment, Jewish
education and history of education) Asufa le'Zecher Professor Arie Lewy (pp.
77-100). Tel Aviv University: School of Education and Ramot Press. (Hebrew).

Birenbaum, M. (2013). Editor's introduction. In M. Birenbaum (Guest Ed.).

Special Issue on student Assessment. Horaah Ba'academia, 3, 3. (Hebrew).

Birenbaum, M. (2013). Assessment that promotes learning. in M. Birenbaum

(Guest Ed.). Special Issue on student Assessment. Horaah Ba'academia, 3, 4-9.
(Hebrew).

Birenbaum, M. (2013). Assessment for learning and characteristics of classroom

culture and of school-based community of practice that empower it. In D. Nevo,
(Ed.): Testing and evaluation for better and for worse: Can we do without them?
(pp. 37 60). Even Yehuda: Reches Academy. (Hebrew).

10 Birenbaum, M. (2014). Conceptualizing assessment culture in school. In C. WyattSmith, V. Klenowski, & P. Colbret (Eds.). Designing assessment for quality
learning. The enabling power of assessment Vol. 1 (pp. 285-302). Dordrecht:
Springer.
11 Birenbaum, M. (2016). Assessment Culture vs. Testing Culture: The Impact on
Assessment for Learning. In: D. Laveault, & L. Allal, (Eds.). Assessment
for learning: Meeting the challenge of implementation. (pp. 275292). Heidelberg: Springer.
F. EDITED BOOKS/ SPECIAL ISSUES
1. Birenbaum, M., & Dochy, F.J.R.C (Eds.). (1996). Alternatives in assessment of
achievements, learning processes and prior knowledge. Boston, MA: Kluwer
Academic Publishers. (395 pages).
2. Birenbaum, M. (Ed.). (1999). Mindful assessment from theory to practice. Tel
Aviv, Ramot. (381 pages). (Hebrew).
3.

Birenbaum, M. (Guest Ed.). (2011). Special Issue on Assessment for Learning.

Studies in Educational Evaluation, 37 (1).

4. Birenbaum, M. (Guest Ed.). (2013). Special Issue on Assessment for Learning.

Horaah Ba'academia, 3. (Hebrew).
G. OTHER PUBLICATIONS
1. Birenbaum, M. (1997). Methods of Inquiry in Education. In Kashti, I. Arieli, M. &
Shalski, S. (Eds.). Education and Instruction Lexicon. Tel Aviv: Ramot - Tel Aviv
University Press. (Hebrew).
2. Birenbaum, M. (1997). Alternative Assessment. In Kashti, I. Arieli, M. & Shalski,
S. (Eds.). Education and Instruction Lexicon. Tel Aviv: Ramot - Tel Aviv
University Press. (Hebrew).
3. Birenbaum, M. (1994). Alternative assessment: A lever for improving
instruction and Learning. Hed Hachinuch, 68 (10), 12-14 (invited article)
(Hebrew).
4. Birenbaum, M., & Feldman, R. (2002). The utility of e-forums for teaching and
learning in higher education: An international perspective. Al Ha'gova (invited
article) (Hebrew).

5. Birenbaum, M., & Gazit, E. (2005). ILA City site an ICT environment for
promoting a learning community in assessment. Kivunim (on line Interactive
Journal) (Hebrew). Available at: http://kivunim.macam.ac.il/inner.aspx?
menu=1&innerPage=articleHome&id=9
6. Birenbaum, M. (2007). Assessment for learning. Hed Hachinuch, 81(7) 40-46.
(Commissioned paper) (Hebrew).
7. Birenbaum, M. (2013). Assessment to promote learning in higher education.
Horaah Ba'academia, 3, 2-6. (Hebrew).
8. Birenbaum, M. (2013). Promoting Assessment for learning in teacher preparation
programs. Bimat Dium, 51, 6-12. (Commissioned paper) (Hebrew).

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