| Assessment 2000: Towards a pluralistic approach to assessment M Birenbaum Alternatives in assessment of achievements, learning processes and prior …, 1996 | 611 | 1996 |
| Alternatives in assessment of achievements, learning processes and prior knowledge M Birenbaum, F Dochy Springer Science & Business Media, 2012 | 400 | 2012 |
| New insights into learning and teaching and their implications for assessment M Birenbaum Optimising new modes of assessment: In search of qualities and standards, 13-36, 2003 | 368 | 2003 |
| A learning integrated assessment system M Birenbaum, K Breuer, E Cascallar, F Dochy, Y Dori, J Ridgway, ... Educational Research Review 1 (1), 61-67, 2006 | 354 | 2006 |
| Relationships between learning patterns and attitudes towards two assessment formats M Birenbaum, RA Feldman Educational Research 40 (1), 90-98, 1998 | 275 | 1998 |
| Open-ended versus multiple-choice response formats—it does make a difference for diagnostic purposes M Birenbaum, KK Tatsuoka Applied Psychological Measurement 11 (4), 385-395, 1987 | 271 | 1987 |
| Who prefers what? Disciplinary differences in students' preferred approaches to teaching and learning styles N Hativa, M Birenbaum Research in Higher Education 41, 209-236, 2000 | 264 | 2000 |
| Assessment preferences and their relationship to learning strategies and orientations M Birenbaum Higher education 33 (1), 71-84, 1997 | 232 | 1997 |
| International trends in the implementation of assessment for learning: Implications for policy and practice M Birenbaum, C DeLuca, L Earl, M Heritage, V Klenowski, A Looney, ... Policy Futures in Education 13 (1), 117-140, 2015 | 228 | 2015 |
| Assessment and instruction preferences and their relationship with test anxiety and learning strategies M Birenbaum Higher Education 53, 749-768, 2007 | 203 | 2007 |
| Diagnosing Knowledge States in Algebra Using the Rule-Space Model M Birenbaum, AE Kelly, KK Tatsuoka Journal for Research in Mathematics Education 24 (5), 442-459, 1993 | 183 | 1993 |
| On the relationship between test anxiety and test performance. M Birenbaum, F Nasser Measurement & Evaluation in Counseling & Development 27 (1), 1994 | 160 | 1994 |
| Nested contexts that shape assessment for learning: School-based professional learning community and classroom culture M Birenbaum, H Kimron, H Shilton Studies in Educational Evaluation 37 (1), 35-48, 2011 | 146 | 2011 |
| Assessment preferences, learning orientations, and learning strategies of pre‐service and in‐service teachers M Birenbaum, S Rosenau Journal of Education for Teaching 32 (2), 213-225, 2006 | 123 | 2006 |
| Who is afraid of statistics? Correlates of statistics anxiety among students of educational sciences M Birenbaum, S Eylath Educational Research 36 (1), 93-98, 1994 | 112 | 1994 |
| Toward Adaptive Assessment--The Student's Angle. M Birenbaum Studies in Educational Evaluation 20 (2), 239-55, 1994 | 106 | 1994 |
| Modeling mathematics achievement of Jewish and Arab eighth graders in Israel: The effects of learner-related variables F Nasser, M Birenbaum Educational Research and Evaluation 11 (3), 277-302, 2005 | 103 | 2005 |
| Effects of test anxiety, information organization, and testing situation on performance on two test formats M Birenbaum, P Pinku Contemporary Educational Psychology 22 (1), 23-38, 1997 | 97 | 1997 |
| Ethnic and gender differences in mathematics achievement and in dispositions towards the study of mathematics M Birenbaum, F Nasser Learning and Instruction 16 (1), 26-40, 2006 | 84 | 2006 |
| Effects of response format on diagnostic assessment of scholastic achievement M Birenbaum, KK Tatsuoka, Y Gutvirtz Applied psychological measurement 16 (4), 353-363, 1992 | 83 | 1992 |
Christopher DeLucaAssociate Dean, School of Graduate Studies & Associate Professor, Education, Queen's UniversityVerified email at queensu.ca
