"An Assessment for learning (AfL) mindset pays tribute to the complexity of Learning." (Birenbaum, 2012)
פרופ' מנוחה בירנבוים
- Ph.D. University of Illinois at Urbana-Champaign, 1981
- MA (Educational Research Methodologies), Tel Aviv University, 1977
- Teaching Certificate, Tel Aviv University, 1972
- BA (Educational Counseling & Biblical Studies), Tel Aviv University, 1971
- Research associate, (Inst. for Personality & Ability Testing) Champaign, Illinois (1978-1979)
- Visiting scholar (Computer-Based Education Research Lab.), University of Illinois (1985-1986)
- Visiting Scholar (Educational Testing Service, Princeton, NJ) (1991-1992)
- Visiting Scholar (University of Nebraska, Lincoln) (2002-2003)
Time at the Constantiner School of Education
- Lecturer (1981-1986)
- Senior Lecturer (1986-1996)
- Associate professor (1996-2004)
- Full Professor (2004-2012)
- Emeritus professor (2012- )
- Learning culture in school: Relationships among classroom learning, professional learning, and leadership
- Promoting self-regulated learning through formal and informal assessment for learning
- Effects of accountability demands on classroom instruction, learning, and assessment
- Assessment and instruction conceptions and preferences of students and instructors
- Alternatives in student assessment
- Assessment for learning
- Analyzing learning interactions
- Intermediate statistics
Selected Recent Publications
· 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.
· 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.
· 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.
· Birenbaum, M. Tatsuoka, C., & Xin, T. (2005). Large-scale diagnostic assessment: Comparison of eight grader’s mathematics performance in the United States, Singapore, and Israel. Assessment in Education, 12(2), 167-181.
· Birenbaum, M., & Nasser, F. (2006). Ethnic and gender differences in mathematics achievement and attitudes. Learning and Instruction, 16, 26-40.
· 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.
· 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.
· Birenbaum, M.(2007). Assessment and instruction preferences and their relationship to test anxiety and learning strategies. Higher Education, 53(6), 749-768.
· Birenbaum, M. (2007). Evaluating the assessment: Sources of evidence for quality assurance. Studies in Educational Evaluation, 33, 29-49.
· 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.
· Birenbaum, M. (2011). Guest Editor's introduction. Studies in Educational Evaluation (Special Issue on Assessment for Learning), 37(1), 1-2.
· 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.