Publications
see also Google Scholar for more details Google Scholar Profile
PhD Dissertation
Arieli-Attali, M. (2016). Self-adapted testing as formative assessment: Effects of feedback and scoring on engagement and performance (Doctoral Dissertation, Fordham University). ETD Collection for Fordham University. AAI10013437. DOI: 10.13140/RG.2.2.23606.22087
https://research.library.fordham.edu/dissertations/AAI10013437
https://eric.ed.gov/?id=ED566771
Peer-Reviewed Published Papers
Arieli-Attali, M., Ward, S., Simmering, V.,, Rosen, Y.,& von Davier, A. (2021). Leveraging Ideas From Adaptive Testing to Adaptive Learning: The HERA Showcase, in Enhancing Effective Instruction and Learning using Assessment Data, H. Jao & R. W. Lissitz (Eds).
Rosen, Y., Arieli-Attali, M., Ward, S., Seery, J., Simmering, V., Ozersky, L., Stoeffler, K., Webster, K., & von Davier, A. (2020). HERA: Exploring the Power of Adaptive Scaffolding on Scientific Argumentation and Modelling Competencies in Online Learning. International Conference of Learning Sciences; ISLS repository 2020.
https://repository.isls.org/handle/1/6393
Attali, Y., Budescu, D., & Arieli-Attali, M. (2020). An item response approach to calibration of confidence judgments. Decision, 7(1), 1.
https://psycnet.apa.org/doiLanding?doi=10.1037%2Fdec0000111
Graf, E. A., Peters, S., Fife, J. H., van Rijn, P. W., Arieli‐Attali, M., & Marquez, E. (2019). A Preliminary Validity Evaluation of a Learning Progression for the Concept of Function. ETS Research Report Series, 2019(1), 1-38.
https://onlinelibrary.wiley.com/doi/full/10.1002/ets2.12257
2019 validating Concept of Function LP
Attali, Y., & Arieli‐Attali, M. (2019). Validating Classifications From Learning Progressions: Framework and Implementation. ETS Research Report Series, 2019(1), 1-20.
https://doi.org/10.1002/ets2.12253
Arieli-Attali, M., Ward, S., Thomas, J., Deonovic, B., & Von Davier, A. A. (2019). The expanded evidence-centered design (e-ECD) for learning and assessment systems: A framework for incorporating learning goals and processes within assessment design. Frontiers in psychology, 10, 853.
https://www.frontiersin.org/articles/10.3389/fpsyg.2019.00853/full
Arieli-Attali, M., Ou, L., & Simmering, V. R. (2019). Understanding test takers' choices in a self-adapted test: a hidden Markov Modeling of process data. Frontiers in psychology, 10, 83. https://www.frontiersin.org/articles/10.3389/fpsyg.2019.00083/full
van Rijn, P., Graf, E. A., Arieli‐Attali, M., & Song, Y. (2018). Agreement of teachers on evaluating assessments of learning progressions in English language arts and mathematics. ETS Research Report Series, 2018(1), 1-25. https://onlinelibrary.wiley.com/doi/pdf/10.1002/ets2.12199
Deonovic, B., Yudelson, M., Bolsinova, M., Attali, M., & Maris, G. (2018). Learning meets assessment: On the relation between item response theory and Bayesian knowledge tracing Behaviormetrika, 45(2), 457-474. https://doi.org/10.1007/s41237-018-0070-z
Arieli-Attali, M., & Liu, Y. (2016). Beyond correctness: development and validation of concept-based categorical scoring rubrics for diagnostic purposes. Educational Psychology, 36(6), 1083-1101. . https://doi.org/10.1080/01443410.2015.1031088
Arieli-Attali, M. (2016). Self-adapted testing as formative assessment: Effects of feedback and scoring on engagement and performance (Doctoral Dissertation, Fordham University). ETD Collection for Fordham University. AAI10013437.
https://research.library.fordham.edu/dissertations/AAI10013437
https://eric.ed.gov/?id=ED566771
Arieli-Attali, M., & Budescu, D. V. (2015). Effects of Score Feedback on Test-Taker Behavior in Self-Adapted Testing. Multivariate Behavioral Research, 50(6), 724-725. https://www.tandfonline.com/doi/abs/10.1080/00273171.2015.1120178 2015 Dissertation abstract
Graf, E. A., & Arieli-Attali, M. (2015). Designing and developing assessments of complex thinking in mathematics for the middle grades. Theory Into Practice, 54(3), 195-202. https://www.tandfonline.com/doi/abs/10.1080/00405841.2015.1044365
Attali, Y., & Arieli-Attali, M. (2015). Gamification in assessment: Do points affect test performance? Computers & Education, 83, 57-63. https://www.sciencedirect.com/science/article/abs/pii/S0360131514002899 2015 gamification
Arieli‐Attali, M., & Cayton‐Hodges, G. (2014). Expanding the CBAL™ mathematics assessments to elementary grades: the development of a competency model and a rational number learning progression. ETS Research Report Series, 2014(1), 1-41. https://onlinelibrary.wiley.com/doi/pdf/10.1002/ets2.12008
2014 CBAL comp model and RN LP
Arieli-Attali, M. (2013). Formative assessment with cognition in mind: The cognitively based assessment of, for and as Learning (CBAL) research initiative at educational testing service. In Proceeding of the 39th annual conference of the International Association of Educational Assessment (IAEA), on Educational Assessment 2.0: Technology in Educational Assessment. https://iaea.info/conference-proceedings/39th-annual-conference-2013/?cp_=2
Arieli, M. (1995). Linguistic Anaphora and its Semantic and Pragmatic use. M.A. Thesis, Hebrew University of Jerusalem, Jerusalem, Israel.
Book Review
Arieli-Attali, M. (2018). Book Review: Innovative assessment of collaboration (Methodology of educational measurement and assessment) by von Davier, AA, Zhu, M., & Kyllonen, PC (Eds.). Applied Psychological Measurement, 43(1), 89-91. https://journals.sagepub.com/doi/full/10.1177/0146621618768292
Conference Papers
Arieli-Attali, M. & Budescu D.V. (2015). Effects of score feedback on test taker behavior in Self-Adapted Testing. Poster presented at the Society of Multivariate Experimental Psychology (SMEP) conference, Los Angeles, CA.
Arieli-Attali, M. & Budescu D.V. (2015). Self-Adapted Testing as formative assessment: Effects of feedback and scoring on engagement and performance. Paper presented at the annual summit of the International Association of Computer Adaptive Testing (IA-CAT), Cambridge, England.
Attali, Y. & Arieli-Attali, M. (2014 October). An Adaptive Mathematics Assessment With On-The-Fly Item Generation. Paper presented at the annual summit of the International Association of Computer Adaptive Testing (IA-CAT), Princeton, NJ.
Arieli-Attali, M. (2014 April). Toward meaningful scores: Linking student responses to learning progressions. Paper presented at the annual meeting of the National Council of Measurement in Education, Philadelphia, PA.
Arieli-Attali, M. (2013 October). Cognitive Lab Studies: literature review and conceptual framework. Paper presented at the annual meeting of the Northeastern Educational Research Association, Rocky Hill, CT.
Arieli-Attali, M. (2013 April). Measurement Effects of a Game-like Feedback Feature During Assessment. Paper presented in the annual meeting of the National Council of Measurement in Education, San Francisco, CA.
Arieli-Attali, M., Wylie, E.C., Bauer, M.I. (2012, April). The use of three learning progressions in supporting formative assessment in middle school mathematics. Paper presented at the annual meeting of the American Educational Research Association (AERA), Vancouver, Canada. 2012 Three LPs Paper
Arieli-Attali, M. & Attali, Y. (2011 October) Association between Types of Errors in Math Problem Solving and Probability of Correction Following Feedback. Paper presented at the Northeastern Educational Research Association (NERA) conference, Rocky Hill, CT. 2011 Error Type Paper
Arieli-Attali, M. & Attali, Y. (1998). Overconfidence of examinees after completing the PET exam (Psychometric Entrance Test). Paper presented at the National Institute for Testing and Evaluation (NITE) Periodic Seminars.
Arieli, M. (1996). Follow-up study of students towards their academic studies. Paper presented at the Governing Board of Education annual conference for directors of pre-academic schools, Tiberius, Israel.
Arieli, M. (1995). Results from a Follow-up study of students towards their academic studies. Paper presented at the annual conference of the National Institute for Testing and Evaluation (NITE). Maale HaHamisha, Israel.
Arieli, M. (1995). Linguistic Anaphora and its Semantic and Pragmatic use. Paper presented at the annual conference of the Israeli Society of Cognitive Psychology, Beer-Sheva, Israel.
Teubal, E., & Arieli, M. (1994). Emergent-Literacy diagnostic tool. Paper presented at the SCRIPT conference of The Israeli Association for Literacy and Language, Ma’ale HaHamisha, Israel.
Selected Reports
Arieli-Attali, M., King, T. & Zaromb, F. (2012). Cognitive Labs in the Service of Assessment and Educational Research: Think-Aloud Studies, Cognitive Interviews, and Usability Studies. Unpublished manuscript: Princeton, NJ: ETS
Arieli, M. (1997). Evaluation of the contribution of pre-academic schools to the higher education system. Report # 241. National Institute for Testing and Evaluation, Jerusalem, Israel. May be found on line at: https://www.nite.org.il/index.php/he/publications/publications-chrono.html