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Meirav Arieli-Attali
Meirav Arieli-Attali
Adjunct at Fordham University; Consultant at ACT
Verified email at fordham.edu - Homepage
Title
Cited by
Cited by
Year
Gamification in assessment: Do points affect test performance?
Y Attali, M Arieli-Attali
Computers & Education 83, 57-63, 2015
5282015
The expanded evidence-centered design (e-ECD) for learning and assessment systems: A framework for incorporating learning goals and processes within assessment design
M Arieli-Attali, S Ward, J Thomas, B Deonovic, AA Von Davier
Frontiers in psychology 10, 853, 2019
292019
Learning meets assessment: On the relation between item response theory and Bayesian knowledge tracing
B Deonovic, M Yudelson, M Bolsinova, M Attali, G Maris
Behaviormetrika, 2018
272018
The use of three learning progressions in supporting formative assessment in middle school mathematics
M Arieli-Attali, EC Wylie, MI Bauer
annual meeting of the American Educational Research Association, Vancouver …, 2012
222012
Understanding test takers' choices in a self-adapted test: a hidden Markov Modeling of process data
M Arieli-Attali, L Ou, VR Simmering
Frontiers in psychology 10, 83, 2019
132019
Designing and developing assessments of complex thinking in mathematics for the middle grades
EA Graf, M Arieli-Attali
Theory Into Practice 54 (3), 195-202, 2015
132015
Formative assessment with cognition in mind: The cognitively based assessment of, for and as Learning (CBALTM) research initiative at educational testing service
M Arieli-Attali
Proceeding of the 39th annual conference on Educational Assessment 2, 2013
122013
Expanding the CBAL™ Mathematics Assessments to Elementary Grades: The Development of a Competency Model and a Rational Number Learning Progression
M Arieli‐Attali, G Cayton‐Hodges
ETS Research Report Series 2014 (1), 1-41, 2014
112014
Beyond correctness: development and validation of concept-based categorical scoring rubrics for diagnostic purposes
M Arieli-Attali, Y Liu
Educational Psychology 36 (6), 1083-1101, 2016
92016
An item response approach to calibration of confidence judgments.
Y Attali, D Budescu, M Arieli-Attali
Decision 7 (1), 1, 2020
62020
Validating classifications from learning progressions: framework and implementation
Y Attali, M Arieli‐Attali
ETS Research Report Series 2019 (1), 1-20, 2019
52019
Expanding the CBAL competency model for mathematics assessments and developing a Rational Number learning progression
M Arieli-Attali, GA Cayton-Hodges
Educational Testing Service, Princeton, 2014
52014
Agreement of teachers on evaluating assessments of learning progressions in English language arts and mathematics
P van Rijn, EA Graf, M Arieli‐Attali, Y Song
ETS Research Report Series 2018 (1), 1-25, 2018
42018
Measurement of ability in adaptive learning and assessment systems when learners use on-demand hints
M Bolsinova, B Deonovic, M Arieli-Attali, B Settles, M Hagiwara, G Maris
Applied Psychological Measurement 46 (3), 219-235, 2022
22022
A Preliminary Validity Evaluation of a Learning Progression for the Concept of Function
EA Graf, S Peters, JH Fife, PW van Rijn, M Arieli‐Attali, E Marquez
ETS Research Report Series 2019 (1), 1-38, 2019
22019
Assessment meets learning: On the relation between item response theory and Bayesian knowledge tracing
B Deonovic, M Yudelson, M Bolsinova, M Attali, G Maris
Behaviormetrika, 2018
22018
Self adapted testing as formative assessment: Effects of feedback and scoring on engagement and performance
M Arieli-Attali
Fordham University, 2016
22016
Self adapted testing as formative assessment: Effects of feedback and scoring on engagement and performance
M Arieli-Attali
Fordham University, 2016
22016
HERA: Exploring the Power of Adaptive Scaffolding on Scientific Argumentation and Modelling Competencies in Online Learning Systems
Y Rosen, M Arieli-Attali, S Ward, J Seery, V Simmering, L Ozersky, ...
International Society of the Learning Sciences (ISLS), 2020
12020
Modelling hint requests, response times and response accuracy in adaptive learning systems.
M Bolsinova, B Deonovic, M Arieli-Attali, G Maris
Innovative psychometric, 143-162, 2020
2020
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