מיכל בלר
מפרסומיה

An evaluation study of the students' selection process at the Hebrew University of Jerusalem. Megamot - Behavioral Sciences Quarterly, 27, 22-36(Hebrew).
On the fair use of psychological tests. Megamot - Behavioral Sciences Quarterly, 28, 42-56 (Hebrew).
An application of decision theoretic model to a quota-free selection problem. Journal of Applied Psychology, 68, 137-146.
Tree versus geometrical representation of tests and items. Applied Psychological Measurement, 14, 1, 13-28.
On the personal interview as means for selection and classification. Megamot - Behavioral Sciences Quarterly, 35, 2-3, 246-259 (Hebrew).
Psychometric and social issues in admissions to Israeli universities. Educational Measurement: Issues and Practice, 13, 2, 12-20.
Psychometric and social issues regarding the process of selecting candidates for Israeli universities. Megamot - Behavioral Sciences Quarterly, 36, 1, 88-108 (Hebrew).
Admissions to higher education in Israel: Facts versus illusions (a reply to Ayalon and Yogev). Megamot - Behavioral Sciences Quarterly, 36, 1, 123-130 (Hebrew).
Translated versions of Israel's inter-university Psychometric Entrance Test (PET). In T. Oakland, and R. K. Hambleton (eds.). (pp. 207-218). International Perspectives on Academic Assessment, Boston: Kluwer.
Admission to higher education: Current dilemmas and proposed solutions. In T. Kellaghan (ed.). Admission to Higher Education: Issues and Practice. Selected papers from the 18th Annual Conference of the International Association of Educational Assessment. (pp. 25-37). Princeton, NJ: International Association for Educational Assessment.
Comparing the utility of two procedures for admitting students to Liberal Arts: An application of decision-theoretic models. Educational and Psychological Measurement, 56, 1, 90-107.
The 1991 International Assessment of Educational Progress in mathematics and sciences: The gender differences perspective. Journal of Educational Psychology, 88, 2, 365-377.
Integrating new technologies in distance education: Pedagogical, social and technological aspects. In Y.J., Katz, D. Millin, and B. Offir (eds.). The Impact of Information Technology: From Practice to Curriculum. (pp. 69-76). London: Chapman & Hall.
At the crossroads of lifelong learning and information technology: A challenge facing leading universities. Journal of Computer Mediated Communication (JCMC). http://www.ascusc.org/jcmc/vol4/issue2/beller.html
Can item format (multiple-choice vs. open-ended) account for gender differences in mathematics achievement? Sex Roles, 42, 1-2.
Admissions policy to higher education in Israel: Educational, social and Political Dilemmas. A special issue on assessment at the school-university transition: upper secondary examinations in an age of mass higher education. Assessment in Education. 8, 3,317-337
Learning technologies at the service of higher education:
Trends and opportunities. WORK: A Journal of Prevention, Assessment and Rehabilitation, 20, 23-33.
Constructing, adapting, and validating admissions tests in multiple languages: The Israeli case. In Hambleton, R. K., Merenda, P., & Spielberger, C. (eds.). Adapting Educational and Psychological Tests for Cross-Cultural Assessment. Hillsdale, NJ: Lawrence Erlbaum Associates. (pp. 297-20).
Test Bias. In Hambleton R. (Ed.), Encyclopedia of Statistics in Behavioral Science. Wiley. http://www.wiley.com/legacy/wileychi/eosbs/contributors.html
Assessment in the Service of Learning. Hed Hachinuc (Hebrew).
Teacher evaluation model in Israel. Hed Hachinuch, (Hebrew)
Technologies in Large-Scale Assessments: New Directions, Challenges, and Opportunities. In Von Davier, M., Gonzalez, E., Kirsch, I., Yamamoto, K. (eds.). The Role of International Large-Scale Assessments: Perspectives from Technology, Economy, and Educational research. Springer (pp. 25-45).