Profile

2021

• Gebril, Attta. (2021). Learning-oriented language assessment: Putting theory into practice. New York: Routledge.
• Gebril, A. (2021). Learning-oriented assessment: Mai questions and an overview. In A. Gebril, Learning-oriented language assessment: Putting theory into practice. New York: Routledge.
• Gebril, A. (2021). Nation-wide assessment reform in Egypt: Challenges and potentials of learning-oriented assessment in an examinations-based instructional setting. In A. Gebril, Learning-oriented language assessment: Putting theory into practice. New York: Routledge.

2020

• Gebril, A., & G. Brown. (2020). Quality of feedback in TESOL: A learning-oriented assessment perspective. In J. Agudo (Ed.), Quality in TESOL and teacher education: From results culture to quality culture. New York: Routledge.
• Gebril, A. (2020). The interface between teaching, research, and service: An interview with Jim Purpura. Language Assessment Quarterly, 17(3), 316-326.

2019

• Gebril, A. (2019). Assessment in secondary schools in Egypt. In Bloomsbury Education and childhood studies.  London: Bloomsbury
• Brown, G., Gebril, A., & Michaelides, M. (2019). Teachers’ conceptions of assessment: A global phenomenon or a global localism. Frontiers in Education, 4, 1-13. https://doi.org/10.3389/feduc.2019.00016
• Plakans, L., Gebril, A., & Bilki, Z. (2019). Shaping a score: The impact of fluency, accuracy, and complexity on integrated skills performances. Journal of Language Testing, 36 (2), 161–179.
• Gebril, A. (2019). Assessment in primary schools in Egypt. In Bloomsbury Education and childhood studies.  London: Bloomsbury.
• Gebril, A. (2019). Assessment in higher education in Egypt. In Bloomsbury Education and childhood studies.  London: Bloomsbury.
• Gebril, A., & Hidri, S. (2019). Language assessment in the Middle East and North Africa. Arab Journal of Applied Linguistics, 4 (2). (Guest editor)

2018

• Ohta, R., Plakans, L., & Gebril, A. (2018). Integrated writing scores based on holistic and multi-trait scales: A generalizability analysis. Assessing Writing, 18, 21-36. https://doi.org/10.1016/j.asw.2018.08.001
• Gebril, A. (2018). Test preparation in the accountability era: Toward a learning-oriented approach. TESOL Journal, 9 (1), 4-16. DOI: 10.1002/tesj.30
• Brown, G., Gebril, A., Michaelides, M., &, Remesal, A.  (2018). Assessment as an emotional practice: emotional challenges faced by L2 teachers within assessment. In J. Agudo (Ed.), Emotions in second language teaching: Professional challenges and teacher education (pp. 205-222). London: Springer.
• Gebril, A. (2018). Integrated-Skills Assessment. In John Liontas (Ed.), The TESOL encyclopedia of English language teaching.  Malden, MA: Wiley-Blackwell.
• Gebril, A., Boraie, D., & Arrigoni, E. (2018). Assessment literacy. In John Liontas (Ed.), The TESOL encyclopedia of English language teaching.  Malden, MA: Wiley-Blackwell.
• Boraie, D., Gebril, A., Gabriel, R. (2018). The interface between religious values and language pedagogy in Egypt: What do teachers think? In Mary Shepard Wong and Ahmar Mahboob (Eds.), Spirituality and language teaching: Religious explorations of teacher identity, pedagogy, context, and content (pp. 151-171). Bristol, UK: Multilingual Matters.
• Gebril, A.  (2018). Arabic language teachers’ conceptions of assessment. In A. Benmamoun and R. Bassiouney (Eds.), The Routledge handbook of Arabic linguistics (pp. 560-574). New York: Routledge.

2017

• Gebril, Atta. (2017). Applied linguistics in the Middle East and North Africa: Current practices and future directions. Amsterdam: John Benjamins.
• Coombe, C., Davidson, P., Gebril. A., Boraie, D., & Hidri, S. (2017). Language assessment in the Middle East and North Africa: Theory, practice, and future trends. Dubai: TESOL Arabia.
• Gebril, A. (2017). Applied linguistics research in the Middle East and North Africa: An Overview. In A. Gebril (Ed.), Applied Linguistics Research in the Middle East and North Africa: Current practices and future directions. Amsterdam: John Benjamins.
• Gebril, A. (2017). Applied linguistics in the MENA countries: A Research agenda. In A. Gebril (Ed.), Applied Linguistics Research in the Middle East and North Africa: Current practices and future directions. Amsterdam: John Benjamins.
• Gebril, A., & Eid, Michael. (2017). Test preparation beliefs and practices: A teacher’s perspective. Language Assessment Quarterly, 14 (4), 360-379.
• Plakans, L., & Gebril, A. (2017). An assessment perspective on argumentation in writing. Journal of Second Language Writing, 36, 85-86.
• Plakans, L. & Gebril, A. (2017). Exploring the relationship of organization and connection with scores in integrated writing assessment. Assessing Writing, 31, 98-112.
• Gebril, A. (2017). Language teachers’ conceptions of assessment: An Egyptian perspective. Teacher Development, 21(1), 81-100.

2016

• Gebril, A. & Plakans, L. (2016). Source-based tasks in L2 writing assessment: Lexical diversity, textual borrowing and proficiency. Journal of English for Academic Purposes (JEAP), 24, 78-88.
• Crusan, D., Plakans, L., & Gebril, A. (2016). Writing assessment literacy: Teachers' knowledge, beliefs, and practices. Assessing Writing Journal, 28, 43-56.
• Gebril, A., Boraie, D., Arriogni, E. (2016). Assessment literacy training for English language educators in Egypt. In S.V. Aryadous and J. Fox (Eds.), Current Trends in Language Testing in the Pacific Rim and the Middle East: Policies, Analyses, and Diagnoses (pp. 416-437). Cambridge: Cambridge Scholars Publishing.
• Gebril, A. (2016). Educational assessment in Muslim countries: Values, polices, and practices. In G. T. L. Brown & L. R. Harris (Eds.), Handbook of Human and Social Conditions in Assessment (pp. 420-435). New York: Routledge.
• Boraie, Deena, & Gebril, Atta. (2016). Proceedings of the 19th and 20th NileTESOL /AUC Conference. Cairo: Nile TESOL.

2015

• Boraie, D., & Gebril, A. (2015). Writing effective research questions. In J.D. Brown & C. Coombe (Eds.), The Cambridge guide to language research (pp. 190-197). Cambridge: University of Cambridge Press. 
• Plakans, Lia, & Gebril, Atta. (2015). Assessment myths: Applying second language research to classroom teaching. Ann Arbor, Michigan: The University of Michigan Press.

2014

• Gebril, A. & Plakans, L. (2014). Assembling validity evidence for assessing academic writing: Rater reactions to integrated tasks. Assessing Writing, 21 (2), 56-73. https://doi.org/10.1016/j.asw.2014.03.002
• Gebril, A., & Brown, G.T.L. (2014). The effect of high-stakes examination systems on teacher beliefs: Egyptian Teachers’ Conceptions of Assessment. Assessment in Education: Principles, Policy, and Practice, 21 (1), 16-33.
• Gebril, A. & Hozayin, R. (2014). Assessing English in the Middle East and North Africa. In Antony Kunnan (Ed.), The companion to language assessment: Assessment around the world (pp. 1649- 1658). Malden, MA: Wiley-Blackwell.
• Gebril, A. & Taha-Tamure, H. (2014). Assessing Arabic. In Antony Kunnan (Ed.), The companion to language assessment (pp. 1781-1789). Malden, MA: Wiley-Blackwell.
• Boraie, Deena, & Gebril, Atta. (2014). Navigating a way forward: Innovating and e-innovating in TESOL. Cairo: Nile TESOL.

 2013

• Gebril, A. (2013). Generalizability theory in language assessment. In C. Chapelle (Ed.), The Encyclopedia of Applied Linguistics (pp. 2252–9). Malden, MA: Wiley-Blackwell.
• Plakans, L. & Gebril, A. (2013).Using multiple texts in an integrated writing assessment: Source text use as a predictor of score. Journal of Second Language Writing, 22, 217-230. 
• Gebril A. & Plakans, L. (2013). Towards a transparent construct of reading-to-write assessment tasks: The interface between discourse features and proficiency. Language Assessment Quarterly, 10 (1), 9-27 - A Special Issue on the Use of Integrated Writing Tasks in Language Assessment. DOI: 10.1080/15434303.2011.642040
• Boraie, Deena, & Gebril, Atta. (2013). Revolutionizing TESOL: Techniques and strategies. Cairo: Nile TESOL

2012

• Plakans, L. & Gebril, A.  (2012). A close investigation of source use in integrated writing tasks. Assessing Writing, 17(1), 18-34.

2010

• Gebril, A. (2010). Bringing reading-to-write and writing-only assessment tasks together: A generalizability analysis. Assessing Writing, 15, 100-117.
• Gebril, A. (2010). Reading-to-write assessment tasks: Fundamental issues in reliability, validity, and task development. In Arshad Samad & Sharifah Rahman, Readings in professional development in teaching English as a second language, pp 89-106.  Selangor, Malaysia: Universiti Putra Malaysia Press.

2009

• Gebril, A. (2009). Score generalizability of academic writing tasks: Does one test method fit t all? Journal of Language Testing, 26, 507-531.  doi: 10.1177/0265532209340188
• Gebril, A. & Plakans, L. (2009). Investigating source use, discourse features, and process in integrated writing tests. Spaan Fellow Working Papers in Second / Foreign Language Assessment 7, 47-84. Ann Arbor: The University of Michigan.
• Gebril, A. (2009). ACTFL and ILR oral proficiency interviews: A tale of two scales. In C. Coombe, P. Davidson, & D. Lloyd. The fundamentals of language assessment: A practical guide for teachers, 2nd edition, pp. 132-146. Dubai, UAE: TESOL Arabia Publications.
• Gebril, A. (2009). Assessing speaking through oral proficiency interviewing: A panacea for our testing dilemma? Proceedings of the UAE University 10th Annual Conference, Alain, UAE.
• Gebril, Atta. (2009). Score generalizability in writing assessment: The interface between applied linguistics and psychometrics research. Saarbruecken, Germany: VDM Verlag Dr. Müller.

PhD, 2006, The University of Iowa, Iowa City, IA

• Assessment in Lang Learning
• Proposal Writing
• Research Methods in Applied Linguistics

• Scopus award as the most highly cited researcher in the field of education in Egypt from  Elservier & Egyptian Knowledge bank (October 2019)
• George Forster Research Fellowship for Experienced Researchers, Humboldt Foundation, Germany (2021-2024).
• The 2017 Best Article in the Field of Language Testing Award. The International Language Testing Association (ILTA).
• Founding chair of the International Perspectives on Assessing World Languages (IPAWL) Conference.
• Founding chair of the International Language Assessment Conference in Egypt (ILACE).
• Founding chair of the Testing, Assessment, and Evaluation (TEA) Special Interest Group at Nile TESOL.
• Finalist, The 2014 Best Article in the Field of Language Testing Award. The International Language Testing Association (ILTA).
• Honorable Mention. JSLW Award for the Best Article Published in 2013.Journal of Second Language Writing, 2014.

• Member, TOEFL Committee of Examiner (COE) (2021-2025), Educational Testing Service (ETS).
• Member, Nomination Committee for the Foreign Language Teaching Assistants (FLTA) Program at Fulbright (September 2019)
• Chair, the 2nd International Perspectives on Assessing World Languages (IPAWL), The American University in Cairo, Egypt. (January 2020).
• Founding Chair, The First International Perspectives on Assessing World Languages (IPAWL), The American University in Cairo, Egypt. (January 2019).
• International Language Testing Association (ILTA) Best Article Award Selection Committee Chair (2019).
• International Language Testing Association (ILTA) P-CLASS  Committee member (2020).
• International Language Testing Association (ILTA) Nominating Committee member (2017-2018).
• International Language Testing Association (ILTA) Membership Committee member (2018- until now)
• Member, Selection committee, the Fulbright Egyptian Student Program (September, 2016)
• Founding Chair, The First International Language Assessment Conference in Egypt (ILACE), The American University in Cairo, Egypt. (Sep. 2- Sep.3 , 2015).

• Consultant, UNICEF and Save the Children Whole of Syria Project: Early Literacy Assessment for Syrian Refugees (2018-2019).
• Member, Scientific Council for Language Testing​​ (SCLT) at the National Center for Assessment in Higher Education (Qiyas), Saudi Arabia.
• Advisory board member, Standardized Arabic Proficiency Test (SAPT), The American University in Cairo (2015-2016). 
• Consultant, the Australian Council for Educational Research (ACER) (2012-2017).
•  Consultant, UAE Ministry of Higher Education and Scientific Research: Arabic admission test for the UAE federal universities (2008-2010).
• Consultant, Al Ayn Proficiency Test, University General Requirements Unit (UGRU), The United Arab Emirates University (2008-2010). 
• Consultant, Second Language Testing International Inc. in (2007-2012).
• Reviewer of the Defense Language Proficiency Test 5 (DLP5) in 2007
• Certified ACTFL and ILR OPI interviewer