Ph.D. · Educational measurement · Educational technology · Jerusalem
Instruments you can defend. Analyses you can explain.
Dr. Ahmad Yousef is an educational measurement researcher and ICT pedagogical instructor at the Israeli Ministry of Education, based in Jerusalem. He develops and validates assessment instruments and rubrics, publishes in SAGE, Frontiers and Springer, and works with universities, researchers and PhD students on instrument validation, quantitative analysis and AI pedagogy.
Who I work with
Measurement and methods support from a researcher who publishes the methods he teaches.
Get through the measurement and results chapters with evidence you understand and can defend.
A co-investigator or validator for instruments, especially cross-cultural and Arabic adaptations.
Workshops, rubrics and assessment evidence for programmes and teaching teams.
Services
Every engagement starts with a short Zoom conversation to understand your study, instrument, data or training need.
Construct definition, item drafting, expert content review, pretesting, pilot administration, factor structure, reliability, and a written validity argument for your methods chapter or manuscript. The same procedure behind my published instruments in SAGE and Frontiers journals.
Criterion-referenced analytic rubrics with clear performance-level descriptors, rater training materials and a reliability study (agreement, kappa, ICC) so scores are consistent across raters and usable as research or programme evidence.
Screen-shared sessions on choosing tests, checking assumptions, planned contrasts and multi-group comparisons, factor analysis, reliability, effect sizes and APA-style reporting. You keep the keyboard and can reproduce every step.
Forward and back translation, expert committee, cognitive interviews, pilot, then psychometric testing including configural, metric and scalar measurement invariance so group comparisons are meaningful. Native Arabic speaker; first author of the Arabic Academic Self-Regulation Questionnaire validation.
A written, reviewer-style critique of a proposal, methods chapter, questionnaire or manuscript: construct-to-item alignment, sampling and design threats, analysis choices and reporting gaps, followed by an optional Zoom debrief.
Evidence-based workshops on responsible use of generative AI in teaching, assessment that stays valid when students use AI, rubric-based feedback and digital-tool integration, built on 200+ workshops delivered for the Ministry of Education.
Sessions on instrument validation in practice, rubric design for STEM and performance assessment, measurement invariance for Arabic-speaking populations, and AI and children's cognitive development.
Joint studies in academic self-regulation and motivation, STEM and robotics competency assessment, cross-cultural validation and AI in education. I bring validated instruments, access to schools and teachers in Jerusalem and quantitative analysis capacity.
Structured mentoring across the dissertation timeline: turning research questions into measurable constructs, designing the study, building or selecting instruments, planning the analysis before data collection and preparing for the defense.
Sessions are held in Arabic or English. Written reports are delivered in English or Arabic. Institutions receive a written scope and terms before work starts.
How it works
Choose a time below and describe your study, instrument, data or training need. You receive a confirmation and a Zoom link by email.
You get an honest assessment of what is needed, how long it takes and, for projects, a short written plan with scope and terms.
Screen-shared working sessions, a written report, a validated instrument or a workshop, depending on what you need.
I help you run and defend your analysis. I do not write dissertations or produce results you cannot explain.
Research
Peer-reviewed work in SAGE, Frontiers and Springer venues. The full record, including 21 verified peer reviews, is on ORCID.
Yousef, A., & Ayyoub, A. (2026). Development and validation of an Arabic version of the Academic Self-Regulation Questionnaire: Implications for advanced academic programming. Journal of Advanced Academics (SAGE). Advance online publication.
Yousef, A., & Othman, A. B. (2025). Challenges of artificial intelligence in the age of distractions: Impacts on education and the cognitive development of children. Ibn Rushd University Journal, Netherlands.
Yousef, A., & Ayyoub, A. (2024). Rubric development and validation for assessing educational robotics skills. Frontiers in Education.
Yousef, A., & Ayyoub, A. (2024). Advancing multi-group comparisons in educational research using planned contrast analysis in JASP. Journal of Averroes University, Holland.
Yousef, A. (2024). The effect of rubric-based instruction on robotics skills and academic self-regulation for middle school Arab students in Jerusalem. Doctoral dissertation, An-Najah National University.
Yousef, A., et al. (2023). “Why do we learn?” Children’s perceptions and future insights. In Education in the Post-COVID-19 Era. Springer.
An Arabic-language adaptation of the Academic Self-Regulation Questionnaire for research on students' motivation and self-regulated learning, including implications for advanced academic programming.
Developed and validated with Arabic-speaking students; published in the Journal of Advanced Academics (SAGE), 2026.
How to cite: Yousef, A., & Ayyoub, A. (2026). Development and validation of an Arabic version of the Academic Self-Regulation Questionnaire: Implications for advanced academic programming. Journal of Advanced Academics (SAGE). Advance online publication. https://doi.org/10.1177/1932202X261474402A criterion-referenced analytic rubric for assessing students' practical educational robotics skills, with rater guidance for consistent scoring in classrooms, competitions and research.
Developed and validated with expert review and inter-rater agreement; published in Frontiers in Education, 2024.
How to cite: Yousef, A., & Ayyoub, A. (2024). Rubric development and validation for assessing educational robotics skills. Frontiers in Education. https://doi.org/10.3389/feduc.2024.1496242About
Dr. Ahmad Yousef holds a Ph.D. in Teaching and Learning (An-Najah National University, 2024) with a specialisation in educational measurement, an MBA (Ono Academic College) and a B.Sc. in Information Technology. He is an ICT pedagogical instructor at the Israeli Ministry of Education, a lecturer at the Pisgah Center for Professional Development in Jerusalem, and a computer science teacher and ICT coordinator at Beit Safafa Comprehensive School.
Over the past decade I have designed, validated and deployed assessment instruments in K-12 technical education, including two published, psychometrically validated instruments: a rubric for practical educational robotics skills and an Arabic version of the Academic Self-Regulation Questionnaire.
Alongside research, I lead the integration of digital tools and AI pedagogy in schools: mentoring ICT coordinators and teachers in more than 60 schools, delivering more than 200 workshops, and running an interactive STEM and robotics curriculum for middle school students.
My current research question: translated instruments are used constantly for group comparison, but their measurement equivalence is rarely tested. I work on closing that gap for Arabic-speaking populations.
FAQ
Answers to what PhD students, researchers and universities usually ask before booking.
Yes. Validation is a chain of evidence, not a single statistic: defining the construct, drafting or adapting items, expert content review, pretesting, a pilot administration, then factor analysis and reliability on a sufficient sample. Dr. Ahmad Yousef helps you plan that chain before data collection, run or interpret the analyses in JASP or SPSS, and write the validity argument your committee and reviewers expect. It is the same procedure behind his published instruments in SAGE and Frontiers journals.
Yes. In a screen-shared Zoom session we check what your design and hypotheses require, test the assumptions, run the analysis together (planned contrasts, multi-group comparisons, factor analysis, reliability, effect sizes) and go through how to report it. You keep the files and can reproduce every step. JASP is free and open source, so you do not need a university SPSS licence.
Alongside you rather than instead of you. Committees expect you to defend every decision at the defense, so sessions are built around you running the analysis with guidance, understanding the output and writing it up in your own words. For institutional projects, such as a department's rubric reliability study, the analysis and report are delivered directly.
Yes. Dr. Ahmad Yousef follows established cross-cultural adaptation guidelines: forward and back translation, an expert committee, cognitive interviews, a pilot and then psychometric testing. When you intend to compare Arabic-speaking participants with another group, he also tests measurement invariance (configural, metric, scalar), because without it group differences may reflect the instrument rather than the people. He is a native Arabic speaker and first author of the Arabic validation of the Academic Self-Regulation Questionnaire (SAGE, 2026).
Use the booking form on this page: choose a preferred date and time, your time zone is detected automatically, and describe your study, instrument, data or training need. You receive a confirmation and a Zoom link by email. If you prefer, write to it.ahmadyousef@gmail.com.
The first Zoom conversation is an intake. You describe what you are working on; Dr. Ahmad Yousef tells you honestly what is needed, roughly how long it takes and whether he is the right person. If it makes sense to continue, you receive a short written plan with scope and terms before anything starts.
Consultations are held over Zoom in Arabic or English; written feedback and reports are provided in English or Arabic. Dr. Ahmad Yousef is based in Jerusalem (UTC+2/+3) and regularly schedules sessions with students and teams in Europe, the Gulf and North America.
Yes. Workshops for faculties, teaching-and-learning centres and school networks cover responsible use of generative AI in teaching, assessment that remains valid when students use AI, rubric-based feedback and digital-tool integration. They draw on more than 200 workshops Dr. Ahmad Yousef has delivered as an ICT pedagogical instructor at the Israeli Ministry of Education, online or on site by arrangement.
Yes. You receive a written, reviewer-style report covering construct-to-item alignment, sampling and design threats, analysis choices and reporting gaps, followed by an optional Zoom debrief. Dr. Ahmad Yousef reviews for SAGE Open, the Journal of Advanced Academics and Frontiers in Education, so the feedback reflects what journal reviewers actually look for.
Yes, particularly in academic self-regulation and motivation, assessment of STEM and educational robotics skills, cross-cultural validation of instruments for Arabic-speaking populations, and AI in education. He can contribute validated instruments, access to schools and teachers in Jerusalem, quantitative analysis and manuscript preparation. Authorship and roles are agreed in writing at the start.
It depends mostly on data collection. Adapting an existing instrument typically takes a few months from translation to a validated version; building a new instrument from scratch usually spans one to two academic terms because of expert review and pilot rounds. A single analysis or review session can usually be booked within a few days.
Book a meeting
Bring your instrument, your data or your draft. Leave with a plan.
