Log in

Relevant bibliographies by topics / Multiple choice assessment / Journal articles

To see the other types of publications on this topic, follow the link: Multiple choice assessment.

Journal articles on the topic 'Multiple choice assessment'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Multiple choice assessment.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Panchal, Padamjeet, Bheem Prasad, and Sarita Kumari. "MULTIPLE CHOICE QUESTIONS - ROLE IN ASSESSMENT OF COMPETENCY OF KNOWLEDGE IN ANATOMY." International Journal of Anatomy and Research 6, no. 2.1 (2018): 5156–62. http://dx.doi.org/10.16965/ijar.2018.143.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Brady, Anne-Marie. "Assessment of learning with multiple-choice questions." Nurse Education in Practice 5, no. 4 (2005): 238–42. http://dx.doi.org/10.1016/j.nepr.2004.12.005.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Briggs, Derek, Alicia Alonzo, Cheryl Schwab, and Mark Wilson. "Diagnostic Assessment With Ordered Multiple-Choice Items." Educational Assessment 11, no. 1 (2006): 33–63. http://dx.doi.org/10.1207/s15326977ea1101_2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Hassmen, Peter, and Darwin P. Hunt. "Human Self-Assessment in Multiple-Choice Testing." Journal of Educational Measurement 31, no. 2 (1994): 149–60. http://dx.doi.org/10.1111/j.1745-3984.1994.tb00440.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Brennan, Timothy J. "A Methodological Assessment of Multiple Utility Frameworks." Economics and Philosophy 5, no. 2 (1989): 189–208. http://dx.doi.org/10.1017/s0266267100002388.

Full text

Abstract:

One of the fundamental components of the concept of economic rationality is that preference orderings are “complete,” i.e., that all alternative actions an economic agent can take are comparable (Arrow, 1951; De-breu, 1959). The idea that all actions can be ranked may be called the single utility assumption. The attractiveness of this assumption is considerable. It would be hard to fathom what choice among alternatives means if the available alternatives cannot be ranked by the chooser in some way. In addition, the efficiency criterion makes sense only if one can infer that an individual's cho

APA, Harvard, Vancouver, ISO, and other styles

6

Bodon’i, Marina A., and Vladimir A. Plaksin. "MULTIPLE CHOICE TESTS AS A FORMATIVE ASSESSMENT TOOL." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 2 (2020): 42–46. http://dx.doi.org/10.34216/2073-1426-2020-26-2-42-46.

Full text

Abstract:

The article discusses the problem of using multiple choice tests as a means of formative assessment. As a rule, this type of assessing materials is correlated with summarising assessment; however, as the analysis of theoretical sources has shown, the use of multiple choice tests for training allows us to realise the goals of formative assessment. During the study, the main aspects of the use of multiple choice tests in the course of assessment of learning and in the course of assessment for learning were compared, after which the requirements for multiple choice tests for formative assessment

APA, Harvard, Vancouver, ISO, and other styles

7

To, Christina, and Jason Napolitano. "A multiple choice answer?" Journal of Hospital Medicine 6, no. 3 (2010): 171–72. http://dx.doi.org/10.1002/jhm.778.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Shaban, Sami, Margaret Elzubeir, and Mohammed Al Houqani. "Online assessment standard setting for multiple choice questions." International Journal of Medical Education 7 (May 5, 2016): 142–43. http://dx.doi.org/10.5116/ijme.5715.3481.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Nickerson, Raymond S., Susan F. Butler, and Michael T. Carlin. "Knowledge assessment: Squeezing information from multiple-choice testing." Journal of Experimental Psychology: Applied 21, no. 2 (2015): 167–77. http://dx.doi.org/10.1037/xap0000041.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Cust, Michael P. "APPENDIX: Urinary Incontinence: Self-assessment Multiple-Choice Questions." Best Practice & Research Clinical Obstetrics & Gynaecology 14, no. 2 (2000): A1—A12. http://dx.doi.org/10.1053/beog.2000.0114.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Iqbal, Muhammad Zafar, Shumaila Irum, and Muhammad Sohaib Yousaf. "MULTIPLE CHOICE QUESTIONS;." Professional Medical Journal 24, no. 09 (2017): 1409–14. http://dx.doi.org/10.29309/tpmj/2017.24.09.824.

Full text

Abstract:

Objectives: The main objective of this study was to judge the quality of MCQs interms of their cognition level and item writing flaws, developed by the faculty of a public sectormedical college. Setting: This study was conducted in Sheikh Zayed Medical College, RahimYar Khan. Duration with Dates: Data was collected between June 2014 to March 2015 andthis study was completed in July 2016. Sample Size: A sample of 500 MCQs collected from25 faculty members were included in the study. Study Design: Quantitative method. StudyType: Cross sectional descriptive analysis. Material and Methods: This qua

APA, Harvard, Vancouver, ISO, and other styles

12

Winarti, Atiek, and Al Mubarak. "Rasch Modeling: A Multiple Choice Chemistry Test." Indonesian Journal on Learning and Advanced Education (IJOLAE) 2, no. 1 (2019): 1–9. http://dx.doi.org/10.23917/ijolae.v2i1.8985.

Full text

Abstract:

The study aimed to reveal the difficulty level of items and the suitability of items of Chemistry test with the Rasch model. In addition to detecting this item quality, the Rasch model shows the student's answer pattern as well, so that the assessment can imply the quality of the instrument as an assessment of chemical learning. As many as 20 numbers of multiple-choice questions in chemical bonding material were analyzed by using WINSTEPS 3.73. The samples consisted of 200 senior high school students in Banjarmasin Indonesia. The results revealed that the average item measure was 0.00 with ite

APA, Harvard, Vancouver, ISO, and other styles

13

Tetali, Dharma Reddy. "AUTOMATED COURSE OUTCOMES ASSESSMENT FOR MULTIPLE CHOICE QUESTIONS(AUTO_ASSESS)." International Journal of Advanced Research in Computer Science 8, no. 9 (2017): 189–92. http://dx.doi.org/10.26483/ijarcs.v8i9.4942.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Rød, Jan ketil, Sveinung Eiksund, and Olav Fjær. "Assessment based on exercise work and multiple-choice tests." Journal of Geography in Higher Education 34, no. 1 (2010): 141–53. http://dx.doi.org/10.1080/03098260903062039.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Moss, Edward. "Multiple choice questions: their value as an assessment tool." Current Opinion in Anaesthesiology 14, no. 6 (2001): 661–66. http://dx.doi.org/10.1097/00001503-200112000-00011.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Santhanavijayan, A., S. R. Balasundaram, S. Hari Narayanan, S. Vinod Kumar, and V. Vignesh Prasad. "Automatic generation of multiple choice questions for e-assessment." International Journal of Signal and Imaging Systems Engineering 10, no. 1/2 (2017): 54. http://dx.doi.org/10.1504/ijsise.2017.084571.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Vinod Kumar, S., V. Vignesh Prasad, A. Santhanavijayan, S. R. Balasundaram, and S. Hari Narayanan. "Automatic generation of multiple choice questions for e-assessment." International Journal of Signal and Imaging Systems Engineering 10, no. 1/2 (2017): 54. http://dx.doi.org/10.1504/ijsise.2017.10005435.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Crane, Kathleen R. "SYSTEMATIC ASSESSMENT OF LEARNING OUTCOMES: DEVELOPING MULTIPLE-CHOICE EXAMS." CIN: Computers, Informatics, Nursing 20, no. 4 (2002): 127–28. http://dx.doi.org/10.1097/00024665-200207000-00002.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Nedeau-Cayo, Rosemarie, Deborah Laughlin, Linda Rus, and John Hall. "Assessment of Item-Writing Flaws in Multiple-Choice Questions." Journal for Nurses in Professional Development 29, no. 2 (2013): 52–57. http://dx.doi.org/10.1097/nnd.0b013e318286c2f1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

&NA;. "Assessment of Item-Writing Flaws in Multiple-Choice Questions." Journal for Nurses in Professional Development 29, no. 2 (2013): E1—E2. http://dx.doi.org/10.1097/nnd.0b013e31828d1108.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Nargund, G. "APPENDIX: Implantation and Miscarriage: Self-assessment Multiple Choice Questions." Best Practice & Research Clinical Obstetrics & Gynaecology 14, no. 5 (2000): A1—A10. http://dx.doi.org/10.1053/beog.2000.0126.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Foong, L. C. "APPENDIX: Chronic Pelvic Pain: Self-assessment Multiple Choice Questions." Best Practice & Research Clinical Obstetrics & Gynaecology 14, no. 3 (2000): A1—A12. http://dx.doi.org/10.1053/beog.2000.0130.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Fankhauser, Karen. "Systematic Assessment of Learning Outcomes: Developing Multiple-Choice Exams." Journal of Continuing Education in Nursing 34, no. 5 (2003): 236–37. http://dx.doi.org/10.3928/0022-0124-20030901-14.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Samuel, Thomas, Razia Azen, and Naira Campbell-Kyureghyan. "Evaluation of Learning Outcomes Through Multiple Choice Pre- and Post-Training Assessments." Journal of Education and Learning 8, no. 3 (2019): 122. http://dx.doi.org/10.5539/jel.v8n3p122.

Full text

Abstract:

Training programs, in industry, are a common way to increase awareness and change the behavior of individuals. The most popular way to determine the effectiveness of the training on learning outcomes is to administer assessments with Multiple Choice Questions (MCQ) to the participants, despite the fact that in this type of assessment it is difficult to separate true learning from guessing. This study specifically aims to quantify the effect of the inclusion of the &lsquo;I don&rsquo;t know&rsquo; (IDK) option on learning outcomes in a pre-/post-test assessment construct by introduc

APA, Harvard, Vancouver, ISO, and other styles

25

Moreno, Rafael, Rafael J. Martínez, and José Muñiz. "New Guidelines for Developing Multiple-Choice Items." Methodology 2, no. 2 (2006): 65–72. http://dx.doi.org/10.1027/1614-2241.2.2.65.

Full text

Abstract:

The rigorous construction of items constitutes a field of great current interest for psychometric researchers and practitioners. In previous studies we have reviewed and analyzed the existing guidelines for the construction of multiple-choice items. From this review emerged a new proposal for guidelines that is now, in the present work, subjected to empirical assessment. This assessment was carried out by users of the guidelines and by experts in item construction. The results endorse the proposal for the new guidelines presented, confirming the advantages in relation to their simplicity and e

APA, Harvard, Vancouver, ISO, and other styles

26

Reardon, Sean Fitzpatrick, Kate Scott, and John Verre. "Symposium: Equity in Educational Assessment." Harvard Educational Review 64, no. 1 (1994): 1–5. http://dx.doi.org/10.17763/haer.64.1.30t3h163v1327230.

Full text

Abstract:

Testing and assessment are increasingly the levers of choice for educational reform in the United States today. The last two decades have seen an enormous rise in the attention and money devoted to testing and assessing students, and current proposals for a system of national standards and assessments, such as the Clinton administration's Goals 2000 legislation, promise more of the same. In this symposium, "Equity in Educational Assessment," the Harvard Educational Review examines the relationship between new assessment policies and issues of educational equity. Two assumptions about assessmen

APA, Harvard, Vancouver, ISO, and other styles

27

Adiga, Manoor Narasimha Sachidananda, Swathi Acharya, and Rajendra Holla. "Item Analysis of Multiple-Choice Questions in Pharmacology in an Indian Medical School." Journal of Health and Allied Sciences NU 11, no. 03 (2021): 130–35. http://dx.doi.org/10.1055/s-0041-1722822.

Full text

Abstract:

Abstract Introduction Student assessment by multiple-choice questions (MCQs) is an integral part of student evaluation in medicine. The medical teacher should be trained to construct an item with proper stem and valid options. Periodic item analyses will make the process of assessment more meaningful. Hence, we conducted the study to analyze MCQs (item analysis) tested on a batch of MBBS students in pharmacology in their three internal assessment examinations. Methods The study was conducted in the Department of Pharmacology of a medical college in Mangaluru on 150 students. The MCQs of the th

APA, Harvard, Vancouver, ISO, and other styles

28

Vlazneva, Svetlana, and Olga Androsova. "Multiple-choice questions and essays in assessing economics." SHS Web of Conferences 99 (2021): 01032. http://dx.doi.org/10.1051/shsconf/20219901032.

Full text

Abstract:

The article is devoted to assessment tools in teaching economics. The authors distinguish and define four levels of understanding economics: elementary, intermediate, systemic and creative. They describe multiple choice questions and essay questions as two possible assessment tools in teaching economics. Multiple-choice questions are represented as the most popular testing format. The advantages of multiple-choice questions include low grading costs, perceived objectivity and availability of comparative analysis. The authors have developed multiple-choice tests, which measure students’ knowled

APA, Harvard, Vancouver, ISO, and other styles

29

Leleu, Xavier, Maria-Victoria Mateos, Michel Delforge, et al. "Assessment of Multiple Myeloma Patient Preferences on Treatment Choices: An International Discrete Choice Study." Blood 126, no. 23 (2015): 2086. http://dx.doi.org/10.1182/blood.v126.23.2086.2086.

Full text

Abstract:

Abstract Introduction: Patients' individual preferences for specific treatment attributes are an important factor to consider in treatment decisions. This area of research is relatively underexplored for patients with multiple myeloma (MM). Aims: To understand MM patients' strength of preference for method of administration and for avoiding specific adverse events (AEs). Methods: AEs were selected from trials of MM treatments used globally across the disease course: lenalidomide (FIRST, MM-009/010), bortezomib (VISTA, APEX, MMY-3021), thalidomide (IFM 99-06), pomalidomide (MM-003), and carfilz

APA, Harvard, Vancouver, ISO, and other styles

30

Tetteh, Godson Ayertei, and Frederick Asafo-Adjei Sarpong. "Influence of type of assessment and stress on the learning outcome." Journal of International Education in Business 8, no. 2 (2015): 125–44. http://dx.doi.org/10.1108/jieb-05-2015-0015.

Full text

Abstract:

Purpose – The purpose of this paper is to explore the influence of constructivism on assessment approach, where the type of question (true or false, multiple-choice, calculation or essay) is used productively. Although the student’s approach to learning and the teacher’s approach to teaching are concepts that have been widely researched, few studies have explored how the type of assessment (true or false, multiple-choice, calculation or essay questions) and stress would manifest themselves or influence the students’ learning outcome to fulfill Bloom’s taxonomy. Multiple-choice questions have b

APA, Harvard, Vancouver, ISO, and other styles

31

Simpson, N. C. "Partial credit in multiple-choice exams: improving large-scale assessment of multiple constituencies." International Journal of Intercultural Information Management 1, no. 3 (2009): 233. http://dx.doi.org/10.1504/ijiim.2009.025367.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Crisp, G. T., and E. J. Palmer. "Engaging academics with a simplified analysis of their multiple-choice question (MCQ) assessment results." Journal of University Teaching and Learning Practice 4, no. 2 (2007): 31–50. http://dx.doi.org/10.53761/1.4.2.4.

Full text

Abstract:

The appropriate analysis of students’ responses to an assessment is an essential step in improving the quality of the assessment itself as well as staff teaching and student learning. Many academics are unfamiliar with the formal processes used to analyze assessment results; the standard statistical methods associated with analyzing the validity and reliability of an assessment are perceived as being too difficult for academics with a limited understanding of statistics. This inability of academics to apply conventional statistical tools with authority often makes it difficult for them to make

APA, Harvard, Vancouver, ISO, and other styles

33

&NA;. "How to take MULTIPLE-CHOICE TESTS." Nursing 22, no. 10 (1992): 117–32. http://dx.doi.org/10.1097/00152193-199210000-00037.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Kniveton, Bromley H. "A correlational analysis of multiple-choice and essay assessment measures." Research in Education 56, no. 1 (1996): 73–84. http://dx.doi.org/10.1177/003452379605600106.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Liu, Ou Lydia, Hee-Sun Lee, and Marcia C. Linn. "An Investigation of Explanation Multiple-Choice Items in Science Assessment." Educational Assessment 16, no. 3 (2011): 164–84. http://dx.doi.org/10.1080/10627197.2011.611702.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Davis, Cheryl J., Michele D. Brock, Kristin McNulty, Mary L. Rosswurm, Benjamin Bruneau, and Thomas Zane. "Efficiency of forced choice preference assessment: Comparing multiple presentation techniques." Behavior Analyst Today 10, no. 3-4 (2010): 440–55. http://dx.doi.org/10.1037/h0100682.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Heck, Ronald H., and Marian Crislip. "Direct and Indirect Writing Assessments: Examining Issues of Equity and Utility." Educational Evaluation and Policy Analysis 23, no. 1 (2001): 19–36. http://dx.doi.org/10.3102/01623737023001019.

Full text

Abstract:

Performance tests are increasingly used as alternatives to, or in connection with, standardized multiple-choice tests as a means of assessing student learning and school accountability. Besides their proposed equity advantages over multiple-choice tests in measuring student learning across groups of students, performance assessments have also been viewed as having greater utility for monitoring school progress because of their proposed closer correspondence to the curriculum that is actually taught. We examined these assumptions by comparing third-grade student performance on a performance-bas

APA, Harvard, Vancouver, ISO, and other styles

38

Heck, Ronald H., and Marian Crislip. "Direct and Indirect Writing Assessments: Examining Issues of Equity and Utility." Educational Evaluation and Policy Analysis 23, no. 3 (2001): 275–92. http://dx.doi.org/10.3102/01623737023003275.

Full text

Abstract:

Performance tests are increasingly used as alternatives to, or in connection with, standardized multiple-choice tests as a means of assessing student learning and school accountability. Besides their proposed equity advantages over multiple-choice tests in measuring student learning across groups of students, performance assessments have also been viewed as having greater utility for monitoring school progress because of their proposed closer correspondence to the curriculum that is actually taught. We examined these assumptions by comparing third-grade student performance on a performance-bas

APA, Harvard, Vancouver, ISO, and other styles

39

Wilkie, Richard M., Clare Harley, and Catriona Morrison. "High Level Multiple Choice Questions in Advanced Psychology Modules." Psychology Learning & Teaching 8, no. 2 (2009): 30–36. http://dx.doi.org/10.2304/plat.2009.8.2.30.

Full text

Abstract:

Traditional approaches to assessing students assume that multiple choice questions (MCQs) are adequate in assessing only basic, low-level knowledge at the early stages of the higher education (HE) curriculum. Increasingly, however, teachers of HE across a variety of subject areas are keen to explore the opportunities for developing higher-level MCQ formats for assessing more advanced stages of the curriculum. This has many benefits: students are unable to question-spot and are required to demonstrate a breadth as well as a depth of knowledge, tests can be administered electronically, and becau

APA, Harvard, Vancouver, ISO, and other styles

40

Loftis, J. Robert. "Beyond Information Recall." American Association of Philosophy Teachers Studies in Pedagogy 5 (2019): 89–122. http://dx.doi.org/10.5840/aaptstudies2019121144.

Full text

Abstract:

Multiple-choice questions have an undeserved reputation for only being able to test student recall of basic facts. In fact, well-crafted mechanically gradable questions can measure very sophisticated cognitive skills, including those engaged at the highest level of Benjamin Bloom’s taxonomy of outcomes. In this article, I argue that multiple-choice questions should be a part of the diversified assessment portfolio for most philosophy courses. I present three arguments broadly related to fairness. First, multiple-choice questions allow one to consolidate subjective decision making in a way that

APA, Harvard, Vancouver, ISO, and other styles

41

Mustikasari, Vita Ria, Munzil Munzil, and Lia Puji Lestari. "Pengembangan Instrumen Penilaian Kemampuan Berpikir Tingkat Tinggi Materi Sistem Pendengaran dan Sonar SMP." JURNAL EKSAKTA PENDIDIKAN (JEP) 2, no. 2 (2018): 116. http://dx.doi.org/10.24036/jep/vol2-iss2/212.

Full text

Abstract:

The aim of this study is to produce a higher-order thinking skills assessment instrument on the material of the hearing and sonar system for Junior high school students that are valid and reliable. Indicators of higher-order thinking skills (IKBTT) are developed based on the cognitive dimension of Bloom's Taxonomy which includes the skills to analyze (C4), evaluate (C5) and create (C6). The assessment instrument developed was a multiple choice test with open reasons. Multiple choice test with open reason is a multiple choice question with four answer choices completed with the reason for choos

APA, Harvard, Vancouver, ISO, and other styles

42

McKenna, Peter. "Multiple choice questions: answering correctly and knowing the answer." Interactive Technology and Smart Education 16, no. 1 (2019): 59–73. http://dx.doi.org/10.1108/itse-09-2018-0071.

Full text

Abstract:

PurposeThis paper aims to examine whether multiple choice questions (MCQs) can be answered correctly without knowing the answer and whether constructed response questions (CRQs) offer more reliable assessment.Design/methodology/approachThe paper presents a critical review of existing research on MCQs, then reports on an experimental study where two objective tests (using MCQs and CRQs) were set for an introductory undergraduate course. To maximise completion, tests were kept short; consequently, differences between individuals’ scores across both tests are examined rather than overall averages

APA, Harvard, Vancouver, ISO, and other styles

43

Smith, Linda S. "How to write better multiple-choice questions." Nursing 48, no. 11 (2018): 14–17. http://dx.doi.org/10.1097/01.nurse.0000546471.79886.85.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Retnawati, Heri. "Proving content validity of self-regulated learning scale (The comparison of Aiken index and expanded Gregory index)." Research and Evaluation in Education 2, no. 2 (2016): 155. http://dx.doi.org/10.21831/reid.v2i2.11029.

Full text

Abstract:

This study aims to prove the content validity of the self-regulated learning (SRL) scale using Likert model and multiple-choice model with content validity coefficient based on expert assessments with Aiken formula and expanded Gregory formula. In this study, the SRL scale with Likert and multiple-choice model are developed using the same outline/format. There are three experts who assess the items' relevancy using indicators of both scale formats. The results of the expert assessments are then used to calculate the coefficient of the validity with Aiken formula and the expanded Gregory formul

APA, Harvard, Vancouver, ISO, and other styles

45

Benarroch, Alicia, and Nicolás Marín. "Questionnaire of multiple-choice to assessment beliefs about learning of science." Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas 28, no. 2 (2011): 245. http://dx.doi.org/10.5565/rev/ec/v28n2.81.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Nicol, David. "E‐assessment by design: using multiple‐choice tests to good effect." Journal of Further and Higher Education 31, no. 1 (2007): 53–64. http://dx.doi.org/10.1080/03098770601167922.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Haladyna, Thomas M., Steven M. Downing, and Michael C. Rodriguez. "A Review of Multiple-Choice Item-Writing Guidelines for Classroom Assessment." Applied Measurement in Education 15, no. 3 (2002): 309–33. http://dx.doi.org/10.1207/s15324818ame1503_5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Mingo, Maya A., Hsin-Hui Chang, and Robert L. Williams. "Undergraduate Students’ Preferences for Constructed Versus Multiple-Choice Assessment of Learning." Innovative Higher Education 43, no. 2 (2017): 143–52. http://dx.doi.org/10.1007/s10755-017-9414-y.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Symonds, I. M., and W. Thompson. "APPENDIX Emergencies in Obstetrics and Gynaecology: Self-assessment Multiple Choice Questions." Best Practice & Research Clinical Obstetrics & Gynaecology 14, no. 1 (2000): A1—A14. http://dx.doi.org/10.1053/beog.2000.0095.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Xu, Xiaomeng, Sierra Kauer, and Samantha Tupy. "Multiple-choice questions: Tips for optimizing assessment in-seat and online." Scholarship of Teaching and Learning in Psychology 2, no. 2 (2016): 147–58. http://dx.doi.org/10.1037/stl0000062.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!