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Susanne Skjervold Smeby, Børge Lillebo, Vidar Gynnild, Eivind Samstad, Rune Standal, Heidi Knobel, Anne Vik & Tobias S. Slørdahl. (2019) Improving assessment quality in professional higher education: Could external peer review of items be the answer?. Cogent Medicine 6:1.
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Benjamin H. L. Harris, Jason L. Walsh, Saadia Tayyaba, David A. Harris, David J. Wilson & Phil E. Smith. (2015) A Novel Student-Led Approach to Multiple-Choice Question Generation and Online Database Creation, With Targeted Clinician Input. Teaching and Learning in Medicine 27:2, pages 182-188.
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William Wrigley, Cees PM Van Der Vleuten, Adrian Freeman & Arno Muijtjens. (2012) A systemic framework for the progress test: Strengths, constraints and issues: AMEE Guide No. 71. Medical Teacher 34:9, pages 683-697.
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Sondre Boye, Torolf Moen & Torstein Vik. (2012) An e-learning course in medical immunology: Does it improve learning outcome?. Medical Teacher 34:9, pages e649-e653.
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Monzurul A. Roni, Yerko Berrocal & Richard Tapping. (2022) Improving Summative Assessment Through a Resource-Efficient Faculty Review Process. Medical Science Educator 32:5, pages 979-983.
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Thomas Puthiaparampil & Mizanur Rahman. (2021) How important is distractor efficiency for grading Best Answer Questions?. BMC Medical Education 21:1.
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Ghader Kurdi, Jared Leo, Nicolas Matentzoglu, Bijan Parsia, Uli Sattler, Sophie Forge, Gina Donato & Will Dowling. (2021) A comparative study of methods for a priori prediction of MCQ difficulty. Semantic Web 12:3, pages 449-465.
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Surajit Kundu, Jaideo M Ughade, Anil R Sherke, Yogita Kanwar, Samta Tiwari, Ravikant Jatwar, Richa Gurudiwan & Sumati G Kundu. (2020) Impact Measurement on Medical Faculty for Adhering to Appropriate Guidelines in Framing Effective Multiple-Choice Questions for Item Analysis. Journal of Medical Education 19:1.
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Sibel TOKSÖZ & Nazlı BAYKAL. (2020) The Analysis of Multiple Choice Items in Final Exam of Preparatory StudentsThe Analysis of Multiple Choice Items in Final Exam of Preparatory Students. Dil Eğitimi ve Araştırmaları Dergisi 6:1, pages 216-237.
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Blanca Ariadna Carrillo Avalos, Melchor Sánchez Mendiola & Iwin Leenen. (2020) Amenazas a la validez en evaluación: implicaciones en educación médica. Investigación en Educación Médica 9:34, pages 100-107.
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Ghader Kurdi, Jared Leo, Bijan Parsia, Uli Sattler & Salam Al-Emari. (2019) A Systematic Review of Automatic Question Generation for Educational Purposes. International Journal of Artificial Intelligence in Education 30:1, pages 121-204.
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Mazhar Mushtaq, MuhammadAbdul Mateen & KhawajaHusnain Haider. (2020) Student-generated formative assessment and its impact on final assessment in a problem-based learning curriculum. Saudi Journal for Health Sciences 9:2, pages 77.
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Pedro Tadao Hamamoto Filho & Angélica Maria Bicudo. (2020) Improvement of Faculty’s Skills on the Creation of Items for Progress Testing Through Feedback to Item Writers: a Successful Experience. Revista Brasileira de Educação Médica 44:1.
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Mike Tweed. (2019) Adding to the debate on the numbers of options for MCQs: the case for not being limited to MCQs with three, four or five options. BMC Medical Education 19:1.
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Jackie A Hartigan-Rogers, Sandra Redmond, Shelley Cobbett, Karlene Cifuentes, Deena Honan, Elizabeth Richard, Vanessa Sheane & Tamara VanTassell. (2019) A, B, or C? A Quasi-experimental Multi-site Study Investigating Three Option Multiple Choice Questions. International Journal of Nursing Education Scholarship 16:1.
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Shane Ashley Pawluk, Kieran Shah, Rajwant Minhas, Daniel Rainkie & Kyle John Wilby. (2018) A psychometric analysis of a newly developed summative, multiple choice question assessment adapted from Canada to a Middle Eastern context. Currents in Pharmacy Teaching and Learning 10:8, pages 1026-1032.
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Vinu E.V. & P. Sreenivasa Kumar. (2017) Automated generation of assessment tests from domain ontologies. Semantic Web 8:6, pages 1023-1047.
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Mark A. Dellinges & Donald A. Curtis. (2017) Will a Short Training Session Improve Multiple‐Choice Item‐Writing Quality by Dental School Faculty? A Pilot Study. Journal of Dental Education 81:8, pages 948-955.
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Sehlule Vuma & Bidyadhar Sa. (2017) A comparison of clinical-scenario (case cluster) versus stand-alone multiple choice questions in a problem-based learning environment in undergraduate medicine. Journal of Taibah University Medical Sciences 12:1, pages 14-26.
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Kamila A. Dell & Gwendolyn A. Wantuch. (2017) How-to-guide for writing multiple choice questions for the pharmacy instructor. Currents in Pharmacy Teaching and Learning 9:1, pages 137-144.
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Jason Walsh, Benjamin Harris, Saadia Tayyaba, David Harris & Phil Smith. (2016) Student-written single-best answer questions predict performance in finals. The Clinical Teacher 13:5, pages 352-356.
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Raeann L. Carrier & Machelle Linsenmeyer. (2015) Improving Review of Integration Through a Comprehensive Evaluation Plan. Medical Science Educator 26:1, pages 143-151.
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Alma Jurado-Núñez & Iwin Leenen. (2016) Reflexiones sobre adivinar en preguntas de opción múltiple y cómo afecta el resultado del examen. Investigación en Educación Médica 5:17, pages 55-63.
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Ahmad Zamri Khairani & Hasni Shamsuddin. 2016. Assessment for Learning Within and Beyond the Classroom. Assessment for Learning Within and Beyond the Classroom
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Tilo Freiwald, Madjid Salimi, Ehsan Khaljani & Sigrid Harendza. (2014) Pattern recognition as a concept for multiple-choice questions in a national licensing exam. BMC Medical Education 14:1.
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Teresa R. Johnson, Mohammed K. Khalil, Richard D. Peppler, Diane D. Davey & Jonathan D. Kibble. (2014) Use of the NBME Comprehensive Basic Science Examination as a progress test in the preclerkship curriculum of a new medical school. Advances in Physiology Education 38:4, pages 315-320.
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Omar Hasan Kasule. (2013) Overview of medical student assessment: Why, what, who, and how. Journal of Taibah University Medical Sciences 8:2, pages 72-79.
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David J. Caldwell & Adam N. Pate. (2013) Effects of Question Formats on Student and Item Performance. American Journal of Pharmaceutical Education 77:4, pages 71.
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Anja Rogausch, Rainer Hofer & René Krebs. (2010) Rarely selected distractors in high stakes medical multiple-choice examinations and their recognition by item authors: a simulation and survey. BMC Medical Education 10:1.
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Jaime Gasco, Sean M. Barber, Leonardo Rangel-Castilla, Ian E. McCutcheon & Peter M. Black. (2010) Neurosurgery Certification in Member Societies of the World Federation of Neurosurgical Societies (WFNS). The Americas. World Neurosurgery 74:1, pages 16-27.
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