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Gordon Burt. (2005) Measuring the relationship between two questionnaires: appropriate definitions of intuitive understandings. Assessment & Evaluation in Higher Education 30:6, pages 621-631.
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Amelie Friederike Kanzow, Dennis Schmidt & Philipp Kanzow. (2023) Scoring Single-Response Multiple-Choice Items: Scoping Review and Comparison of Different Scoring Methods. JMIR Medical Education 9, pages e44084.
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M. Rachel Harrington, Melinda Ickes, Kelly Bradley & Melody Noland. (2020) The Theory of Planned Behavior and the USDA Summer Food Service Program. Journal of Nutrition Education and Behavior 52:10, pages 944-951.
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Marco Marconi & Claudio Favi. (2020) Eco-design teaching initiative within a manufacturing company based on LCA analysis of company product portfolio. Journal of Cleaner Production 242, pages 118424.
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Jef Vanderoost, Rianne Janssen, Jan Eggermont, Riet Callens & Tinne De Laet. (2018) Elimination testing with adapted scoring reduces guessing and anxiety in multiple-choice assessments, but does not increase grade average in comparison with negative marking. PLOS ONE 13:10, pages e0203931.
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Veronika Bárová, Dana Brabcová & Jiří Kohout. (2018) Knowledge of university students about autism spectrum disorders measured by a validated test. e-Pedagogium 18:1, pages 16-32.
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C. J. Ravesloot, M. F. Van der Schaaf, A. M. M. Muijtjens, C. Haaring, C. L. J. J. Kruitwagen, F. J. A. Beek, J. Bakker, J. P. J. Van Schaik & Th. J. Ten Cate. (2015) The don’t know option in progress testing. Advances in Health Sciences Education 20:5, pages 1325-1338.
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Mark L. Campbell. (2015) Multiple-Choice Exams and Guessing: Results from a One-Year Study of General Chemistry Tests Designed To Discourage Guessing. Journal of Chemical Education 92:7, pages 1194-1200.
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Alma Jurado-Núñez, Fernando Flores-Hernández, Laura Delgado-Maldonado, Hermann Sommer-Cervantes, Adrián Martínez-González & Melchor Sánchez-Mendiola. (2013) Distractores en preguntas de opción múltiple para estudiantes de medicina: ¿cuál es su comportamiento en un examen sumativo de altas consecuencias?. Investigación en Educación Médica 2:8, pages 202-210.
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Claire Gwinnett, John Cassella & Mike Allen. (2011) The trials and tribulations of designing and utilising MCQs in HE and for assessing forensic practitioner competency. New Directions:7, pages 72-78.
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