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Martin Bush. (2015) Reducing the need for guesswork in multiple-choice tests. Assessment & Evaluation in Higher Education 40:2, pages 218-231.
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Maria Ferrão. (2010) E‐assessment within the Bologna paradigm: evidence from Portugal. Assessment & Evaluation in Higher Education 35:7, pages 819-830.
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Alicia Perdigones, José Luis García, Vanesa Valiño & Cecilia Raposo. (2009) Assessing heterogeneous student bodies using a methodology that encourages the acquisition of skills valued by employers. Assessment & Evaluation in Higher Education 34:4, pages 389-400.
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Andrzej DąbrowskiBojan Prosenjak. 2020. Kompetencje XXI wieku: certyfikacja biegłości językowej / Competences of the 21st century: Certification of language proficiency. Kompetencje XXI wieku: certyfikacja biegłości językowej / Competences of the 21st century: Certification of language proficiency.
David N. Dubins, Gregory M.K. Poon & Lalitha Raman-Wilms. (2016) When passing fails: Designing multiple choice assessments to control for false positives. Currents in Pharmacy Teaching and Learning 8:5, pages 598-608.
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Marlit A. Lindner, Benjamin Strobel & Olaf Köller. (2015) Multiple-Choice-Prüfungen an Hochschulen?. Zeitschrift für Pädagogische Psychologie 29:3-4, pages 133-149.
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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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Chris Ricketts. (2009) A plea for the proper use of criterion-referenced tests in medical assessment. Medical Education 43:12, pages 1141-1146.
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