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Multiple choice questions not considered harmful
6 references·0 citing·26 second hop
Multiple choice questions not considered harmful (2005)Multiple choice questions not considered …The Taxonomy of Educational Objectives (2012)The Taxonomy of Educational O…Quality Multiple-Choice Test Questions: Item-Writing Guidelines and an Analysis of Auditing Testbanks (1997)Quality Multiple-Choice Test …Determining the Optimal Number of Alternatives to a Multiple-Choice Test Item: An Information Theoretic Perspective (1995)Determining the Optimal Numbe…THREE‐ALTERNATIVE MULTIPLE CHOICE TESTS: AN ATTRACTIVE OPTION (1994)THREE‐ALTERNATIVE MULTIPLE CH…Further Investigation of Nonfunctioning Options in Multiple-Choice Test Items (1994)Further Investigation of Nonf…How Many Options is Enough for a Multiple-Choice Test Item? (1993)How Many Options is Enough fo…Essentials of Educational Measurement (1980)Educational measurement, 3rd ed. (1989)Reconsidering the Measurement of Political Knowledge (1999)Asked and Answered: Knowledge Levels When We Will Not Take “Don't Know” for an Answer (2001)English language learning through viewing television: An investigation of comprehension, incidental vocabulary acquisition, lexical coverage, attitudes, and captions (2013)Educational measurement. (2015)On the optimal number of alternatives at a choice point (1964)Validity of a Taxonomy of Multiple-Choice Item-Writing Rules (1989)Further Evidence Favoring Three-Option Items in Multiple-Choice Tests (1998)Annual Meeting of the American Educational Research Association (2000)A comparison of three- and four-option English tests for university entrance selection purposes in Japan (2005)The optimal number of options for multiple-choice questions on high-stakes tests: application of a revised index for detecting nonfunctional distractors (2018)Is There an Optimal Number of Alternatives for Likert Scale Items? Study I: Reliability and Validity (1971)Three-Point Likert Scales Are Good Enough (1971)The Optimal Number of Response Alternatives for a Scale: A Review (1980)Test-Wiseness: Its Nature and Application (1996)A Taxonomy of Multiple-Choice Item-Writing Rules (1989)Constructing Test Items (1989)Writing Multiple-Choice Test Items That Promote and Measure Critical Thinking (2001)The frequency of item writing flaws in multiple-choice questions used in high stakes nursing assessments (2006)The Influence of Individualism- Collectivism and Power Distance on Use of Feedback Channels and Consequences for Learning. (2010)MULTIPLE‐CHOICE AND CONSTRUCTED RESPONSE TESTS OF ABILITY: RACE‐BASED SUBGROUP PERFORMANCE DIFFERENCES ON ALTERNATIVE PAPER‐AND‐PENCIL TEST FORMATS (2002)Investment goals and mental accounting in French retail clients (2018)The Role of the Laboratory in Science Teaching: Neglected Aspects of Research (1982)The Impact of Classroom Evaluation Practices on Students (1988)Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice (2003)
this work references cited by second hop

References

  • 2012The Taxonomy of Educational Objectives4,103 cited
  • 1993How Many Options is Enough for a Multiple-Choice Test Item?191 cited
  • 1997Quality Multiple-Choice Test Questions: Item-Writing Guidelines and an Analysis of Auditing Testbanks69 cited
  • 1994Further Investigation of Nonfunctioning Options in Multiple-Choice Test Items60 cited
  • 1995Determining the Optimal Number of Alternatives to a Multiple-Choice Test Item: An Information Theoretic Perspective53 cited
  • 1994THREE‐ALTERNATIVE MULTIPLE CHOICE TESTS: AN ATTRACTIVE OPTION52 cited

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