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THE RELATIVE MERITS OF MULTIPLE TRUE‐FALSE ACHIEVEMENT TESTS
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THE RELATIVE MERITS OF MULTIPLE TRUE‐FALSE ACHIEVEMENT TESTS (1982)THE RELATIVE MERITS OF MULTIPLE TRUE‐FALS…GenBio-MAPS: A Programmatic Assessment to Measure Student Understanding of Vision and Change Core Concepts across General Biology Programs (2019)GenBio-MAPS: A Programmatic A…Multiple–True–False Questions Reveal the Limits of the Multiple–Choice Format for Detecting Students with Incomplete Understandings (2018)Multiple–True–False Questions…Development of a Meiosis Concept Inventory (2013)Development of a Meiosis Conc…Assessment of Knowledge with Written Test Forms (2002)Assessment of Knowledge with …Type K and Other Complex Multiple‐Choice Items: An Analysis of Research and Item Properties (1993)Type K and Other Complex Mult…The Multiple True‐False Item Format: A Status Review (1992)The Multiple True‐False Item …Multiple True‐False Items: A Study of Interitem Correlations, Scoring Alternatives, and Reliability Estimation (1988)Multiple True‐False Items: A …Coefficient Alpha and the Internal Structure of Tests (1951)Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook I: Cognitive Domain (1956)Applications of Item Response Theory To Practical Testing Problems (2012)A Coefficient of Agreement for Nominal Scales (1960)Validity of a Taxonomy of Multiple-Choice Item-Writing Rules (1989)An experimental comparison of the multiple true-false and multiple multiple-choice tests. (1941)Measurement and evaluation in education and psychology. (1980)Educational Tests and Measurement: An Introduction (1983)Context‐Dependent Item Sets (1992)A Review of Multiple-Choice Item-Writing Guidelines for Classroom Assessment (2002)Does Active Learning Work? A Review of the Research (2004)Scientific Teaching (2004)Development of the Biological Experimental Design Concept Inventory (BEDCI) (2014)Diagnostic of students' misconceptions using the Biological Concepts Instrument (BCI): A method for conducting an educational needs assessment (2017)Some Modifications of the Multiple-Choice Item (1953)The Assessment of Partial Knowledge (1956)Educational measurement. (2015)Introduction to Classical and Modern Test Theory (1986)Clickers in the Large Classroom: Current Research and Best-Practice Tips (2007)Developing the theory of formative assessment (2009)Student Understanding of DNA Structure–Function Relationships Improves from Using 3D Learning Modules with Dynamic 3D Printed Models (2019)Confirmatory factor analysis for applied research (2007)Next Generation Science Standards: For States, By States (2013)
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  • 2013Development of a Meiosis Concept Inventory65 cited
  • 2002Assessment of Knowledge with Written Test Forms59 cited
  • 2018Multiple–True–False Questions Reveal the Limits of the Multiple–Choice Format for Detecting Students with Incomplete Understandings59 cited
  • 2019GenBio-MAPS: A Programmatic Assessment to Measure Student Understanding of Vision and Change Core Concepts across General Biology Programs59 cited
  • 1992The Multiple True‐False Item Format: A Status Review41 cited
  • 1988Multiple True‐False Items: A Study of Interitem Correlations, Scoring Alternatives, and Reliability Estimation40 cited
  • 1993Type K and Other Complex Multiple‐Choice Items: An Analysis of Research and Item Properties35 cited

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