Additional Resources

Butler, A. C., Karpicke, J. D., & Roediger III, H. L. (2007). The effect of type and timing of feedback on learning from multiple-choice tests. Journal of Experimental Psychology: Applied, 13(4), 273.

Conklin, J., Anderson, L. W., Krathwohl, D., Airasian, P., Cruikshank, K. A., Mayer, R. E., … & Wittrock, M. C. (2005). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives Complete Edition.

Gay, L. R. (1980). The comparative effects of multiple‐choice versus short‐answer tests on retention. Journal of Educational Measurement, 17(1), 45-50.

Haladyna, T. M., Downing, S. M., & Rodriguez, M. C. (2002). A review of multiple-choice item-writing guidelines for classroom assessment. Applied measurement in education, 15(3), 309-333.

Marsh, E. J., Roediger, H. L., Bjork, R. A., & Bjork, E. L. (2007). The memorial consequences of multiple-choice testing. Psychonomic Bulletin & Review, 14(2), 194-199.

McCoubrie, P. (2004). Improving the fairness of multiple-choice questions: a literature review. Medical teacher, 26(8), 709-712.

Reiner, C. M., Bothell, T. W., Sudweeks, R. R., & Wood, B. (2002). Preparing Effective Essay Questions.

Roediger III, H. L., & Marsh, E. J. (2005). The positive and negative consequences of multiple-choice testing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31(5), 1155.

Scouller, K. M., & Prosser, M. (1994). Students’ experiences in studying for multiple choice question examinations. Studies in Higher Education, 19(3), 267-279.

Zeidner, M. (1987). Essay versus multiple-choice type classroom exams: The student’s perspective. The Journal of Educational Research, 80(6), 352-358.