Click on the following links. Please note these will open in a new window.
Currie, M., & Thanyapa Chiramanee, T. (2010). The effect of the multiple-choice item format on the measurement of knowledge of language structure. Language Testing, 27, 471–491.
In’nami, Y., & Koizumi, R. (2009). A meta-analysis of test format effects on reading and listening test performance: Focus on multiple-choice and open-ended formats. Language Testing, 26, 219–244.
Little, J. L, Bjork, E. L., Bjork, R. A., & Angello, G. L. (2012). Multiple-choice tests exonerated, at least of some charges: Fostering test-induced learning and avoiding test-induced forgetting. Psychological Science, 23, 1337–1344
Espin, C. A., Shin, J., & Busch, T. W. (2005, July/August). Curriculum-based measurement in the content areas: Vocabulary matching as an indicator of progress in social studies learning. Journal of Learning Disabilities, 38(4), 353–363.