Alexopoulos, D. S. (2007). Classical test theory. In N. J. Salkind, (Ed.), Encyclopedia of measurement and statistics (pp. 140-143). Thousand Oaks: SAGE Publications.
Bachman, L. F. (2004). Statistical analyses for language assessment. Cambridge: Cambridge University Press.
Brown, J. D. (2005). Testing in language programs: A comprehensive guide to English language assessment. New York: McGraw-Hill.
Chapman, E. (2007). True Score. In N. J. Salkind, (Ed.), Encyclopedia of measurement and statistics (pp. 1014-1016). Thousand Oaks: SAGE Publications.
Currie, M., & Chiramanee, T. (2010). The effect of the multiple-choice item format on the measurement of knowledge of language structure. Language Testing, 27(4), 471-491. doi: 10.1177/0265532209356790
Downing, S. M., & Haladyna, T. M. (2006). Handbook of test development. Mahwah: Lawrence Erlbaum Associates.
Furnharm, A., Christopher, A., Garwood, J., & Martin, N. G. (2008). Ability, demography, learning style, and personality trait correlates of students’ preference for assessment method. Educational Psychology, 28(1), 15-27.
Good, T.L., & Brophy, J.E. (1980). Educational psychology: A realistic approach (2nd ed.). New York: Harper and Row.
Haladyna, T. M., & Downing, S. M. (1989). A taxonomy of multiple-choice item-writing rules. Applied Measurement in Education, 2(1), 37–50.
Haladyna, T. M., & Downing, S. M. (1993). How many options is enough for a multiple-choice test item? Educational and Psychological Measurement, 53(4), 999-1010. doi: 10.1177/0013164493053004013
Haladyna, T. M., Downing, S. M., & Rodriguez, M. C. (2002). A review of multiple-choice item-writing guidelines for classroom assessment. Applied Measurment in Education, 15(3), 309-334.
Haladyna, T. M. (2004). Developing and validating multiple-choice test items. Mahwah: Lawrence Erlbaum Associates.
Heaton, J. B. (1990). Writing English language tests. New York: Longman.
Hughes, A. (2003). Testing for language teachers. Cambridge: Cambridge University Press.
Kaplan, R. M., & Saccuzzo, D. P. (1997). Psychological testing: Principles, applications,and issues. Pacific Grove: Cole Publication.
Landrum, R. E., Cashin, J. R., & Theis, K. S. (1993). More evidence in favor of three-option multiple-choice tests. Educational and Psychological Measurement, 53(3), 771-778. doi: 10.1177/0013164493053003021
Lee, H., & Winkle, P. (2013). The differences among three-, four-, and five-option-item formats in the context of a high-stakes English-language listening test. Language Testing, 30(1), 99-125.
Osterlind, S. J. (2002). Constructing test items multiple-choice, constructed-response, performance, and other formats. Dordrecht: Springer.
Owen, S. V., & Froman, R. D. (1987). What’s wrong with three option multiple-choice items? Educational and Psychological measurement, 47(3), 513-521.
Rodriguez, M. C. (2005). Three options are optimal for multiple-choice items: A meta-analysis of 80 years of research. Educational Measurement: Issues and Practice, 24(2), 3-13. doi: 10.1111/j.1745-3992.2005.00006.x
Rogers, W. T., & Harley, D. (1999). An empirical comparison of three-and four-choice items and tests: Susceptibility to testwiseness and internal consistency reliability. Educational and Psychological Measurement, 59(2), 234-247. doi: 10.1177/00131649921969820
Shizuka, T., Takeuchi, O., Yashima, T., & Yoshizawa, K. (2006). A comparison of three- and four-option English tests for university entrance selection purposes in Japan. Language Testing, 23(1), 35-57. doi: 10.1191/0265532206lt319oa
Simkin, M. G., & Kuechler, W. L. (2005). How well do multiple choice tests evaluate student understanding in computer programming classes? Journal of Information Systems Education, 14(4), 389-399.
Tarrant, M., Ware, J., & Mohammed, A. M. (2009). An assessment of functioning and non-functioning distractors in multiple-choice questions: A descriptive analysis. BioMed Central. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2713226/.
Tarrant, M., & Ware, J. (2010). A comparison of the Psychometric properties of three- and four-option multiple-choice questions in nursing assessments. Nurse Education Today. 30(6), 539-543.
Tozoglu, D., Tozoglu, M. D., Gurses, A., & Dogar, C. (2004). The students' perception: Essay versus multiple-choice type exams. Journal of Baltic Science Education, 2(6), 52-59.
Vyas, R., & Supe, A. (2008). Multiple choice questions: A literature review on the optimal number of options. The National Medical Journal of India, 21(3), 130-133.
Zeidner, M. (1987). Essay versus multiple-choice type classroom exams: The students' perspective. The Journal of Educational Research. 80(6), 352-358.