1. Open-ended versus multiple-choice response formats – it does make a difference for diagnostic purposes;Birenbaum;Applied Psychological Measurement,1987
2. The effect of language on students: Performance on multiple choice tests in chemistry;Cassel;Journal of Chemical Education,1982
3. Introduction to algorithms;Cormen,1991
4. Introducing secondary education students to algorithms and programming;Dagdilelis;Education and Information Technologies,2004
5. Friel, S. (1981). Assessment of partial knowledge in multiple choice chemistry examinations. Unpublished Doctoral Thesis. Glasgow: University of Glasgow.