Developing and validating multiple-choice test items, 3rd ed.

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The relationship between students’ approaches to learning and the assessment of learning outcomes (2005, background): “Although it is argued that multiple-choice questions can be appropriate for assessing the understanding and application of knowledge as well as the capability to analyse situations and solve problems (Anderson & Krathwohl, 2001; Haladyna, 2004), others, like Driessen and Van der VIeuten (2000) state”
Examination of the Quality of Multiple-choice Items on Classroom Tests (2011, background): “Writing effective distractors can be challenging, but helpful guidelines that can make the process easier are readily available (Haladyna, 2004; McDonald, 2007).”
Content validity evidences in test development: An applied perspective (2012, background): “The guarantees of the content validity evidence provided depend on how accurately the construct is defined and the extent to which the facets that delimit a construct are relevant for it (Haladyna, 2004).”
A meta-analysis of test format effects on reading and listening test performance: Focus on multiple-choice and open-ended formats (2009, background): “The books in educational measurement mainly included Anastasi and Urbina (1995), Bennett and Ward, (1993), Brennan (2006), Cronbach (1990), Downing and Haladyna (2006), and Haladyna (2004).”