Developing and Validating Test Items

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Differences in the Mathematics–Vocabulary Knowledge of Fifth–Grade Students with and without Learning Difficulties (2017, methodology): “We also followed previous research (Haladyna & Rodriguez, 2013) and the recommendations of the National Reading Panel (2000) by designing our measure to present vocabulary tasks in a variety of formats (i.e., recall, comprehension, and use in tasks).”
Assessment and learning: fields apart? (2017, background): “Cognitive theories of learning (e.g. Neisser, 1967; Sternberg, 1981) came to the fore in the 1960s and are the dominant paradigm for assessment systems currently (Haladyna & Rodriguez, 2013, p. 29).”
Developing, Analyzing, and Using Distractors for Multiple-Choice Tests in Education: A Comprehensive Review (2017, methodology): “Haladyna et al. (2002), Moreno et al. (2006, 2015), and Haladyna and Rodriguez (2013) claim that three response options (i.e., a correct response option and two distractors) is sufficient, whereas Frey et al. (2005) state that the number of distractors can range from two to four.”
An Investigation of the Mathematics-Vocabulary Knowledge of First-Grade Students (2017, methodology): “For question development, we created three levels of questions for each vocabulary term (recall, comprehension, use in tasks; Haladyna & Rodriguez, 2013).”