ISSN 2688-7207
Vol. 7, Issue 3, 2026July 24, 2026 CDT
Framework for Use of Multiple-Choice Questions
Framework for Use of Multiple-Choice Questions
Bryant Hutson, Ph.D., René Schmauder, M.B.A., Ph.D., Kimberly Daughterty, Pharm.D., Ph.D., Dina Eagle, M.A., Kelly McCarthy, M.B.A., Ph.D., Sarah McCauley, M.A., Jessica N. Taylor, Ph.D.,
Multiple-choice questonsCognitive skills assessmentPsychological constructs assessmentAssessment validityAssessment blueprinting
Articles in Vol. 7, Issue 3, 2026
Vol. 7, Issue 3, 2026
- Editor's NoteJay Kahl
- Framework for Use of Multiple-Choice QuestionsBryant HutsonRené SchmauderKimberly DaughtertyDina EagleKelly McCarthySarah McCauleyJessica N. Taylor
- Measuring Foundational Inquiry Skills in First-Year College Composition CoursesJoshua R. M. ParsonsJannell C. McConnell ParsonsKathryn KohlsShannon SampsonJim Ridolfo
- Corequisite Learning in College Level Composition CoursesSusan R. WaddingtonAllyson RichmondCharlotte Kent
- Faculty and Student Perceptions of Generative AI Use, ChatGPT and Academic Integrity: Connecting Findings to Assessment RedesignHan Nee ChongEugene Guillian
- From Compliance to Collaboration: Building a Holistic and Data-Informed Culture of Assessment for Learning ImprovementMamta SaxenaAsim JavedJoe ReillyShannon Alpert
- A Different Take on Data: Assessment as a Service-Learning FocusAmber FalluccaHannah Sairam
- Exploring Generative AI to Enhance Data Artifact Use in AccreditationChristopher R DrueMichele Moser Deegan
- Advancing Equity Through Assessment: Lessons From a Faculty Learning CommunityLisa G. AdamsChristine AlvaradoErin L. EspaldonHailey L. CaraballoTyler RogersYu YanCarolyn L. SandovalShannon Milligan
- Validity Architecture for AI Integrated Assessment (VAAI): A Conceptual Framework for Defensible Assessment PracticeJohanathan WoodworthMohamed KharbachChristine Doe
Hutson, B., Schmauder, R., Daughterty, K., Eagle, D., McCarthy, K., McCauley, S., & Taylor, J. N. (2026). Framework for Use of Multiple-Choice Questions. Intersection: A Journal at the Intersection of Assessment and Learning, 7(3), 3–21. https://doi.org/10.61669/001c.165518