Abstract
This paper reports the results of research to determine if significant differences exist in a student's examination score and class ranking when based on multiple-choice or problem examinations. Students were administered examinations made up of two subtests covering the same subject matter. One subtest consisted of multiple-choice questions while the other consisted of problems. There were no significant differences in scores on multiple-choice versus problem examinations. In addition, class rankings using multiple-choice versus problem examination scores were strongly associated.
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