Abstract
One of the prominent topics in language learning is assessment. Assessment should be considered as a means of getting information rather than making learners feel stressed. The more we know about the students, the clearer the picture we have about their achievement. The aim of this paper was to compare the Multiple-Choice (MC) item format with the Multiple True-False (MTF) item format in teaching intermediate adult students. What we exactly tried to do was checking that whether there was a difference between the reliability estimates of the tests with the two different formats or not. The participants of this study were twenty six EFL intermediate female English learners,aged between 15 and 19, who were chosen randomly. They took two versions of the same test of English vocabulary. The data was statistically analyzed. Results of the statistical analysis revealed that there was a significant difference in the performance of students with different test formats in respect of reliability coefficient.
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