In general, multiple-choice items using stems with underscored target vocabulary in context performed better than did either multiple-choice single-word-or-phrase matching tasks or multiple-choice supply-type items. Participation in the familiarization activity did not relate significantly or differentially to performance with any item type. However, self-reports of familiarity with particular item types suggested that some types were more familiar than others, and the three most familiar item types, including current TOEFL vocabulary format, exhibited a significant positive correlation between self-report of familiarity with the item type and successful performance with the item type.