It was theorized that an answer-until-correct procedure, whereby an examinee marks responses to each multiple-choice question until feedback indicates that the correct answer has been marked, would yield scores of greater reliability and validity than conventional number-right procedure. Two papers and an application exercise for an undergraduate educational psychology class provided criterion measures with which validities of multiple-choice tests scores derived by each procedure were compared. Findings consistently favored the answer-until-correct method over number-right method in two reliability comparisons and in six validity comparisons. Importance and applications of findings are discussed. (Author)