Thirteen graduate students were asked to indicate for each of 24 multiple-choice items whether the item tested "recall of specific information," a "higher order skill," or "don't know." The students were also asked to state their general basis for judging the items. The 24 items had been previously classified according to Bloom's cognitive-skills hierarchy. The results of the study supported the hypothesis that the examinees' judgment of the cognitive process being measured by each item is influenced by the structure of the item--for example, stem length. (Author)