In order to evaluate the Test of English as a Foreign Language (TOEFL) vocabulary item format and to determine the effectiveness of alternative vocabulary test items, this study investigated the functioning of eight different multiple-choice formats that differed with regard to: (1) length and inference-generating quality of the stem; (2) the nature of the task (matching versus supply); and (3) the degree of passage embeddedness of item stems or response options. In all, 1,040 vocabulary test items (80 familiarization and 960 experimental items) were developed and administered to 190 adult English-as-a-Second-Language students, 99 with and 91 without a prior familiarization activity. Results indicate that the current TOEFL vocabulary item format performed comparatively well in terms of difficulty, mean internal consistency reliabilty, and criterion-related validity. Among the alternative formats considered, only items embedded in reading passages appeared to outperform current TOEFL vocabulary format. Participation in the familiarization activity did not relate significantly or differentially to performance with any item type. Seven tables present analysis results. Three appendixes contain a sample test, sample familiarization materials, and the test taker questionnaire. (Contains 15 references.) (SLD)