The current study aims to determine the effect of multiple-choice, matching, gap-fill and word formation items used in assessing L2 vocabulary on learners' performance and to obtain the learners' views regarding the use of these types of items in vocabulary assessment. The convenience sampling method was selected, and the participants of the study included 30 freshmen enrolled in the General English course offered in the Department of Public Administration at a state university in Turkey. The main findings revealed that the participants considered the multiple-choice and matching items were easy to understand and to answer and that gap-fill and word formation items were difficult due to several reasons.