In the field of foreign language teaching, validating the decisions about achievement or proficiency in language depends on providing criteria that are specific to domain. Assessment tasks, as the process of establishing criteria in language teaching are the indicators to see whether teaching content and practices carry the qualities that help to attain the aims and goals desired. Testing at the same time is a process of decision making. In foreign language testing, validity of the decisions about the level of proficiency is closely related to the level of authenticity of the test techniques and communicative nature of language use in content. In this respect it would be meaningful to question these standardized tests including multiple-choice questions because their results have decisive influence on candidates' future life and education. This study aims to evaluate the 2009-YDS (University entrance exam) as an example of standardized test in which questions are designed in the form of multiplechoice.