Differential test performance by undergraduate males and females enrolled in a developmental educational psychology course (n=167) was reported on a quantitative examination as a function of item arrangement. Males were expected to perform better than females on tests whose items arranged easy to hard. Plake and Ansorge (1982) speculated this may be a function of differential reinforcement backgrounds of males and females. This study used a Latin Square design and provided item performance feedback for a nonquantitative examination. A scoring method was used which allowed students to ascertain, on each item as they proceeded through the test, whether their answer was correct or not. To control for effects of test specificity the study involved three course examinations given throughout the semester. Significant sex-by-order effects did not occur but the lack of this effect could possibly be due to the use of a nonquantitative examination. It still remains to be seen whether, in using a quantitative examination, differential effects of item feedback may be a source of explanation for the evidence for sex-by-order effects. (Author/PN)