In this study, a multiple choice test which is composed of 19 articles which is prepared as per the scope of lesson of Measurement and Evaluation in Education, has been applied as interim exam to 207 teacher candidates who are getting education at the Faculty of Education. The difficulty levels of items which are in the test have been calculated as per Classic Test Theory. The difficulty levels of the same questions as being perceived by teacher candidates are calculated as per Classification judgment which is one of the Scaling methods and it was aimed to determine whether the difficulty levels obtained as being based on both two methods differentiated or not. Again on the other hand, it was also determined whether there is a relation at a meaningful level between item difficulty levels being obtained as per both two methods and the direction and level of the relationship if it existed. While it was reached to the finding that item difficulty levels obtained as per both two methods differentiated even if a little, in order to determine if there is a relation between item difficulty levels obtained as per both two methods, correlation technique of Pearson and Spearman is used. Coefficient values relating with item difficulty levels obtained as per both two correlation techniques came out to be the same, while the correlation coefficient (r = 0,73) between item difficulty levels obtained as per Classic test theory (CTT) and item difficulty levels perceived as per Classification judgments was found to be meaningful at a high level. This reveals that both two methods produced similar results with respect to item difficulty levels.