Measurement tools that are used in education are important factors that affect course success and motivation of students. This study aims to determine the opinions of high school students on different question types. As the subgoals of the research, the study aims to determine the reasons for multiple choice test preference and its effect on learning motivation level according to the grade. Study group consists of 355 students who are 10th, 11th and 12th graders in state schools in Istanbul province center in spring term of 2018-2019 school year. Mixed method and convergent parallel design were utilized for the study. "Academic Motivation Scale (AMS)" that was developed by Bozanoglu (2004) and "Inventory of Motives to Prefer Written, Short-Answer, True-False and Multiple-Choice Questions (IMP)" that was developed by Eser (2011) were used for data collection in the study. Interview method was utilized to determine the opinions of teachers on test types. Therefore, semi-structured interview form was prepared as a data collection tool. Data analysis was made by using Multivariate Analysis of Variance (MANOVA). As a result, the study found that the motives to prefer multiple-choice questions and averages of learning motivation vary significantly in favor of 10th grade students and final year students in high school. The study revealed that student performance varies by question type. The study also found that multiple-choice questions can be considered as a motivation factor for high school students and a good way of testing the goals and achievements.