A study was conducted to compare the results of three test formats in relation to assessing the depth of vocabulary knowledge of fourth-grade students. Students (117) were tested on their knowledge of the primary and secondary meanings of 44 multimeaning words using multiple-choice, yes/no, and interview formats. Information on the test-taking strategies used by some students on the multiple-choice tests was also examined and analyzed. It was found that there were no differences in the students' breadth of knowledge of the words, but there was wide variability in their depth of knowledge of the words. The findings suggest that the choice of test format depends on the type of information desired. (Five tables of data are included, and 22 references are attached.) (Author/SR)