Background: The objective multiple-choice test is an assessment method that has been applied widely in universities. The meticulous judgment of complication and differentiation level of objective test questionnaire can beneficially lead to the growth of high quality multiple-choice questionnaire bank and effective examination. Objectives: To evaluate the difficulty level and differentiate level of the objective multiple-choice tests. Materials and method: The multiple-choice theory test (01 Elemental medical exam with 242 students, 01 Clinical medicine exam with 163 students). The difficulty degree of questions was determined by calculating the percentage of students who gave the answers correctly for the given questions in total. The differentiation level was differentiated by the percentage of students who answered correctly in corresponding groups: excellent, good, average, below average, poor. Results: The elemental medical examination comprises 7 hard questions, 58 medium questions, and 35 simple questions; 10 questions have poor degree of difference, 83 questions have good and very good degree of difference. The clinical medicine examination comprises 9 hard questions, 57 medium questions and, 34 simple questions; 23 questions have poor degree of differentiation, 51 questions have good and very good degree of difference. Conclusions: It is crucial to evaluate the difficulty and differentiation standards of the objective multiple-choice examination which enhance the quality of assessment. Thereby, the faculties need to regularly judge these factors while creating the questionnaire and completely evaluating the tests, and the inappropriate questions will be eliminated. Keywords: difficulty level, differentiation level, Objective multiple-choice test.