The aim of the current research was to investigate the relationship between different forms of questions, namely open ended – multiple choice and metacognitive processes (self checking and cognitive strategy) and affection (effort and worry) in math course assessment. 380 first grade high school students (190 boys, 190 girls) was selected via multistage randomized clustering method. Instruments were O’Neil and Brown questionnaire for measuring metacognitive and affective processes and math performance assessment test. findings indicated that there is a positive and significant relationship between math performance (considering multiple choice questions) and self checking and also there is a positive and significant relationship between math performance(considering open-ended questions) and cognitive strategy. The other finding was that there is a positive and significant relationship between math performance (considering open-ended questions) and affective process, namely effort and worry