The physics achievement of the high school students who have field-dependent and field-independent cognitive stills has been examined in terms of the content and format of the assessment tool in this study. The format difference of the measuring tools contain multiple choice and open-ended test techniques, while the content difference of the tests contain conceptual understanding and end of the chapter physics problems' solving skills. The sample of the study has formed 270 students who are in 11 th and 12 th classes in high School. The assessment tolls which were used in this study are followings; the GroupEmbedded Figures Test, Force Concept Inventory, Open- Ended Test, and Mechanics Baseline Test. It has been seen that field-independent students' point averages are higher than field dependent students point averages in all types of the tests. It has also seen that there were not relationships among the cognitive still of students, the content of the assessment tools, and format of the tests.