The authors examined the effect of feedbacking information on learners of their test results obtained through computerized tests. The learner's acceptability of computerized tests was revealed to be improved by distribution and explanation of newly devised feedback charts including data on one's response history and response latency during computerized testing that was carried out in formative evaluation. The feedback chart composed of graphic representation of relationship between degree of difficulty of each question and its response latency got a particularly high evaluation among learners. It was revealed that types of feedback chart that stood highest in learner's estimate varied with the learner traits. This observation will serve to develop educational systems that incorporate computerized tests into school lessons.

In this letter authors discussed on the strategy to apply computerized tests on learners who have negative attitude to computerized tests. First, learners' image to computer system was measured by semantic differential method (SD method). It was revealed that the image of computer systems was made up of four factors of subjective evaluation (Es), objective evaluation (Eo), potency (P) and activity (A). Learners who have negative attitude to computerized test were revealed to have negative image on (Es) and (A) factors, while on the other hand have rather positive image on (Eo) and (P) factors. Then authors developed the feedback record charts laying stress on (Eo) and (P) factors. This feedback chart was effective to improve learners' acceptability of computerized test.