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.