Type () quantification analysis was carried out in which criterion variable consisted of computerized test scores where learners inputted their answer from keyboard and explanatory variables consisted of learners' traits. As learners' traits, "academic achievement", "preference for test executing media", "keyboard input speed", "LOC" and "introversion-extraversion" were examined. It was revealed that learners who "prefer computer to paper-and-pencil as test executing media", "did well in keyboard input speed test", "have external LOC", or "took a middle position in introversion-extraversion scale" did themselves justice in computerized test compared to paper-and-pencil test.

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.

To prevent proxy-test taking among examinees in unsynchronized e-Testing, a previous work proposed an online handwriting authentication. That method was limited to applied for end of each answer. For free response tests that needed to authenticate throughout the answer, we used the Bayesian prior information to examine a sequential handwriting authentication procedure. The evaluation results indicate that the accuracy of this procedure is higher than the previous method in examinees authentication during mathematics exam with referring the Chinese character.

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.