The effects of providing immediate knowledge of results (KR) and adaptive testing on test anxiety and test-taking motivation were investigated. Also studied was the accuracy of student perceptions of the difficulty of adaptive and conventional tests administered with or without immediate knowledge of results. Testees were 350 college students divided into high- and low-ability groups and randomly assigned to one of four test strategies by KR conditions. The ability level of examinees was found to be related to their reported levels of motivation and to differences in reported motivation under the different testing conditions. These results suggest that adaptive testing creates a psychological environment for testing which is more equivalently motivating for examinees of all ability levels and results in a greater standardization of the test-taking environment, than does conventional testing. (Author)