In self-adapted testing (SAT), examinees select the difficulty level of items administered. This study investigated three variations of prior information provided when taking an SAT: (1) no information (examinees selected item difficulty levels without prior information); (2) view (examinees inspected a typical item from each difficulty level prior to taking the SAT); and (3) route (examinees answered a typical item from each difficulty level and were informed prior to the SAT of the level that best matched their performance). Subjects were 218 students in an introductory statistics course, 85 percent of whom were undergraduates. No significant differences in test performance or anxiety were found as a function of providing examinees more information. Four tables are included. (Contains 9 references.) (Author/SLD)