In this study, a computerized dynamic assessment test with both immediately individualized feedback and adaptively property was applied to Mathematics learning in primary school. For evaluating the effectiveness of the computerized dynamic adaptive test, the performances of three types of remedial instructions were compared by a pre-test/post-test nonequivalent group design. These remedial instructions are the adaptive dynamic assessment with individualized instruction, the individualized instruction without adaptive dynamic assessment, and the traditional classroom remedial instruction. One hundred and eighteen 5th grade elementary school students from six classes participated in the study and were assigned to three remedial instruction programs on a random basis. The results demonstrated that the computerized dynamic adaptive test with individualized prompts outperformed the other two instruction methods.