A researcher seeking to conduct an online investigation can choose out of a large variety of tools that support the creating of, carrying out and the administration of such a project. Difficulties arise not by finding such a tool in general, but rather by finding an appropriate software for the specific needs in psychological research and especially in aptitude testing. For example, the possibility of giving feedback to a participant about his results on a certain scale is important for aptitude dia­gnostics, but creating such a feedback is al most never supported by the existing tools. The lack of such specific features can be explained by the fact that many tools have been developed for different (e.g. market research) or more general purposes. But since especially the high-quality tools are commercial products, and therefore closed software, they can not be adapted flexibly to specific require­ments. In this context the software testMaker was developed specifically for psy­chological testing. For instance, it contains features such as time limits for a single items or scales as commonly used in achievement or self-evaluation tests, the use of multiple languages, or different ways of publishing a survey (direct access, registered access, TAN, password). Different possibilities to create an automatic feedback for the participant are an essential part of the software. Furthermore, testMaker provides a graphical user interface that enables researchers with out programming experience to create and customize a survey to an individual de­sign. Common psychological concepts and terms such as tests, subtests, and items are represented. The software also offers a flexible permission system for research teams, and allows adaptive testing. Publication of the testMaker as an open source software is planned to take place when the main development is completed.

The implementation and use of these features are demonstrated on the example of web-based student guidance systems, so-called SelfAssessments, where pro­spective students can take part in several cognitive tests and non-cognitive ques­tionnaires and receive a feedback about their aptitude for a certain field of study. The implementation and use of these features are demonstrated on the example of web-based student guidance systems, so-called SelfAssessments, where pro­spective students can take part in several cognitive tests and non-cognitive ques­tionnaires and receive a feedback about their aptitude for a certain field of study.