Self-assessment approach which is a type of student-centered assessment have become more widespread at all levels of education. This approach is the scope of formative assessment and feedback is a crucial part of it. Learners are able to obtain feedback on their present performance in reference to criterion (criterion-referenced) and the group (norm-referenced) by means of these assessments as well as feedback on their advancement (self-referenced) through self-re-assessment. Based on these feedbacks, learners may interfere their own learning process to improve their learning. In this process students can decide and plan intervention and after implementation of the intervention they can evaluate the effectiveness of intervention. This whole process is referred to as self-intervention perception. Within the scope of this study, "test-taking behavior" was defined as the obtaining of feedback on performance of a test. The effect of test-taking behavior on success and self-intervention perception was examined. We simultaneously examined the effect of self-intervention perception on success. For this purpose, students attending the Measurement and Evaluation in Education class in Faculty of Education at Hacettepe University participated in repetitive testing on a web-based evaluation system. Links relating the factors that affect success were examined using a structural equation model. According to the structural patterns, it was found that perceived self-intervention is independent of the number of tests taken. However, it was found that both the number of tests and the learner's self-intervention perception has an effect on success.