While the learning potential of student-constructed tests for the promotion of knowledge integration and elaboration has been suggested, its learning effects warrant further empirical examination. Three fifth-grade classes (N=76) participated in this study for nine consecutive weeks. A one-group pre-post experimental research design was used, and an online student-constructed tests learning system was adopted to support elementary students' science learning. The results from the paired t-tests found significant increase in students' attitudes toward science and science learning motivation as a result of the incorporated activity. Yet, no significant differences were found in students' use of cognitive and metacognitive strategies after the activity. Based on the collected data, suggestions for instructional implementations are provided.