Misconceptions arise when students fail to link new knowledge to previous knowledge for which the brain has established. Students rely on existing knowledge to solve new problems. If a student holds a misconception, it will interfere with or distorts the assimilation of correct concepts. This study investigated the effect of computerized feedback on students' misconceptions in algebraic expression. A misconception test was computerized and feedbacks were designed accordingly to each response. From the results, there was no significant difference between treatment group and control group students before intervention. After intervention, treatment group students were having lower misconceptions mean score in post-test than in pre-test and the difference was statistically significant. Meanwhile, control group students were having higher misconceptions mean score in post-test than in pre-test and the difference was statistically significant. This shows that there is an effect of computerized feedback on students' misconceptions in algebraic expression. This study pinpoints the advantage of using computer-based test (CBT) in giving immediate feedback to students. This may encourage teachers and educators to use it as a tool to provide detailed and instant feedback to students in a timely manner.