In the choose condition, critical feedback is positively correlated with performance on the posters, measured by poster quality, and critical feedback is also strongly correlated with revision of the poster. In both conditions, poster quality increased significantly between the first and second posters designed (p < .001). In the receive condition, critical feedback was inversely correlated with poster quality (performance), and critical feedback was strongly correlated with revision. Although not statistically significant, critical feedback, in the receive condition, was also inversely correlated with performance on the graphic design principles, measured by poster ranking in the receive condition. These results imply that critical feedback is positively associated with learning outcomes only when students have a feedback choice, and not when they are assigned feedback. Results also show that the relation between critical feedback and measures of learning differs statistically significantly between the two conditions. A t-test, comparing the correlation coefficients of critical feedback and quality of the poster between the two conditions showed that the two correlation coefficients were statistically significantly different from each other (p =.03).