This study examines the effect of choosing versus receiving feedback on the learning performance of n = 98 post-secondary students from California on a digital poster design task. The study employs a yoked experimental design where college students are randomly assigned to play a choice-based assessment game, Posterlet, in one of two conditions, Choose or Receive. In the Choose condition, students choose confirmatory (i.e., positive) or critical (i.e., negative) feedback about their posters. In the Receive condition, students are assigned the same feedback valence that students in the Choose condition chose. Results show that 1) critical feedback and revision are positively associated with learning performance when students choose their feedback, but critical feedback is negatively associated with learning performance when students receive their feedback; 2) there is no significant effect of feedback choice between conditions; and 3) students enjoy and spend time designing posters significantly more when they choose rather than receive their feedback. Implications for designing feedback-rich environments are discussed. [For full proceedings, see ED571332.]