This paper examines the impact of the informational value of feedback choices on students' performance, their choice to revise, and the time they spend designing posters and reading feedback in an assessment game. Choices to seek confirmatory or critical feedback and to revise posters in a poster design task were collected from a hundred and six Grade 8 students from a middle school in California via Posterlet, a computer-based assessment. Results show that critical uninformative feedback is associated with performance, critical informative feedback is associated with students' learning strategies (i.e., willingness to revise and feedback dwell time), while confirmatory informative feedback is negatively associated with performance and learning strategies. This research has implications for designing the informational content of feedback messages to support student performance on an open-ended design task. [For the complete proceedings, see ED579395.]