This study investigated instructional methodology in relation to the effectiveness of different instructional feedback strategies that can be used in regular classroom situations. Experimental conditions were created to investigate whether, in addition to mastery learning strategies, either the student's ability to use stated criteria to judge his own performance would be affected or his performance improved by self-evaluation of products using specified criteria, or self-evaluation and instructor feedback on the accuracy of his evaluation. Subjects were 56 undergraduate students in media production classes who were assigned to either the control group, the self-evaluation group, or the self-evaluation/feedback group to measure the effects of these variables. Results indicate that the association between student self-evaluation and instructor evaluations on a final class project was negatively affected by student self-evaluation only, and positively affected by the combination of self-evaluation and instructor feedback on the accuracy of the student self-evaluations. Feedback was shown to be most effective in situations in which students had too much confidence in the quality of their materials. A list of references and three evaluation forms are appended. (Author/RAO)