The model of feedback processing proposed by R. W. Kulhavy and W. A. Stock (1989) was studied in a traditional classroom setting in which methods of assessing students' response confidence as predictors of postfeedback performance were also examined. The relationship between confidence ratings at the time of the test and confidence assessed prior to delayed feedback was explored. Subjects were 6 male and 21 female undergraduates assigned to confidence or interest conditions who rated their confidence in responses or interest in each questions. Data for 25 students were used. Students were asked to predict their scores, received feedback, and completed the examination again. An analysis of variance compared the performance of the confidence and interest groups, and regression and correlation analyses explored the predictability of postfeedback performance. There were no significant differences between postfeedback performance of the interest and confidence groups. Increase in elaborative processing due to students' rating their confidence does not appear to affect postfeedback performance any more than does rating the interest level. Results indicate that the Kulhavy and Stock model can be applied to the classroom. Use of students' estimates of test scores is not recommended as a measure of response confidence, as it accounted for very little variance in postfeedback performance. Implications for prediction of students' feeling-of-knowing are explored. (SLD)