The present study investigated the extent to which providing students with individualized performance feedback informed and directed their learning behavior. Individualized performance feedback was delivered to students using curriculum-based measurement progress indicators, either as a visual representation of ongoing performance in the form of a progress graph or as a progress graph supplemented with a qualitative analysis of topic mastery. Participants were 67 students enrolled in a first course in engineering calculus at a specialized public 4-year college. The College's specialization is within the maritime industry. Intact sections of Calculus I were randomly assigned to each of the feedback conditions. A contrast group of students who did not receive individualized performance feedback was formed. The impact of individualized performance feedback was examined in terms of measures of calibration accuracy, relearning, and academic performance when contrasted to corresponding measures from students who did not receive individualized performance feedback. Mixed-model analysis of covariance and mixed-model analysis of variance revealed differences between the feedback groups and the no feedback group. Differences for calibration accuracy approached statistical significance; however differences were statistically significant for measures of relearning and academic performance. For each measure, the students who received individualized performance feedback used that information to better judge their calculus capability, relearn topics not mastered more often, achieve at a higher level on course exams. When comparing the two feedback groups, there was evidence of differential self-monitoring activities. When students used the supplementary information gleaned from the mastery analyses, they studied non-mastered topics more often and had consistent study habits. Additionally, the group that received the supplementary mastery analyses not only reported more positive expressions of the usefulness of the feedback information, they also had strong associations between their perceptions of the usefulness of the feedback and corresponding measures of time engaged in academic activities and instances of relearning. Implications of the findings of this study suggest performance indicators appear to empower the student with the information to inform and direct one's learning behavior to become a successful learner. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]