This paper presents a novel examination of the impact of students' feedback choices and performance on their feedback memory. An empirical study was designed to collect the choices to seek critical feedback from a hundred and six Grade 8 middle-school students via Posterlet, a digital assessment game in which students design posters. Upon completing the game, students filled a survey asking them to recall the feedback phrases they encountered in Posterlet. Results show that choosing critical feedback correlated with the critical feedback students remembered. Additionally, choosing critical feedback and poster performance inversely correlated with the confirmatory feedback students remembered. A closer examination of the informational value of feedback revealed that choosing critical feedback correlated with both types (i.e., informative and uninformative) of critical feedback remembered and it inversely correlated with both types of confirmatory feedback remembered. Finally, poster performance correlated with the critical uninformative feedback remembered and inversely correlated with the confirmatory uninformative feedback remembered. Ramifications for students' learning performance are discussed. [For full proceedings, see ED571332.]