ABSTRACT
Some students have such difficulty with handling mistakes that they avoid any circumstance that may pose a threat of making a mistake. Feedback is, of course, meant to provide direction and support as a student moves toward a target of achievement. This includes a desire for support, direction, and new ideas that come from feedback. In order to foster a yearning for feedback, authors must consider what they are modeling for their students. But students can control how they prepare for the exam: They can ask questions, check their understanding of the material, and dedicate time to reviewing the concepts. They can choose to spend time with the material instead of choosing other activities as the exam approaches.
