The ability to seek feedback about one's learning is an essential skill for independent learners. Although educational researchers have focused on feedback assigned to students, little research has investigated feedback-seeking, and no previous investigation has explored feedback-seeking in relation to both learning and age. This secondary data analysis study examines the effect of age on choices to seek critical feedback and to revise digital posters as well as on learning outcomes for n = 764 students across six US public schools. Previously reported data from three middle schools were merged with new data from a middle school, a high school, and a community college to sample a larger age range. Students played a digital assessment game, Posterlet, which measured their choices to seek critical feedback and to revise posters. This study examines critical feedback-seeking across age, starting in middle school, and it demonstrates that it is possible to capture and measure learning choices (e.g., behaviors that students employ while learning) using the same assessment, Posterlet, across age. The results revealed that, starting in middle school, (1) age did not influence the frequency of critical feedback-seeking, as students' feedback choices were stable across age; (2) critical feedback-seeking correlated with learning of graphic design principles, poster performance, and students' choices to revise their posters; and, importantly, (3) age did not moderate the relation between critical feedback-seeking and learning behaviors and outcomes across a large developmental sample. Thus, critical feedback-seeking is stable from middle school through adulthood and the benefits of seeking critical feedback have the same impact on learning outcomes regardless of age.

对于个人学习者来说，寻求反馈意见的能力是一项必不可少的技能。尽管教育研究人员专注于分配给学生的反馈，但很少有研究调查寻求反馈的问题，并且之前没有任何研究探讨与学习和年龄有关的反馈寻求问题。这项二次数据分析研究检查了年龄对美国六所公立学校中n = 764名学生的选择，寻求关键反馈和修改数字海报以及对学习成果的影响。先前报告的来自三所中学的数据与来自一所中学，一所高中和一所社区大学的新数据合并在一起，以抽样更大的年龄范围。学生玩了一个数字评估游戏Posterlet，该游戏评估了他们的选择，以寻求重要的反馈和修改海报。这项研究从中学开始就考察了各个年龄段的关键反馈寻求，并证明了有可能使用相同的评估值Posterlet跨年龄段来捕获和衡量学习选择（例如，学生在学习时所采用的行为）。结果表明，从中学开始，（1）年龄不会影响关键反馈的寻求频率，因为学生的反馈选择在各个年龄段都是稳定的；（2）关键的反馈寻求与图形设计原理的学习，海报的表现以及学生对海报的修改选择有关；而且，重要的是，（3）年龄并没有缓解大量开发样本中关键的寻求反馈和学习行为与结果之间的关系。因此，