It was hypothesized that providing appraisal data to students would influence their knowledge of abilities, and thereby facilitate achievement test performance. The teacher would also have a greater awareness of student talents and would facilitate student performance on tests. The sample consisted of a random sampling of seventh grade students. Necessary data from test records were placed in interpretable form for feedback to students and teachers. Treatment groups were designated according to the recipient of appraisal data and were: Teachers Only, Students Only, Students and Teachers, and Control. The study employed a pretest-posttest control group experiemental design and utilized an analysis of covariance technique. Results suggest that providing students and teachers with appraisal information has little effect upon test scores, while providing such information to teachers alone tends to have an inimical effect on student test scores. (Author/CJ)