Accurate self-monitoring of one's mastery of material is a necessary skill for student success. Without this skill students lack the awareness of when to prolong or terminate their studying for an exam, or when to modify their study strategies. Inaccurate self-monitoring can lead to false assessment of mastery, premature termination of study, overconfidence, and poor academic performance. The hypothesis of this study is that accurate self-monitoring, a skill of a self-regulated learner, will improve exam performance by providing the student with an accurate measure of content mastery and, thereby, a more accurate assessment of what the student needs to do to perform satisfactorily on an exam. This study investigates the effectiveness of use of self-assessment and post-exam reflection forms as cognitive feedback and additional self-regulated learning strategies students can use to achieve a positive outcome on exams. (Contains 2 tables and 4 figures.)