This paper describes the use of existing confidence and performance data to provide feedback by first demonstrating the data's fit to a simple linear model. The paper continues by showing how the model's use as a benchmark provides feedback to allow current or future students to infer either the difficulty or the degree of under or over confidence associated with a specific question. Next, the paper introduces Confidence/Performance Indicators as graphical representations of this feedback and concludes with an evaluation of s trial use in an online setting. Findings support the efficacy of using the Indicators to provide feedback to encourage students in multi-sized learning environments to reflect upon and rethink their choices, with future work focusing on the effectiveness of Indicator use on performance.