A study investigated 210 secondary vocational/technical education students' cognitive, affective, and behavioral responses to a skill assessment process. Students received feedback on their skill strengths and weaknesses and those skills in which they over- or under-estimated their abilities. Results from hierarchical multiple regression indicated certain main effects. Students adopting mastery goals held adaptive motivational beliefs, including high levels of self-efficacy and feedback seeking intentions. Students oriented toward performance-approach goals also held higher levels of self-efficacy. Performance-avoidant goals were not predictive of students' post-assessment motivation. Structural equation models indicated that both calibration accuracy and utility mediate these relationships, depending on the skill set investigated. (Appendixes include 4 figures, 5 tables, and 121 references.) (YLB)