The effects of test performance feedback (contingent, noncontingent, control) and teacher expressiveness (low, high) on student achievement in a simulated college classroom were investigated. Subjects (N=75) wrote an analogies test which provided either contingent or noncontingent performance feedback, after which they viewed a videotaped lecture presented by either a low or high expressiveness instructor. Control subjects did not write an analogies test, but simply viewed either a low or high expressiveness instructor. Following the lecture, all subjects completed a teacher evaluation and a multiple-choice examination. Results indicated that the high expressive instructor produced greater achievement than the low expressive instructor in both the contingent and noncontingent feedback conditions. Also, achievement was greater in the noncontingent than in the control condition under high instructor expressiveness. (Author)