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Classroom research has demonstrated the capacity for significantly influencing student learning by engaging students in evaluation of previously submitted work as an intentional priming exercise for learning; we call this experience Learning by Evaluating (LbE). Expanding on current LbE research, we set forth to investigate the impact on student learning by intentionally differing the quality of examples evaluated by the students using adaptive comparative judgement. In this research, university design students (N = 468 students) were randomly assigned to one of three treatment groups; while each group evaluated previously collected student work as an LbE priming activity, the work evaluated by each group differed in quality. Using a three-group experimental design, one group of students only evaluated high quality examples, the second only evaluated low quality examples, and the third group of students evaluated a set of mixed-quality examples of the assignment they were about to work on. Following these LbE priming evaluations, students completed the assigned work and then their projects were evaluated to determine if there was a difference between student performance by treatment condition. Additional qualitative analysis was completed on student LbE rationales to explore similarities and differences in student cognitive judgments based on intervention grouping. No significant difference was found between the groups in terms of achievement, but several differences in group judgement approach were identified and future areas needing investigation were highlighted.