Providing feedback is one of the most effective methods to enhance student's learning. The absence of readily available data on paper-based assessments makes it impossible to know whether students received feedback and whether they have acted upon it or not. In our institution, we have been using a homegrown educational technology to support blended-instruction classes by integrating physical and cyberlearning analytics. Using the collected digital footprints of students, we were able to analyze their reviewing behavior. A study was conducted to investigate the effects of personalizing the reviewing sequence of paper-based assessments. Each student is presented with a personalized sequence of questions to review based on the importance of their mistakes. We found that the students who followed the suggested sequence improved significantly higher in the succeeding exam than those who reviewed the assessment arbitrarily or did not have any reviewing strategy. Results showed that personalized guidance on reviewing graded assessments effectively helped improve student performance.