This project builds on previous research highlighting the importance of student engagement and participation in tertiary assessment feedback practice. It acknowledges the student as key to closing the 'feedback loop', and promotes metacognitive reflection on individual learning. The project extends previous research parameters by surveying students at undergraduate and postgraduate levels of study to identify qualitative shifts in attitudes to assessment feedback. By offering adaptively released qualitative and quantitative feedback through an online Learning Management System, this investigation aims to minimise ego-involving feedback and expand the capacity of metaphase learning through the requirement of a formal student response to adaptively released assessment feedback (ARAF). Additionally, the project also explores the relationship between a learner's seniority at university and their responsiveness to ARAF. The project culminates in the development of innovative strategies that both assist and empower students in changing attitudes and behaviours to assessment feedback.