Formative feedback is important to student experience and learning outcomes. However, little is known about how students engage with formative feedback and the specific impact it can have on assessment outcomes. The purpose of this study was to examine the impact of optional formative assessment feedback on learners’ performance and behaviour. In total 135 Postgraduate students participated in this study. Students’ profiles were created by an enrolment questionnaire covering the "Big 5" personality dimensions, the Situational Motivation Scale and demographic and background data. Learners’ engagement with the LMS (Blackboard) was monitored using built-in reporting tools for activity in the main content areas over the module’s ten weeks of teaching. Marks from both formative and summative assessments were used to gauge their relationship to engagement and performance. Results indicate that seeking formative feedback is associated with significantly higher course engagement. In terms of feedback uptake behaviour, there is a partial relationship between time spent on feedback content and mark improvement, but feedback visits across course weeks seems to be a better indication. Few student characteristics correlate with feedback-seeking, though we reinforce our earlier finding that conscientiousness is negatively associated, reflecting an over-confidence in expected performance in those who decline feedback opportunities.