Whilst formative feedback has been highlighted as a key element in both student satisfaction and learning, research highlights the dissatisfaction of both tutors and students with its effectiveness in improving performance. This study tracks changes in undergraduate student satisfaction and performance across three cohorts in response to variations in group-level feedback. The findings of the study show that an increased level of generic critical feedback targeted at the group had a positive impact on individual student performance, but a corresponding negative impact of student satisfaction scores. Thus, whilst the student cohort experienced a sense of collective despair, this did not constrain their ability to change and adapt to the feedback given. It is argued that instead of triggering a process of self-reflection and peer comparison, the group feedback given, increased team spirit and collective action, resulting in improved academic buoyancy and performance.