Abstract

Although formative assessment research is widely recognized globally, it remains underutilized in many Asia-Pacific countries, Thailand included. This study explored the impact of formative assessment strategies on student engagement and academic achievement from primary, secondary, and tertiary education levels. Data from 4,500 students was analyzed using Hierarchical Linear Modelling (HLM). Significant increases were observed in academic achievement (mean difference = 25.3%, p < 0.001) and engagement (mean difference = 31.7%, p < 0.001) increases were observed, with the largest effects for immediate, content-directed feedback (d = 0.85). Online, culturally rich tests had the effect of minimizing the equity gap (d = 0.75). Cultural engagement (β = 0.47, p < 0.05) and use of digital tool (r = 0.72, p < 0.001) emerged as the strongest predictors in the HLM analysis. The findings provide clear pedagogical implications for evidence-based formative interventions that incorporate prompt feedback, digital technology and culturally responsive practices to enhance learning experiences.