Abstract

Using a survey research methodology with 392 secondary level students, the study analyzes the effectiveness of formative assessment techniques in public and private schools, across gender and geographic areas. The Raing scale was employed to gauge how well formative assessment strategies supported students' academic progress. Results showed little differences in public schools on how instruction was changed to better suit learning objectives. The benefits of these practices were stronger for female and rural students, highlighting the need to address geographic and gender gaps in education. The results highlight how crucial it is to provide targeted professional development programs and standardize formative assessment procedures across all educational sectors in order to improve student learning outcomes, especially in public schools. In general, formative assessment techniques are essential for raising student learning outcomes, which has consequences for practice and policy in the field of education.