This paper examines how modern assessment methods, when integrated into classroom practices, can enhance learners’ cognitive engagement and foster self-regulated learning. Drawing on a mixed-methods design, the study involved twenty secondary school teachers who employed formative assessment strategies—such as peer review, open-ended questioning, and real-time feedback—over one academic semester. Both quantitative and qualitative data indicate that continuous, context-specific feedback significantly improves students’ critical thinking skills, motivation, and metacognitive awareness. Furthermore, qualitative analysis of classroom observations and focus group interviews reveals that systematic formative assessments encourage a shift from passive reception to active collaboration, leading to greater learner autonomy and self-efficacy. While some students initially demonstrated discomfort with these collaborative strategies, they gradually adapted and reported increased confidence in their learning process. The findings underscore the potential of modern assessment frameworks to reshape traditional teacher-centered paradigms, catalyzing deeper cognitive activity and sustained academic growth.

Formative assessment, cognitive engagement, self-regulated learning

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