Assessment and Practice in Educational Sciences 3092-717X 2 Serial Number 5 2024 01 01 Strategic Approaches to Student Involvement in Formative Assessment: Insights From Qualitative Interviews Strategic Approaches to Student Involvement in Formative Assessment: Insights From Qualitative Interviews 1 9 EN Journal Article 2023 11 15 This study aimed to explore the strategic approaches employed by educators to meaningfully involve  students in formative assessment within the school system of Tehran, Iran. A qualitative research design  was adopted, utilizing semi-structured interviews with 24 educators from various public and private  schools in Tehran. Participants were selected through purposive sampling based on their active  engagement in assessment practices. Data collection continued until theoretical saturation was achieved.  Interviews were transcribed verbatim and analyzed thematically using NVivo software. Thematic  analysis followed Braun and Clarke’s six-step framework, with open codes developed inductively and  refined into broader subthemes and main themes. Analysis revealed three overarching themes:  pedagogical strategies for engagement, psychological enablers of participation, and institutional and  cultural influences. Within these, teachers reported using student-centered goal setting, peer assessment,  dialogic teaching, and digital tools to increase student participation. Emotional safety, trust, and a  growth-oriented mindset were identified as psychological preconditions for involvement. Additionally,  the implementation of formative practices was influenced by school culture, leadership support,  curricular flexibility, and parental expectations. Teachers who had access to professional development  and institutional support demonstrated greater innovation in engaging students. Despite systemic  barriers, educators employed context-sensitive strategies to foster student agency and ownership in  assessment. The study highlights that effective student involvement in formative assessment is a  multifaceted process requiring intentional pedagogy, emotional support, and enabling institutional  environments. Findings suggest the need for professional learning, leadership backing, and cultural  alignment to enhance participatory assessment practices. The research offers practical implications for  teacher training, curriculum design, and school policy aimed at promoting formative assessment cultures.

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