There is paucity of empirical research on the direct influence of culture on the execution of formative assessment practices in the classroom. Consequently, this study employs Hofstede’s cultural dimensions to investigate the influence of different dimensions of culture on formative assessment practices. Data were obtained from 91 science teachers in Cycle Two schools located in the Sultanate of Oman. A self-administered structured type of questionnaire was employed, and the primary data were analysed using SPSS. According to the results, the formative assessment practices of the science teachers were significantly influenced by the five culture dimensions investigated: Power-distance, Collectivism-individualism, Masculinity-Femininity, Uncertainty avoidance, and Oriental view (long-term orientation and short-term orientation). The findings offer empirical validation and vital theoretical insights into how culture can interact and influence delivery of formative assessment practices in the classroom. Practically, valuable insights are offered to policy makers and implementers as they embark on the strengthening of teachers’ competencies in formative assessment.
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