<![CDATA[Higher-Order Thinking Skills (HOTS) are essential competencies in 21st-century learning. However, assessment practices in schools remain dominated by general feedback and have not optimally supported the development of HOTS. This study aims to analyse the need for developing a HOTS-based formative feedback instrument using Microsoft Forms. The study employed a Didactic Design Research (DDR) approach with quantitative and qualitative methods. Data were collected through questionnaires from 38 science teachers and 138 eighth-grade students in public junior high schools in Lampung Province, supplemented by open-ended responses to provide a comprehensive picture of classroom assessment practices. The results showed that teachers’ needs for a HOTS-based formative feedback instrument were in the very high category (97.89%), while students’ needs were also very high (91.98%). Furthermore, perceptions of integrating HOTS, formative feedback, and Microsoft Forms reached 92.63%, indicating strong readiness and acceptance of the proposed instrument. These findings suggest that existing assessment practices have not fully facilitated HOTS development and require more targeted formative feedback supported by digital technology. The implication of this study is that integrating HOTS-oriented formative feedback with Microsoft Forms can support more interactive and meaningful assessment practices that foster students’ HOTS.]]>
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