This study aims to describe the implementation of Quipper as a tool for formative assessment and self-directed learning in English classes at SMAN 1 Kroya, Cilacap. Using a qualitative descriptive approach, data were collected through observation, interviews, and documentation. The observations were conducted in four out of nine eleventh-grade classes, involving 12 students, 1 English teacher, and one 1 IT staff member. The findings reveal that Quipper facilitates interactive formative assessment by enabling teachers to create a variety of assessment types, including multiple-choice questions, essays, and listening exercises. The platform's structured design and account restriction features help reduce cheating and improve the quality of assessment practices. Furthermore, Quipper supports the development of self-directed learning by allowing students to manage their own learning pace and take responsibility for their progress. Although students are given flexibility in choosing materials and learning independently, they still need guidance and support from teachers in setting learning goals, selecting appropriate materials, and managing time and evaluation methods. However, this is the initial stage of implementing self-directed learning (SDL). This feature is particularly helpful in preparing for the SNBT (National Selection Based on Test) a university admission pathway in Indonesia that utilizes UTBK (Computer-Based Written Examination). Overall, this study highlights the significance of integrating digital platforms like Quipper into classroom instruction to enhance student engagement, promote autonomous learning, and improve educational outcomes.