The aim of this study is to investigate the extent to which Omani students perceive the effectiveness of formative feedback in relation with student educational level, GPA, instructor experience, and cohort. A questionnaire of twenty-one items to measure students' perceptions was used. A sample of 102 students was used to collect data. Statistical analysis shows no significant differences in students' perceptions due to students' educational levels and due to instructor experiences, but there were significant differences due to students' cohort and due to students' GPA. The study concluded with recommendations to improve the weak areas and revise the procedures and processes to ensure the provision of more effective feedback.