FORMATIVE ASSESSMENT PRACTICES AT THE LEVEL OF PROFESSIONAL DEBUT-AN ANALYSIS OF PEDAGOGICAL, INSTITUTIONAL AND PROFESSIONAL DETERMINANTS1
FORMATIVE ASSESSMENT PRACTICES AT THE LEVEL OF PROFESSIONAL DEBUT-AN ANALYSIS OF PEDAGOGICAL, INSTITUTIONAL AND PROFESSIONAL DETERMINANTS1

Summary/Abstract: This study investigates the factors influencing the use of formative assessment among teachers in the first three years of their professional careers. The research is grounded in a conceptual model that integrates four categories of determinants: personal, contextual, external, and resource-asossiated factors. Data were collected through a questionnaire administered to a sample of 107 novice teachers from general education institutions in the Republic of Moldova. The findings indicate that formative assessment practices are significantly influenced by teachers’ pedagogical and assessment knowledge, professional beliefs, and sense of self-efficacy. In addition, school climate, mentoring, professional collaboration, and managerial support facilitate the integration of formative assessment strategies into classroom practice. At the same time, the pressure of national assessments, curriculum requirements, and administrative workload limit the frequency and effectiveness of formative assessment implementation. The results also highlight the important role of continuous professional development, access to methodological and digital resources, and the existence of an institutional environment that supports pedagogical innovation. The study confirms the multidimensional nature of formative assessment and emphasizes the need for integrated interventions in initial teacher education, mentoring, and educational policy to support the development of formative assessment competencies among early-career teachers.

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