Predicting teachers’ formative assessment practices: Teacher personal and contextual factors

Past studies identified isolated factors influencing teachers' formative assessment practices (FAP) but did not show a comprehensive model of it. Hence, this study systematically creates and tests a theoretical model of FAP by determining whether personal or contextual factors are linked to teachers' FAP. We collected longitudinal data from 296 Hong Kong primary and secondary teachers through two waves of the survey. The results of a multivariate outcome, multilevel analysis showed that personal (teacher rank, years of teaching experience, and self-efficacy) and contextual factors (school support, total number of teachers in a school, and teaching grade) significantly impact teachers’ FAP. •Person and context factors affect teachers' formative assessment practices (FAP).•Teachers with more self-efficacy reported more FAP.•Teachers in schools with more teachers or more school support reported more FAP.•Teachers with higher rank or less teaching experience reported more FAP.