[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593161-105":59,"doc-detail-593161-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","examining-early-career-teachers-formative-practices-to-inform-and-support-continuous-improvement-in-educator-preparation-programs","Examining Early Career Teachers’ Formative Practices to Inform and Support Continuous Improvement in Educator Preparation Programs","","A year-long multiple case study followed six graduates from an initial licensure Education Preparation Program (EPP) into their first year as licensed teachers in United States public schools. The study examined how these teachers used formative assessments to support student learning and identified EPP strengths and areas for improvement. Data from interviews, surveys, and classroom observations, plus student work and assessment evidence, indicated EPP coursework and clinical experiences support effective formative assessment practices and meaningful impacts on students.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/examining-early-career-teachers-formative-practices-to-inform-and-support-continuous-improvement-in-educator-preparation-programs/593161/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/examining-early-career-teachers-formative-practices-to-inform-and-support-continuous-improvement-in-educator-preparation-programs/593161.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the year-long study?","Question",{"text":112,"@type":113},"The study explored the extent to which early-career teachers used formative assessments to positively impact student learning and identified strengths and improvement areas for their educator preparation program.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were participants’ formative assessment practices studied?",{"text":117,"@type":113},"The research used multiple data sources, including interviews, survey data, and classroom observations, along with student work samples and assessment data to understand teachers’ thoughts and practices.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the findings suggest about the educator preparation programs (EPPs)?",{"text":121,"@type":113},"Findings indicate that EPP coursework and clinical experiences contribute to beginning teachers’ effective use of formative assessments that impacts student learning, while also supporting recommendations for continuous improvement.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593161,1792191293,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Examining Early Career Teachers’ Formative Practices to Inform and Support Continuous Improvement in Educator Preparation Programs  \n* ± ‡  \nBy Alicia Wenzel , Katrina A. Hovey & Annie Ittner  \nThis year-long, multiple case study followed a small group (N=6) of graduates from an initial licensure Education Preparation Program (EPP) into their classrooms to observe their first year as licensed teachers in United States public schools. The study’s purpose was twofold: 1) to explore the extent to which this group used formative assessments in their classrooms to positively impact student learning, and 2) to examine strengths and areas for improvement within our EPP based on our observations of the teacher participants’ practice and impact on their students. Multiple data sources were collected and analyzed.  \nBased on participant interviews, survey data, and observations, findings indicate that our EPP coursework and clinical experiences contribute to beginning teachers’ effective use of formative assessments to impact student learning.  \nHowever, findings support recommendations for EPP continuous improvement.  \nThis study highlights the importance of completing self-studies to determine strengths of an EPP and areas for improvement so EPPs, teachers, and K-12 students have greater success. To increase the effectiveness of teacher training, EPPs must continuously evaluate the efficacy of their educator preparation programs including evaluating their graduates’ ability to transition from pre to in-service teachers and implement effective pedagogical practices that promote student success.  \nKeywords: formative assessment, educator preparation, continuous improvement  \nIntroduction  \nEducator preparation programs (EPPs) are tasked with ensuring they graduate beginning teachers who have both pedagogical knowledge and instructional and managerial skills to effectively meet the needs of K-12 students (Worrell et al., 2014). To ensure that EPPs provide teacher candidates with relevant and highquality preparation that positively impacts student learning, EPPs need to evaluate the quality and effectiveness of their preparation programs through various reliable measures and make adjustments based on data for continuous improvement (Feuer, Floden, Chudowsky, & Ahn, 2013; Worrel et al., 2014) .  \nThis multiple case study followed six first year public school teachers in the United States to explore the extent to which this group used formative assessmentsin their classrooms to positively impact student learning, and to examine strengthsand areas for improvement within our EPP specifically related to formative  \n*  \nProfessor, Western Oregon University, USA.±Associate Professor, Western Oregon University, USA.‡Assistant Professor, Western Oregon University, USA.  \nassessment. The participants represented three licensure programs: undergraduate elementary/middle school, graduate elementary general education, and graduate special education. Multiple sources of data (e.g., observations, surveys, interviews, student work samples, assessment data) were used to understand the novice teachers'thoughts and practices related to implementing formative assessments and their impact on their students’ academic growth. The authors of this paper are faculty who teach across the initial licensure programs. The findings from this research study were used to support continuous program improvement within the EPP preparing K-12 teachers in our initial licensure programs and for state and national accreditation reporting to document our effectiveness and plan for continual improvement in our initial licensure programs.  \nLiterature Review  \nFormative Assessment  \nFormative assessment is the process by which teachers continually collect evidence of student understanding and skill, and provide students with specific and relevant feedback necessary to move forward and be more successful in their learning (Black & William, 1998; Heritage, 2007; Moss & Brookhart, 20","cbCaibB3ccKUAxkv","https://ap.wps.com/l/cbCaibB3ccKUAxkv","pdf",164854,16,"English","# Introduction\n## Literature Review\n### Formative Assessment\n### Novice Teachers and Formative Assessment Practices","[{\"question\":\"What is the main purpose of the year-long study?\",\"answer\":\"The study explored the extent to which early-career teachers used formative assessments to positively impact student learning and identified strengths and improvement areas for their educator preparation program.\"},{\"question\":\"How were participants’ formative assessment practices studied?\",\"answer\":\"The research used multiple data sources, including interviews, survey data, and classroom observations, along with student work samples and assessment data to understand teachers’ thoughts and practices.\"},{\"question\":\"What did the findings suggest about the educator preparation programs (EPPs)?\",\"answer\":\"Findings indicate that EPP coursework and clinical experiences contribute to beginning teachers’ effective use of formative assessments that impacts student learning, while also supporting recommendations for continuous improvement.\"}]","Examining Early Career Teachers’ Formative Practices to Inform and Support Continuous Improvement in Educator Preparation Programs | PDF",1792076722]