Formative Assessment Practice in Sustainable Science Teacher Education: A Structural Equation Modeling Approach to the Holistic, Dynamic, and Cyclical Process of Capital Activation and Competency Development

Embedding formative assessment within sustainable professional development aligns with the global shift toward competency-based education, yet few studies quantitatively conceptualize it as a holistic, dynamic, and cyclical system in science teacher education. Drawing on Learning Progressions Theory and Personal Assessment Practice Theory, this study investigates the mechanisms linking psychological capital, professional capital, organizational culture, formative assessment practice, and teacher competency. Data from 612 fourth-year pre-service science teachers at normal universities in Inner Mongolia, eighteen structural models and seventy-two hypotheses were tested via Structural Equation Modeling (SEM). Results indicate that formative assessment practice activates internal and external capital resources, functioning as a catalyst that strategically mobilizes these resources to enhance teacher competency. The study offers a theoretically grounded and empirically validated framework for embedding assessment-driven feedback, reflection, and adaptive instruction into teacher preparation, offering practical guidance for designing sustainable, competency-oriented programs that foster continuous professional growth.