Assessment in the schools of Kosovo

AuthorSyzana Kurtaj
PositionUniversity of Tetova, North Macedonia
Vol. 4 No. 2
June, 2020
European Journal of Economics, Law and Social Sciences
IIPCCL Publishing, Graz-Austria
ISSN 2519-1284
Acces online at
Assessment in the schools of Kosovo
Syzana Kurtaj
This research paper deals with assessment and the way students are being assessed in some
schools in Kosovo. It analyses whether the English teachers are using summative assessment
or formative assessment when it comes to assess students, or if they prefer to stick to their
traditional ways of assessing, because formative and summative methods require more
dedication than the traditional methods. The study was conducted on the assessment process
Theresearch includestwenty Englishteachers whodier onthe basisof followingcriteria
to the process of assessment, number of students in a class, opinions about the quality of the
assessmentprocess in theirschool andtheir aitudes towardsmodern methodsespecially
formative and summative assessment. Data has been collected qualitatively in the form of
comparing results.
of the importance of the formative and summative method of assessment.
The study has shown that, even though most of the teachers have claimed to give priority to
formative assessment, it appears that summative assessment is still dominant and favored by
the majority of the teachers.
Keywords: assessment, formative method, summative method, English teachers, student
Notoen is thoughtthat by assessment weonly meangivinggrades and making
dierent kinds of tests with the purpose of evaluatingsomeones knowledge but
is the systematic collection of data review and use of information about educational
program in order to improve students learning It is a process of identication
anddiscussionofinformationgathered frommultipleand dierentsources forthe
whatthey cando withtheir knowledgeas aresult oftheir educationalexperience
Assessmentasa partoftheteachingprocess isfarmore complexthanit isthought
to be Negative eects coming out of not very good planned assessment can be
farmore serious than itis thought tobe According toSchwartz Pand WebbG
 assessment is not only central part of work for teachers but also the main
driveroflearning Thatisto sayassessmentis forteachersandstudentstoknow
not only how well they have done but also where they have done well and where

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