Assessment in the schools of Kosovo

• Date: 01 June 2020

Vol. 4 No. 2

June, 2020

European Journal of Economics, Law and Social Sciences

IIPCCL Publishing, Graz-Austria

ISSN 2519-1284

Acces online at www.iipccl.org

178

Assessment in the schools of Kosovo

Syzana Kurtaj

UniversityofTetovaNorthMacedonia

Abstract

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

ofEnglishteacherswhoworkandteachindierentschoolsinPrizren

TheresearchincludestwentyEnglishteacherswhodieronthebasisoffollowingcriteria

theiragetheirteachingexperienceeducationrelatedtoassessmentaendedtrainingsrelated

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

interviewsandanalyzedusingcontentanalysesSilvermanandinferentialstatisticsby

comparing results.

Theresultshaveshownthattherearesignicantdierencesinapplicationandunderstanding

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

feedback.

Introduction

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

assessmentinfactmeansalotmorethanthispartialdenitionActuallyassessment

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

purposeofdevelopingdeepunderstandingofwhatstudentsknowunderstandand

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casestudentsexperienceandpracticalfromHighereducationalLondon

 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