Assessment in the schools of Kosovo
Author | Syzana Kurtaj |
Position | University of Tetova, North Macedonia |
Pages | 178-185 |
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
UniversityofTetovaNorthMacedonia
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
ofEnglishteacherswhoworkandteachindierentschoolsinPrizren
Theresearch includestwenty Englishteachers whodier onthe basisof followingcriteria
theiragetheirteachingexperienceeducationrelatedtoassessmentaendedtrainingsrelated
to the process of assessment, number of students in a class, opinions about the quality of the
assessmentprocess in theirschool andtheir aitudes towardsmodern methodsespecially
formative and summative assessment. Data has been collected qualitatively in the form of
interviewsandanalyzedusingcontentanalysesSilvermanandinferentialstatisticsby
comparing results.
Theresultshaveshownthattherearesignicantdierencesinapplicationandunderstanding
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
Notoen is thoughtthat by assessment weonly meangivinggrades and making
dierent kinds of tests with the purpose of evaluatingsomeones knowledge but
assessmentinfactmeansalotmorethanthispartialdenitionActuallyassessment
is the systematic collection of data review and use of information about educational
program in order to improve students learning It is a process of identication
anddiscussionofinformationgathered frommultipleand dierentsources forthe
purposeofdevelopingdeepunderstandingofwhatstudentsknowunderstandand
whatthey cando withtheir knowledgeas aresult oftheir educationalexperience
Assessmentasa partoftheteachingprocess isfarmore complexthanit isthought
to be Negative eects coming out of not very good planned assessment can be
farmore serious than itis thought tobe According toSchwartz Pand WebbG
AssessmentcasestudentsexperienceandpracticalfromHighereducationalLondon
assessment is not only central part of work for teachers but also the main
driveroflearning Thatisto sayassessmentis forteachersandstudentstoknow
not only how well they have done but also where they have done well and where
To continue reading
Request your trial