Application of Formative and summative assessment in Prishtina Upper Primary Schools

Authors

  • Niman Dreshaj AAB college

DOI:

https://doi.org/10.20544/teacher.27.02

Keywords:

evaluation, training, teacher development, strategies of assessment

Abstract

Abstract

 

Examining the evaluation process and the items used to evaluate students is crucial. For student evaluations, teachers are either staying with more traditional methods that need significantly less commitment than present methods, or they are adopting more modern alternatives. The purpose of this research is to find out whether and how Kosovo's student teaching content is evaluated. Thus, the study focuses on identifying various types of test designs that are employed to determine their effectiveness. The goal of this study is to improve teaching and learning by offering reliable information on evaluation. The results display that most teachers are trained to use summative methods, and occasionally formative methods are implemented. The information gathered also reveals that the application of particular strategies by teachers is significantly influenced by their age, length of service, and attendance at training. The results show that older teachers tend to use summative assessments. whereas younger educators use formative strategies.

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Published

31.05.2024

How to Cite

Dreshaj, N. (2024). Application of Formative and summative assessment in Prishtina Upper Primary Schools. International Journal of Education Teacher, 27, 17–32. https://doi.org/10.20544/teacher.27.02

Issue

Section

Articles