THE EFFECTS OF THE FORMATIVE ASSESSMENT ON STUDENTS’ MOTIVATION IN THE REPUBLIC OF KOSOVO

  • Lulzim Thaçi University “St. Kliment Ohridski”, Faculty of Education – Bitola, RNM
  • Violeta Janusheva University “St. Kliment Ohridski”, Faculty of Education – Bitola, RNM
  • Jove D. Talevski University “St. Kliment Ohridski”, Faculty of Education – Bitola, RNM

Abstract

Bearing in mind that the formative assessment of the students’ achievements in the Republic of Kosovo, as a new paradigm in assessment, is implemented relatively late in relation to other Balkan countries, this paper aims to present the effects of the use of the formative assessment in Kosovo’s primary schools on students’ motivation. This research has a qualitative paradigm and descriptive design, i.e. it analyses whether the pedagogical documentation regarding the relation of the formative assessment and students’ motivation is in line with the theoretical knowledge. In the same time, the research has a quantitative paradigm, i.e. it analyses the teachers’ attitudes towards the effects of the formative assessment on students’ motivation. The obtained data are processed with the frequency analysis from the SPSS, the descriptive statistics for each variable (M = mean, Mo = Mode and SD = standard deviation), and the value of the statistics (Spearman’s rho correlation). The reserach indicates that, so far, the pedagogical documentation that refers to the connection between the formative assessment and the students’ motivation in Kosovo is in correlation with the theoretical insights worldwide, and that teachers’ have possititve attitudes about this relation.

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Published
2020-06-30
How to Cite
THAÇI, Lulzim; JANUSHEVA, Violeta; TALEVSKI, Jove D.. THE EFFECTS OF THE FORMATIVE ASSESSMENT ON STUDENTS’ MOTIVATION IN THE REPUBLIC OF KOSOVO. International Journal of Education TEACHER, [S.l.], v. 10, n. 19, p. 17-25, june 2020. ISSN 1857-8888. Available at: <http://ijeteacher.com/index.php/ijeteach/article/view/110>. Date accessed: 02 dec. 2020. doi: https://doi.org/10.20544/teacher/19.02.