Teachers’ Attitudes and Practices Towards Formative Assessment in Primary Schools

Abstract

The continual and swift reforms the education system in Kosovo has endured in the recent decade have continuously challenged the teaching staff. The aim of this study is to ascertain whether there is a connection between the teachers’ attitudes towards formative assessment and the application of this assessment method.  The alternative hypothesis is that there is a statistically significant correlation between the teachers’ attitudes and actions towards formative assessment. Results indicate that a connection between the teachers’ attitudes and practices towards formative assessment, r=0.620, is noticeable. Tellingly, t-test results indicate that there are differences between attitudes towards formative assessment and its implementation in practice. The average of the teachers’ attitudes towards formative assessment is higher than the average of teachers who apply formative assessment.