Formative Assessment in Teaching the Macedonian Language (Primary Education in R. Macedonia)

Year 2017, Volume: 4 Issue: 1, 54 - 78, 12.12.2016

Violeta Januševa Jana Jurukovska

https://doi.org/10.21449/ijate.266059

Cited By: 1

Abstract

In
the Republic of Macedonia, the formative assessment represents a new assessment
paradigm that focuses on students as active participants during the teaching
process. This paradigm was established in 2007 as part of the Primary Education
Project (PEP) by USAID (United States Agency for International Development).
This research is focused on the analysis of Macedonian language teaching
curriculum from first to ninth grade of primary education in the Republic of
Macedonia, on the analysis of the suitability of the tasks for formative
assessment in one Macedonian language textbook, as well as on the examination of
students’ and teachers’ viewpoints, concerning various aspects of formative
assessment in Bitola, a region in the Republic of Macedonia. From the analysis
it could be seen that there is strong support of formative assessment by the
authorized structures, and that there are many positive and negative aspects of
the use of formative assessment in the Macedonian language teaching process.
The research has qualitative and quantitative paradigm. The methods for
collecting and processing the data, and for gaining scientific conclusion are
analysis, synthesis and comparison. The instrument consists of two
questionnaires, one for students and one for teachers.

Keywords

Formative assessment, Teaching process, Macedonian language, Teachers’ and students’ viewpoint

Formative Assessment in Teaching the Macedonian Language (Primary Education in R. Macedonia)

Abstract

In the Republic of Macedonia, the formative assessment represents a new assessment paradigm that focuses on students as active participants during the teaching process. This paradigm was established in 2007 as part of the Primary Education Project (PEP) by USAID (United States Agency for International Development). This research is focused on the analysis of Macedonian language teaching curriculum from first to ninth grade of primary education in the Republic of Macedonia, on the analysis of the suitability of the tasks for formative assessment in one Macedonian language textbook, as well as on the examination of students’ and teachers’ viewpoints, concerning various aspects of formative assessment in Bitola, a region in the Republic of Macedonia. From the analysis it could be seen that there is strong support of formative assessment by the authorized structures, and that there are many positive and negative aspects of the use of formative assessment in the Macedonian language teaching process. The research has qualitative and quantitative paradigm. The methods for collecting and processing the data, and for gaining scientific conclusion are analysis, synthesis and comparison. The instrument consists of two questionnaires, one for students and one for teachers.

Keywords

Formative assessment, Teaching process, Macedonian language, Teachers’ and students’ viewpoint

References

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• Andrade, H., and Valtcheva, A. (2009). Promoting learning and achievement through self-assessment. Theory into Practice, 48: 1, 12–19. doi: 10.1080/00405840802577544
• Author and Pejchinovska, M. (2011). Formative assessment in the teaching practice through the prism of the teachers. In Proceeding of International Science Conference: “Educational Technologies” 2011 on TU – Sofija, IPF – Sliven. Announcements of Union of Scientists – Sliven, Vol. 19: 71–76.
• Black, P. (2007). Formative Assessment: Promises or problems?. King’s College London [Adobe Acrobat Document]. Retrieved from
• https://www.learntogether.org.uk/resources/Documents/Formative%20Assessment%20in%20Music.pdf on 15 September 2014.