This study examines assessment practices in German as a Foreign Language (DaF) classroom in Albania and Kosovo, focusing on their impact on student learning and motivation. A survey was conducted with 136 secondary school students from Tirana (Albania) and Podujeva (Kosovo), using a combination of Likert-scale questions and open-ended items. Quantitative data were analyzed descriptively, while qualitative responses underwent thematic content analysis. Results indicate that students in both contexts understand grading criteria and perceive assessment as generally fair, yet report insufficient feedback. Students in Podujeva expressed higher satisfaction with evaluation and preferred combined oral and written feedback, whereas Tirana students emphasized oral examinations and lower transparency. Despite these differences, assessment positively influenced motivation in both groups. The study highlights the need for clearer communication of criteria, more frequent constructive feedback, and the promotion of student-centered, culturally sensitive assessment practices. Cross-border exchange of best practices is recommended to enhance DaF instruction.
Keywords: Albania, Assessment, Feedback, German as a foreign language, Kosovo, student motivation
