A Contrastive Review of Assessment Methods by German Language Teachers in Albania and Kosovo (Published)
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
Educational Assessment in Transition: Historical and Contemporary Perspectives from Albania (Published)
This article examines the evolution of assessment systems in pre-university education within a comparative context, focusing on how assessment practices and structures have transformed in Albania. It examines the gradual transition from traditional and subjective models toward standardized approaches based on scientific principles and competency-oriented frameworks. In the Albanian case, historical development is examined from the Ottoman period, through the stages of national state building and the socialist system, to contemporary reforms that include the State Matura examination, formative assessment, and digitalization through the Pre-University Information Management System (SMIP). The article also analyzes how the COVID-19 pandemic both transformed and challenged, traditional assessment models. Through a critical analysis and comparison with successful international practices, the paper argues for the need to strengthen formative assessment, expand the use of technology, and adapt personalized approaches to build a more comprehensive, objective assessment system aligned with contemporary educational requirements.
Keywords: Albania, Educational Assessment, educational reform, technology in education; formative assessment
A Pupil-Centric Analysis in the Teaching- Learning Process of Information Technologies Using ICT in Albanian Schools (Published)
In the digital age, the importance of ICT education and the challenges of the education sector cannot be overstated. The aim of this study was to evaluate the current situation in the tenth to twelve grade pre-university institutions through a questionnaire administered by the pupils in those classes. The questionnaire specifically requested feedback regarding the teaching quality in ICT, the functionality of ICT laboratories in their schools, the adequacy of ICT equipment used during lessons, the availability of internet access on school premises, the utilization of various software for ICT learning, and the specific areas within ICT where students required additional learning.
Keywords: Albania, ICT, teaching-learning process