The differences in formative assessment evaluation between teachers and students – a non- parametric analysis

Abstract

This study aims to assess the impact of the application of formative assessment on student success in the Republic of Kosovo and to highlight the differences in assessment between teachers and students. The research included 217 teachers and 245 students from 34 lower secondary schools, from different cities and villages of the Republic of Kosovo. Separate questionnaires were prepared for both groups, while 5-point Likert questions were used to measure the evaluation of the effects of formative assessment. The non-parametric one-sample Wilcoxon signed rank test and Mann–Whitney U test methods were used to analyse the results and test the hypothesis. The results of the Wilcoxon test with 95% confidence level show that both teachers and students evaluate positively the effects of formative assessment, while the Mann–Whitney U test results show that for particular aspects there are significant differences in assessment between these two groups for the formative assessment method.

Keywords: Formative assessment, learning outcomes, teaching practice, curriculum, non-parametric methods, Kosovo.