Assessment Practices of Albanian & Italian Teachers in English Classrooms

Dr Alnida (Shano) Koroshi,Dr Emilda Roseni

doi:10.22158/eltls.v2n2p45

Abstract

Language assessment policies in Albania and Italy have impact on assessment practices of English teachers. This study describes Albanian and Italian secondary school English teachers’ classroom assessment practices in ELL classes. It was conducted using qualitative method design with 48 secondary school English teachers as respondents, practically 24 from Albania and 24 from Italy who participated in an interview and observation to clarify their practices on classroom assessment. The study found that secondary school English teachers in both countries Albania and Italy used assessment for learning as the main purpose of assessment. The majority of secondary school English teachers in Italy prepared and made their own assessment, while secondary school English teachers in Albania used items from published textbooks as their primary sources for constructing assessment items. English teachers of both countries used written comments for providing feedback. Total score test and a letter grade were the highest percentage methods for providing summative assessment for both secondary school English teachers in Albania and Italy.

Highlights

Classroom assessment importance in both countries Albania and Italy has been increasingly recognized since the newest concept of curriculum that places students at the limelight
Classroom assessment practices have brought a lot of changes in the way educators perceive it, especially in the Albania and Italy
Not all of the English teachers in Albania and Italy are totally aware in the application of right practices concerning classroom assessment in their English Language classes; because these students come from very different backgrounds and often face multiple challenges in the classroom

Summary

Introduction

Classroom assessment importance in both countries Albania and Italy has been increasingly recognized since the newest concept of curriculum that places students at the limelight The educators of both countries realize that classroom assessment should be viewed as a process rather than as a product in which assessment purpose is a matter of getting the students’ score and determining whether they pass the requirements or not but it is more on how to know the students’. This study explored on how English teachers in Albania and Italy practice their classroom assessment in English language classes. It was focused on knowing their purpose, methods and procedures

Methods

Conclusion