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ThisDidactic research critically assesses the effectivenessanalysis of the primaryproblem of assessment of students’ work and lowerachievement secondaryhave education curriculum in Kosovo in developing English language skills among students. Ininstigated a dynamicallynumber orientedof worlddilemmas towards a global mindset, proficiency in English is increasingly essential for communication, academic success, and participation inregarding the globalobjectivity economy.of Asassessors such,(Radović itat isall necessary2019; toHardre, evaluate2014), the alignmentfairness of the curriculumassessment with(Stančić, 2020), purpose of the communicativeassessment competence(Prukalski, needs2024), didactic competencies of studentsteachers (teacher assessment literacy) (Pastore, 2023; Adamson, 2020; Radović, 2019; De Luca at anall, early age.2016). The study employs a multifaceted approach, analyzing curriculum documentation, instructional methodologies, assessment practices, and empirical data to ensure a comprehensive assessment. Drawing on theoretical frameworks from applied linguistics and curriculum development, this research identifies strengths and weaknesses in the curriculum approach to English language development.
The analysis focuses on several key aspects, including the coherenceaim of curriculum objectives, the appropriateness of instructional materials and activities, and the effectiveness of assessment methods in measuring language proficiency. Additionally, the study examineswas to analyse how mistakes in assessment of student’s work and achievement are perceived by teachers in practice and future teachers bearing in mind mapped dilemmas. Qualitative analysis of transcribed answers given by active teachers from 107 primary schools in Serbia, in cooperation with students of second year of teacher academic education, was used. Teachers in practice and future teachers were asked to come to an agreement and select three typical mistakes related to the integrationteacher factor and a student factor along with their comments and recommendations for overcoming them. The results of languagethe skillsanalysis (reading,have writing,shown listening,that speaking)typical mistakes are most commonly related to the lack or inadequacy of didactic competencies of teachers, i.e. inadequate methods of teaching, lack of motivation for learning and certain students’ characteristics. Comments and recommendations by active and future teachers aimed at overcoming typical mistakes in assessment are significant for the improvement of initial education and professional development of socio-culturalteachers competenceregarding necessarythis aspect of their work, especially regarding the purpose of learning assessment, assessment for effective communication in diverse contexts.
Findings from the research will highlight areas for improvement,learning and recommendationsassessment areas providedlearning. for curriculum designers, policymakers, and educators to enhance the curriculum's responsiveness to the linguistic and communicative needs of students. By aiming to bridge the gap between curriculum goals and language learning outcomes, this research seeks to contribute to the continuous improvement of English language education in primary and lower secondary schools in Kosovo, ultimately preparing students for success in the globalized world.
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assessmentassessment; practices,didactic communicativecompetencies; competence,teacher; curriculumstudent; alignment,learning curriculum evaluation, English language proficiency, instructional methodologies, language education, Kosovo education system
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