Formative assessment is a core component of effective teaching, requiring teachers to integrate conceptual understanding, practical implementation, and socio-emotional sensitivity. This study investigates formative assessment literacy among primary school teachers in Kosovo using the Teacher Formative Assessment Literacy Scale (T-FALS). Employing a quantitative, cross-sectional design, data were collected from 350 teachers working in grades 1–5 in public and private schools. Descriptive analyses indicated a generally high level of formative assessment literacy, with the conceptual dimension being the most developed, while no participants were classified at a low literacy level. Non-parametric analyses revealed statistically significant differences in formative assessment literacy based on teaching experience, professional training, school location, and class size. Strong positive associations were found among the conceptual, practical, and socio-emotional dimensions, as well as between each dimension and the overall T-FALS score, supporting the multidimensional structure of formative assessment literacy. Multiple regression analyses further demonstrated that teaching experience, professional training, school location, and class size significantly predicted formative assessment literacy across dimensions. While teachers displayed solid conceptual foundations and generally strong practical skills, participatory practices and socio-emotional sensitivity were less consolidated. The findings underscore the importance of continuous, practice-oriented professional development and highlight the value of T-FALS as a diagnostic tool for guiding targeted interventions aimed at strengthening balanced and sustainable formative assessment practices in primary education.
Çibukçiu et al. (Wed,) studied this question.