This research aimed to obtain teachers' views from their experience on formative assessment in achieving curricular outcomes in primary education. To conduct the research, we used qualitative methodology, through which we collected data from 20 primary education teachers in Kosovo, with the research instrument a semi-structured interview. The research focuses on the benefits of formative assessment, its effects on the achievement of curricular outcomes, as well as the shortcomings and difficulties that teachers face when implementing formative assessment. We also reviewed various literature related to this issue by making comparisons with the findings from qualitative research, where useful results for formative assessment were obtained. Participants in the research are teachers with experience and special training in formative assessment, providing valuable information on this topic. Data analysis was conducted by coding the participating teachers, the responses were grouped into four sub-themes, which were broken down about the literature reviewed, the purpose of the research, and the research questions. This study contributes to the understanding of formative assessment practices and helps identify opportunities for its improvement in primary schools by providing recommendations for the development of effective teaching and assessment methods.
Neziri et al. (Mon,) studied this question.