Subject: L Education (General)
Year: 2025
Type: Article
Type: NonPeerReviewed
Title: TEACHING STRATEGIES AND FORMATIVE ASSESSMENT IN THE ELEMENTARY SCHOOL"BASHKIMI" IN THE MUNICIPALITY OF GOSTIVAR
Author: ABDIJA, Narta
Abstract: Teaching is a unique process that implies the organized work of the teacher with students, to acquire habits, skills and systematic acquisition of knowledge. It implies a basic didactic concept, which is an integral part of the educational program. And teaching is an organized, systematic, creative and interactive activity, institutional or non-institutional, which aims to master the defined contents, acquire knowledge, skills and habits, as well as train students for further and continuous work. This research aims to reveal the attitudes of teachers regarding formative assessment and the application of teaching strategies in teaching. In order to provide a real picture of the situation in question, we have selected a random sample of 50 teachers. The research is based on data collected from questionnaires dedicated to teachers of the primary school “Bashkimi” in the Municipality of Gostivar. The relevant data were processed with statistical data. The results provide us with data that the variable of teachers' attitude regarding formative assessment during teaching resulted in 60% positive responses and 40% negative responses from teachers. This result allows us to conclude that the variable of teachers' attitude regarding formative assessment during teaching has a normal distribution. This research forms a potential basis for examining teachers' attitude towards teaching strategies, formative assessment.
Publisher: Faculty of Pedagogy, Tetova, Republic of North Macedonia
Relation: https://eprints.unite.edu.mk/2111/
Identifier: oai:eprints.unite.edu.mk:2111
Identifier: https://eprints.unite.edu.mk/2111/1/EDucation_2025-125-137.pdfIdentifier: ABDIJA, Narta (2025) TEACHING STRATEGIES AND FORMATIVE ASSESSMENT IN THE ELEMENTARY SCHOOL"BASHKIMI" IN THE MUNICIPALITY OF GOSTIVAR. EDUCATION Journal of Educational Research, 7 (13-14). pp. 125-137. ISSN 2671 - 3276
