11 SES 12, Do We Really Need Assessments in Schools?
Kosovo has had a huge transformation in the educational system after 1999. In early 2000, under the administration of United Nations Mission in Kosovo (UNMIK) the Department of Education and Science was created with the rule 2000/11. In 2003, the hugest reform in lower secondary and higher secondary education was introduced. The need for introducing the new Curriculum Framework was seen as necessary due to new socio-economic conditions in the country and as such the immediate requisite for creating a firm foundation for further academic studies and efficient capacities for the labour market . This meant that as a result of the changes in the format and as well curriculum of pre-university education, the generation of pupils that started upper-secondary education in the school year 2003/2004 and had three years of studies, for the first time went through State Matura (SM) exam in the school year 2005/2006. “Standardised assessment at the end of grade 12, through the State Matura examination, aims to measure the level of achievement in mastering the key competences expressed through learning outcomes for the curriculum key stage” . The Law on Final Exam and State Matura Exam was introduced only in 2008 (“Law No. 03/L-018”, 2008). Until that time, the exam was held only based on the administrative directives issued by the Ministry of Education, Science and Technology in Kosovo (MEST).
After its implementation, SM exam has been one of the most important assessment ways of pre-university education in Kosovo. However, the examination as a process has been criticized through years for its poor quality and poor results at the same. According to MEST, the test delivered in 2015 has more satisfying results and at the same time they are more realistic. According to the Director of the Central State Matura Commission (CSMC), “The test administration was in the appropriate level, but also the conditions under which the test was held were also better, therefore rightly we can say that the results are realistic, while compared to the last year there is marked an increase of 1.4 percent”. Despite the fact that most of the attention is put on the administration of the test as a process, overall the quality of the test has very rarely been discussed. The official claims of MEST point that there has been particular improvement in delivering SM exam. The exam being the only standardized assessment form at the end of pre-university level in Kosovo, has had crucial importance in evaluating the learning and the knowledge acquired during high school. Therefore, with this paper through analysis of the tests over years, starting from 2007, I will try to demonstrate if certain changes occurred in the quality of final exam of upper-secondary education in Kosovo. The research question posed and attempted to be answered is: Did the State Matura exam improve or in any way change its quality as the assessment method of upper-education in Kosovo? Answering the question will be possible by making a thorough analysis and comparison among the SM exams throughout years, with a provision on the Bloom’s Taxonomy categories which are the pillars of composing this type of test in Kosovo.
“AAK: Edhe sivjet, testi i Maturës me problemet e vjetra”. (2013). Telegrafi, 18 December 2015. Retrieved from
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