The Role of Teachers' Professional Development in Assessing Students' Competencies in the Foreign Language Curriculum
DOI:
https://doi.org/10.15503/jecs2025.3.567.583Keywords:
professional development, foreign language teachers, assessment tools, student competencies, curriculum implementation, educational outcomesAbstract
Aim. This article aims to examine the professional development of foreign language teachers concerning the assessment of students' competencies during the implementation of the curriculum. The study posits that effective assessment is a crucial tool for evaluating student competencies in foreign languages and guiding instructional practices.
Method. A quantitative study was conducted using questionnaires distributed to 250 foreign language teachers in Albania from 9-year and high schools in the cities of Tirana, Elbasan, and Durrës in Albania were selected during the school year 2024-2025. This research analysed the impact of teachers' experience and understanding of assessment tools on student achievement, while also considering differences in assessment practices between rural and urban schools.
Results. The findings indicate varied levels of understanding among teachers regarding assessment tools, as well as significant differences in the assessment of student competencies based on geographical context.
Conclusion. The paper concludes that a holistic approach to assessment is necessary to support continuous improvement, foster learner autonomy, and ensure equitable learning opportunities. This approach is essential for enhancing the effectiveness of foreign language education and achieving curriculum objectives.
Research Restrictions. The study was limited to three major urban centers in Albania and may not fully reflect the diversity of practices across other regions or private educational institutions.
Cognitive Value. This research contributes to the understanding of how assessment practices shape the effectiveness of language instruction and supports the design of targeted professional development initiatives aimed at improving educational equity and outcomes in foreign language learning.
Downloads
References
Agjencia e Sigurimit të Cilësisë së Arsimit Parauniversitar. (2024). Programi i zhvillimit profesional për marrjen e kategorive të kualifikimit të mësuesve të lëndës “Gjuhë e huaj” [Professional development program for obtaining qualification categories for teachers of the subject “Foreign Language”] ASCAP.
Bozkuş, K. (2019). The teacher professional development student assessment scale: A tool for principals. Research in Educational Administration & Leadership, 4(2), 375-405. http://dx.doi.org/10.30828/real/2019.2.6
Council of Europe. (2017). Profili i politikës arsimore gjuhësore 2015–2017: Politika gjuhësore [Language education policy profile 2015–2017: Language policy]. Seksioni i Politikës Arsimore/Departamenti i Arsimit. https://rm.coe.int/profili-i-politikes-arsimore-gjuhesore-shqiperia/168075acb0
Dixson, D. D., & Worrell, F. C. (2016). Formative and Summative Assessment in the Classroom. Theory Into Practice, 55(2), 153–159. http://www.jstor.org/stable/43894028
Gjedia, R., & Gardinier, M. P. (2018). Mentoring and teachers' professional development in Albania. European Journal of Education, 53(2), 102-117. https://doi.org/10.1111/ejed.12258
Haxhihyseni, Sh., & Roseni, E. (2025). The impact of literature on the development of soft skills. International Journal of Education and Practice, 13(3), 821–835. https://doi.org/10.18488/61.v13i3.4245
Haxhiymeri, E., & Mita, N. (2014). Professional development and teacher evaluation in Albania. Albanian Coalition for Child Education.
Instituti i Statistikave (INSTAT). (2018). Arsimi [Education]. https://www.instat.gov.al/al/temat/tregu-i-pun%C3%ABs-dhe-arsimi/arsimi/#tab2
Lama, I., Sula, A., & Gjokutaj, M. (2011). Current issues of teacher training in Albania. Problems of Education in the 21st Century, 32, 47-57. https://dx.doi.org/10.33225/pec/11.32.47
Lv, Y. (2014). The professional development of the foreign language teachers and the professional foreign language teaching practice. Theory and Practice in Language Studies, 4(7), 1439-1444. http://dx.doi.org/10.4304/tpls.4.7.1439-1444
Marzano Resources. (n.d.). Assessment and grading. https://www.marzanoresources.com/professional-development/assessment-and-grading
Ministria e Arsimit dhe Sportit. (2024). Korniza e përmbledhur e programit kombëtar të zhvillimit profesional të mësuesve 2024–2025 [Summary framework of the national teacher professional development program 2024–2025]. https://www.ascap.edu.al/wp-content/uploads/2024/02/Programi-kombetar-i-zhvillimit-profesional.pdf
Organisation for Economic Co-operation and Development. (2023a). An assessment of the professional development of teachers and school leaders, and curriculum and learning resources in Moldova. OECD. https://doi.org/10.1787/22633a40-en
Organisation for Economic Co-operation and Development. (2023b). PISA 2022 results (Volume I): The state of learning and equity in education. OECD https://www.oecd.org/en/publications/pisa-2022-results-volume-i_53f23881-en.html
Republika e Shqipërisë, Ministria e Arsimit dhe e Sportit. (2014). Korniza kurrikulare e arsimit parauniversitar të Republikës së Shqipërisë [Curricular Framework of Pre-University Education of the Republic of Albania]. https://www.ascap.edu.al/wp-content/uploads/2020/02/Korniza-Kurrikulare-31.07.2014.pdf
Roseni, E., Kovacikova, E., & Caushi Azizaj, K. (2024). Evaluating the role of productive communication between teachers and principals on educational achievement. Interdisciplinary Journal of Research and Development, 11(3), 1-10. https://doi.org/10.56345/ijrdv11n301
Roseni, E., & Koroshi-Shano, A. (2021). Teachers’ professional development affects students’ effective evaluation. Academic Journal of Interdisciplinary Studies, 10(5), 340-356. http://dx.doi.org/10.36941/ajis-2021-0143
Segers, M., Dochy, F., & Cascallar, E. (Eds.). (2003). Optimising new modes of assessment: In search of qualities and standards. Kluwer Academic Publishers.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Emilda Roseni, Shqipe Haxhihyseni
This work is licensed under a Creative Commons Attribution 4.0 International License.
CC-BY
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. All authors agree for publishing their email adresses, affiliations and short bio statements with their articles during the submission process.
