Abstract

English is increasingly considered an essential skill for success in life, education, and employment; in Kosovo, it is included as a mandatory subject in school curricula, being tested through national exams such as the state achievement test and the Matura exam. Although formative assessment is known for its positive impact on the learning process, its use in English language teaching in primary education remains limited and insufficiently analyzed. This study aims to examine how formative assessment is understood and implemented by English teachers in primary schools in Kosovo, focusing on their practices, perceived benefits, challenges, and the role of assessment in supporting student learning. The study, with a qualitative approach, is conducted through semi-structured interviews with ten English teachers working in primary schools. The findings reveal that formative assessment plays a crucial role in improving students’ English language skills by providing regular, constructive feedback, supporting differentiated instruction, and fostering student engagement and autonomy. Teachers reported using a variety of strategies, including oral and written feedback, peer and self-assessment, portfolios, questioning, group work, and digital tools, demonstrating context-specific innovation in assessment practices. Despite the positive outcomes, teachers also faced challenges such as time constraints, large class sizes, limited resources, and insufficient training. Nonetheless, formative assessment was seen to contribute to a more inclusive and reflective learning environment, enhancing student motivation, self-confidence, and academic performance.