Volume 6, Issue 2

Core Issues in Assessing Students in the Context of Force Majeure core-issues-in-assessing-students-in-the-context-of-force-majeure Volume 6, Issue 2 Research Article 2025 6 This research paper aims to examine and address core challenges faced by
teachers in assessing students in the context of force majure, such as the
COVID-19 pandemic, within the Kosovo education system, a period in which
the rules for student assessment had either been changed or imposed
by central government directives. As an unprecedented global crisis, the
pandemic disrupted life in all aspects; this was a new period everyone
was obliged to live in, and the pandemic unfortunately affected life in
all its aspects. Education, a fundamental pillar and source of societal
development, was caught largely unprepared to handle the teaching
system at all levels, and to shift to remote format of teaching classes,
handling homework, exercises, and assessments. This study investigates
why student evaluation is pedagogically critical, how English teachers
in Kosovo high schools navigated assessment during remote, and which
methods they employed under pandemic conditions. As with any similar
crisis and force majeure situation, the long-term consequences of this
period are likely to extend far beyond initial expectations.
Findings indicate that, despite the extraordinary and highly unnatural
circumstances, the Ministry of Education, Science, Technology and
Innovation (MESTI) in Kosovo managed, in a short time, to organise
remote teaching via TV channels, Zoom, Teams, and Google Classroom.
Such management was considered a success, as it eased teachers’ work
and their interactions with students. However, when it came to student
assessment, the entire system was subject to centrally provided instructions
from the Government, which dictated the assessment methods
and their outcomes. Some of the respondents have claimed that during
this period they “were expected to grant only positive grades” and
that “the final grade had to be the same or not lower than the existing
grade granted before March 11 (MESTI, 2020). For many teachers, such
directives conflicted with fundamental principles of fair assessment.

]]> Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment.
Phi Delta Kappan, 80(2), 139–148.
Clegg, S. (2006). Innovative assessment in higher education. Routledge.
Harlen, W. (2012). The role of assessment in developing motivation for learning. In J. Gardner
(Ed.), Assessment and learning (2nd ed., pp. 61–79). SAGE Publications.
Huang, R. H., Liu, D. J., Tlili, A., Yang, J. F., & Wang, H. H. (2020). Handbook on facilitating flexible
learning during educational disruption: The Chinese experience in maintaining undisrupted learning
in the COVID-19 outbreak. Smart Learning Institute of Beijing Normal University.
Ministry of Education, Science, Technology, and Innovation [MESTI]. (2020). Instruction for assessment
of students during remote learning. Republic of Kosovo.
Moonen, J. (2001). Flexible learning in a digital world. Routledge.
Reuters, T. (2024). Black’s Law Dictionary: Force majeure. Thomson Reuters. https://legal.thomsonreuters.
com/blog/force-majeure/
Rowntree, D. (1987). Assessing students: How shall we know them? Routledge.
Schleicher, A. (2020). The impact of COVID-19 on education: Insights from Education at a Glance.
OECD.
Stiggins, R. J. (2005). From formative assessment to assessment FOR learning: A path to success
in standards-based schools. Phi Delta Kappan, 87(4), 324–328.

]]> assessment, pandemic, formative method, remote learning, English teacher 2026-01-01 https://ijep.ibupress.com/articles/core-issues-in-assessing-students-in-the-context-of-force-majeure 2 1-10 en CC BY-NC-ND 4.0 https://creativecommons.org/licenses/by-nc-nd/4.0/ https://ijep.ibupress.com/file/795/ibu-journal-ijep-6-2-1.pdf Blerina Jashari Zyrapi South-East Europe University true International Journal of Education and Philology 2671-3535 2671-3543 Balkan University Press https://ijep.ibupress.com

Nondirective Supervision and Teacher Performance in Public Primary Schools in Ibanda Municipality, Uganda nondirective-supervision-and-teacher-performance-in-public-primary-schools-in-ibanda-municipality-uganda Volume 6, Issue 2 Research Article 2025 6 Research shows that supervision enhances the performance of teachers in
primary schools because it leads to effective teaching, which impacts the
outcomes of students. However, there has been low performance among
teachers in primary schools in Ibanda municipality despite recognising that
nondirective supervision practices potentially influence the performance of
teachers. Notwithstanding this problem, there has been limited research on
nondirective supervision and teacher performance in the context of public
primary schools in Ibanda municipality. Therefore, the purpose of this study
was to investigate the connection between nondirective supervision and the
job performance of teachers in public primary schools in Ibanda municipality.
The study was mixed methods and found theoretical underpinning from
the path-goal theory. Consequently, a self-administered questionnaire was
used to collect quantitative data from 133 teachers, while head teachers,
a municipal inspector of schools, and a municipal education officer were
interviewed for qualitative insights. The researchers analysed qualitative
data thematically, while quantitative data were analysed statistically using
SPSS. Results indicate a significant negative but weak correlation of -0.29
between nondirective supervision and teachers’ performance, meaning that
when the level of nondirective supervision increases, the level of teachers’
performance reduces. The findings offer context-specific insights regarding
public primary schools in Ibanda municipality, and similar contexts
elsewhere, as they can be used as benchmark opportunities in transferable
situations. Most importantly, these findings are relevant to policymakers
and educational leaders as they may inform educational policy reviews and
improvements regarding teacher supervision and performance. Future
researchers may explore the relationship between integrated supervision on
performance or extend focus on rural contexts and private primary schools.

]]> Abakunda, J., Ugwu, J. N., Kule, J., Turyamureeba, S. & Kamami, W. (2023). Navigating
Global Challenges in Teacher Performance: Strategies and Implications. INOSR ARTS AND HUMANITIES
9(2): 1-9. https://doi.org/10.59298/INOSRAH/2023/2.1.4000
Abakunda, J., Kanyesigye, S., Kamaami, W. & Kule, J. (2024). The Impact of Directive
Supervisory Practices on Job Performance of Teachers in Public Primary Schools: A Case Study
of Ibanda Municipality, Uganda. NEWPORT INTERNATIONAL JOURNAL OF RESEARCH IN
EDUCATION, 4(1):1-13 https://doi.org/10.59298/NIJRE/2024/41132818
Akanshemeza, R. (2018). Training and staff performance among civil servants in Uganda: A case
study of Ibanda Municipal Council. College of Humanities and Social Sciences.
Altinok, V. (2024). The effect of supervision in education on teacher quality and performance.
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Antonio, P. (2019). Teacher Supervision Support and Its Impact on Professional Development of
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Aseka, M. T. (2016). Influence of headteachers’ instructional supervision practices on teachers’ job performance
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Behlol, M. G., Yousuf, M. I., Parveen, Q., & Kayani, M. M. (2011). Concept of Supervision and Supervisory
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Byaruhanga, E. (2019). Effectiveness Of Teachers’motivation On Job Performance In Public Primary
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Echazarra, A., & Radinger, T. (2019). Learning in rural schools: Insights from PISA, TALIS and
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5073(70)90021-8

Gordon, S. P. (2019). Educational Supervision: Reflections on Its Past, Present, and Future. Journal
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Hoque, K. E., Bt Kenayathulla, H. B., D/O Subramaniam, M. V., & Islam, R. (2020). Relationships
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SAGE Open, 10(2), 2158244020925501.
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Huda, S., & Muspawi, M. (2018). Academic supervision of madrasah supervisors in improving
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Lyonga, N. A. N. (2018). Supervision and teachers’ work performances in primary schools in
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Naula, A. J. (2011). Instructional supervision and teacher performance in selected primary schools in
Butaleja District. Kampala International University, College/School of Education.
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]]> nondirective supervision, teachers’ performance, public primary schools, Ibanda municipality, Uganda, educational leadership 2026-01-01 https://ijep.ibupress.com/articles/nondirective-supervision-and-teacher-performance-in-public-primary-schools-in-ibanda-municipality-uganda 2 11-30 en CC BY-NC-ND 4.0 https://creativecommons.org/licenses/by-nc-nd/4.0/ https://ijep.ibupress.com/file/796/ibu-journal-ijep-6-2-2.pdf Johnson Abakunda Ibanda University Uganda true Jerald Kule Benadir University, Mogadishu, Somalia; Ibanda University, Ibanda, Uganda Stella Kanyesigye Kampala International University Western Campus Boaz Tumwesigye Bishop Stuart University, Mbarara, Uganda, Alex Mugabe Bishop Stuart University, Mbarara, Uganda Hussein Hirsi Mohamed Benadir University, Mogadishu, Somalia Derrick Wabyanga Benadir University, Mogadishu, Somalia International Journal of Education and Philology 2671-3535 2671-3543 Balkan University Press https://ijep.ibupress.com

An Analysis of Phonetic and Phonological Content in English Curricula for High Schools in North Macedonia an-analysis-of-phonetic-and-phonological-content-in-english-curricula-for-high-schools-in-north-macedonia Volume 6, Issue 2 Research Article 2025 6 In today’s world of global communication through English as a Lingua
Franca, raising EFL learners’ awareness of English phonological features
is essential for enhancing students’ intelligibility. Sound articulation
and prosody are key elements that support effective interaction without
requiring native-like pronunciation. Phonological awareness enhances
EFL learners’ listening, speaking, and communicative skills. This study
examines the incorporation of phonetics and phonology content in English
curricula for high schools in North Macedonia, their alignment with
CEFR scale for phonological control, and congruence with the English
coursebooks concerning phonological awareness and pronunciation
exercises. While the national curricula emphasize all four language skills,
phonology remains insufficiently addressed. The qualitative research
design through document and content analysis of national curricula
and approved coursebooks reveals varying degrees of phonology-related
exercises, highlighting a disconnect between curricula and teaching materials.
The study’s findings indicate the need for curriculum developers
and policymakers to integrate explicit phonological content and align
national curricula with contemporary linguistic research.

]]> Bangis, A., & Shotton, D. (2017). Close-up A2 student’s book. National Geographic Learning.
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Bureu for Development of Education. (2025, July 25). English national curriculum for first year
in secondary education.bro.gov.mk. https://www.bro.gov.mk/wp-content/uploads/2025/07/
NP_Angliski-jazik_I_gimnazisko_finalna.pdf
Bureu for Development of Education. (2025, July 25). English national curriculum for second year
in secondary education.bro.gov.mk. https://www.bro.gov.mk/wp-content/uploads/2018/02/
Nastavna_programa-Angliski_jazik-II_GO-mkd.pdf
Bureu for Development of Education. (2025, July 25). English national curriculum for third year
in secondary education.bro.gov.mk. https://www.bro.gov.mk/wp-content/uploads/2018/02/
Nastavna_programa-Angliski_jazik-III_GO-mkd.pdf
Bureu for Development of Education. (2025, July 25). English national curriculum for fourth year
in secondary education.bro.gov.mk. https://www.bro.gov.mk/wp-content/uploads/2018/02/
Nastavna_programa-Angliski_jazik-IV_GO-mkd.pdf
Council of Europe (ed.) (2001): Common European Framework of Reference for Languages: Learning,
teaching, assessment. Cambridge: Cambridge University Press.
Council of Europe (2018). Common European Framework of Reference for Languages: Teaching,
Learning, Teaching, Assessment. Companion Volume with New Descriptors. Strasbourg:
Council of Europe. https://rm.coe.int/cefr-companion-volume-with-new-descriptors-
2018/1680787989.
Crystal, D. (2003). English as a global language (2nd ed.). Cambridge University Press.
Crystal, D. (2008). Two thousand million? English Today, 24(1), 3–6. doi:10.1017/
S0266078408000023
Derwing, T. M. (2017). The efficacy of pronunciation instruction. In The Routledge handbook of
contemporary English pronunciation (pp. 320-334). Routledge.
Deterding, D. (2013). Misunderstandings in English as a Lingua Franca: An Analysis of ELF
Interactions in South-East Asia. Berlin, Boston: De Gruyter Mouton. https://doi.
org/10.1515/9783110288599

]]> Phonetics, Phonology, English national curriculum, CEFR, coursebooks 2026-01-01 https://ijep.ibupress.com/articles/an-analysis-of-phonetic-and-phonological-content-in-english-curricula-for-high-schools-in-north-macedonia 2 31-51 en CC BY-NC-ND 4.0 https://creativecommons.org/licenses/by-nc-nd/4.0/ Marija Stevkovska International Balkan University true International Journal of Education and Philology 2671-3535 2671-3543 Balkan University Press https://ijep.ibupress.com

Students’ Errors in the Translation of English Collocations into Albanian – A Case Study with Undergraduate English Students at the University of Tetova students-errors-in-the-translation-of-english-collocations-into-albanian-a-case-study-with-undergraduate-english-students-at-the-university-of-tetova Volume 6, Issue 2 Research Article 2025 6 Collocations are combinations of usually two, sometimes three or more
words that are paired and naturally go together, be that in a spoken or
written form. In other words, collocation is an integral unit of every
language, and as such, it occurs commonly and adds spontaneous and
vivid coloring to the written and spoken language. English collocations
with all their semantic, grammatical, and lexical characteristics have
their equivalents in many languages, but they may or may not appear
in the same grammatical form. In some languages, it is difficult to
find equivalents for all the English collocations, which can make their
transfer and translation complicated. The purpose of this study is to
locate errors that undergraduate English language (EFL) students at the
University of Tetova make while translating English collocations into
Albanian. The theoretical support of this study relies on other similar
studies of collocations and various problems that researchers face while
translating collocations from one language into another. Additionally,
this study is of mixed type, both qualitative and quantitative. The study
data were collected through a test, in which 71 undergraduate students
of different academic years were presented with 60 collocations, with
the purpose of identifying some of the most common errors students
make while translating them from English into Albanian. The collected
data contains demographic information, as well as the types of errors
that undergraduate English language students make while translating
collocations. The findings suggest that students’ errors during translation
are mainly of lexical and grammatical types.

]]> English and Albanian collocations, lexical errors, grammatical errors, undergraduate students 2026-01-01 https://ijep.ibupress.com/articles/students-errors-in-the-translation-of-english-collocations-into-albanian-a-case-study-with-undergraduate-english-students-at-the-university-of-tetova 2 69-80 en CC BY-NC-ND 4.0 https://creativecommons.org/licenses/by-nc-nd/4.0/ https://ijep.ibupress.com/file/798/ibu-journal-ijep-6-2-5.pdf Suzana Ejupi University of Tetova true Lindita Skenderi University of Tetova International Journal of Education and Philology 2671-3535 2671-3543 Balkan University Press https://ijep.ibupress.com

Prosopopoeial Poetry of Personal Prophetic Transfiguration - Sylvia Plath's "Lady Lazarus" and David Bowie's "Lazarus" prosopopoeial-poetry-of-personal-prophetic-transfiguration-sylvia-plath-s-lady-lazarus-and-david-bowie-s-lazarus Volume 6, Issue 2 Research Article 2025 6 Prosopopoeia, as a literary device is not uncommon in both English
and American literature, since authors have been using it throughout
literary history in order to introduce a manufactured and contrived
presentation of characters or personified things, that is, feigned sub
specie personae. This paper examines the importance of prosopopoeia
as a literary device in revealing certain personal prophetic visions when
in anticipation of one’s own imminent death with examples from Sylvia
Plath and David Bowie’s poetics. Through the impersonation of the
absent speaker or a personification, the language of the prosopopoeia
has a purpose of transfiguration by revealing the staggering horrors of
inner struggles, thus becoming the enabling device through which one
speaks about one’s forthcoming, expected death. More specifically, this
paper focuses on the adoption of such voices of the imagined Biblical
figures in Sylvia Plath’s poem “Lady Lazarus” and in David Bowie’s song
“Lazarus” which express a prophetic vision of the personal self, as well
as the predictive resurrection and life after death through one’s own
immortal artistic legacy and output.

]]> prosopopoeia, David Bowie, Sylvia Plath, Lazarus, transfiguration 2026-01-01 https://ijep.ibupress.com/articles/prosopopoeial-poetry-of-personal-prophetic-transfiguration-sylvia-plath-s-lady-lazarus-and-david-bowie-s-lazarus 2 53-63 en CC BY-NC-ND 4.0 https://creativecommons.org/licenses/by-nc-nd/4.0/ https://ijep.ibupress.com/file/794/ibu-journal-ijep-6-2-4.pdf Tatjana Srceva Pavloska AUE- FON University in Skopje, North Macedonia true International Journal of Education and Philology 2671-3535 2671-3543 Balkan University Press https://ijep.ibupress.com