OECD Reviews of Evaluation and Assessment in Education: Student Assessment in Turkey

image of OECD Reviews of Evaluation and Assessment in Education: Student Assessment in Turkey

How can assessment and evaluation policies work together more effectively to improve student outcomes in primary and secondary schools? The country reports in this series provide, from an international perspective, an independent analysis of major issues facing evaluation and assessment policy to identify improvements that can be made to enhance the quality, equity and efficiency of school education.

Turkey’s education system stands out internationally as a success story. In recent decades, participation has been vastly expanded, becoming universal at lower levels of schooling and outperforming other middle-income countries in upper secondary education. However, the education system is also marked by disparities, with only around half of 15-year olds acquiring the essential competencies they need for life and work.

This review, developed in co operation with UNICEF, suggests how student assessment can be used more effectively to better support all students to do well. It provides recommendations for enhancing teachers’ classroom assessments, assessing a broader range of skills through national examinations and using the new national assessment to support improvements in learning and teachers’ assessment practice.



Improving teachers’ classroom assessment practices

This chapter provides recommendations for improving the use of classroom assessment in Turkey so that it contributes more effectively to supporting student learning. At present, while teachers in Turkey regularly undertake assessments in the classroom, these tend to be dominated by short‑answer, closed‑question formats, like multiple‑choice questions. This limits the range of students’ knowledge and skills that teachers can assess. The focus on summative assessments that result in a numeric mark also limits space for formative assessment, one of the most important types of assessment for learning. This chapter provides suggestions on how teachers can be encouraged to use a broader range of assessment formats and integrate more formative assessment practices into their regular classroom teaching.


This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error