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.


Ensuring national examinations and assessments support learning

In Turkey, the national examinations at the end of lower and upper secondary provide an important selection function for a limited number of prestigious high school and bachelor’s programmes. While the examinations fulfil this function transparently and provide results that are trusted nationally, their educational value could be enhanced. This chapter provides suggestions for incremental changes to the national examinations, so that after time they better encourage students to develop the deeper knowledge and skills upon which the national curriculum is based. It also provides suggestions for how the country’s new national assessment, ABİDE, can be developed to best support improved learning outcomes and enhanced assessment literacy among teachers.


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