2023 teacher opinions on the implementation of the Measurement and Evaluation Regulation in Turkish language exams

This study aims to examine the experiences and opinions of Turkish teachers about the exams they apply for listening, speaking, reading and writing skills within the framework of the new Measurement and Evaluation Regulation that came into force in 2023. The research was carried out with the case study method based on qualitative research approach and 14 Turkish language teachers working in secondary schools in the central districts of Van province were included in the study group. The data were collected with the 'Semi-Structured Interview Form (SSIF)' developed by the researcher and analysed by content analysis method. As a result of the study, it was found that it is difficult to measure listening and speaking skills with exams and process-based assessment will allow these skills to be measured more accurately and comprehensively. In addition, it was emphasised that technological infrastructure deficiencies, student attitudes and individual differences negatively affected the measurement processes; the exams were not suitable for the developmental level of the students and had various negative effects on the objectivity of the assessment processes. In speaking skill exams, it was stated that students could not display their true potential due to test anxiety and time constraints. On the other hand, despite the advantages of test scenarios such as providing ease of planning and guiding teachers, disadvantages such as lack of flexibility, content validity and insufficient consideration of grade levels were mentioned. In the face of the limitations of the assessment tools provided by the Ministry of National Education, the participants emphasised that the tools they prepared were more suitable for the level of students and that the curriculum should be restructured based on the four skills and continuous training support should be provided for teachers. In this context, it was stated that the classroom environment conditions and time limitations seriously hindered the effectiveness of the measurement processes. In line with the findings obtained at the end of the study, various structural and pedagogical suggestions were presented to make measurement and evaluation processes more efficient.