Role of international large-scale assessments in the formation of education policy in the Turkish education system

The purpose of this research is to examine the role of International Large-Scale Assessments (ILSA) in educational policy making in the Turkish Education System. In the research, answers were sought to the questions of how and to what extent International Large-Scale Assessments created educational documents in the Turkish Education System, and what changes occurred in the Turkish Education System after International Large-Scale Assessments. In this research, case study design, one of the qualitative research methods, was used. Through document analysis, official policy documents such as laws and regulations, development plans, vision documents, curriculums, reports of international organizations (PISA, TIMSS, TALIS etc.), statistics and directives, and national education council decisions reports were analyzed. According to the ILSA results of the research; Turkish education system has stated that education policies for education programs developed after 2005 are at medium level, education reforms for information and communication technologies are at medium level, education reform decisions for professional development are at medium level, education reform decisions for measurement and evaluation are at high level, education policies for national education council decisions are at high level. It has been determined that education reforms for the training of school administrators are organized at a medium level and at a low level. It has been observed that education reform decisions regarding the training of candidate teachers are not regulated according to ILSA results. Key Words: International Large-Scale Assessments, Educational Policy-Making, Turkish Educational System.