Türk yükseköğretiminde hazırlık okullarında değerlendirme uygulamaları: Zorluklar ve çözüm önerileri

In Türkiye, students enrolled in universities study commonly English during their first year at English Preparatory Programmes (EPPs). Due to washback effect, language assessment influences different practices ranging from learning-teaching to learners' or teachers' attitudes. Therefore, language assessment plays a crucial role in EPPs. In several schools, there are testing units responsible for providing exams. The literature review shows that several challenges are encountered in assessment practices remaining as a dead-end. Therefore, this study aimed to provide an in-depth analysis of the challenges of the testing processes and produce solutions. This is a qualitative study in two phases. In the first phase, the researcher attempted to identify the challenges through the interviews with the directors and TUMs from 50 universities. In the second phase, it was aimed at finding solutions employing the Delphi method with three rounds. According to the findings, four major categories emerged, namely systemic, stakeholder-related, testing processes-related, and general challenges. The findings reveal that EPPs do not implement a standard procedure due to several reasons such as lack of staff, experts, and time. In addition, it was found that the instructors working at TUs are reluctant to work because of extra workload, no extra payment or incentives. To conclude, it is crucial this issue must be taken into the agenda of high-level authorities. At the end of the study, implications to different stakeholders including YÖK, MEB, ÖSYM, researchers, and TUMs were provided.