Assessment and evaluation practices of Turkish language teachers regarding reading and writing skills

This study examines the assessment and evaluation competencies of middle school Turkish language teachers in teaching reading and writing skills. Assessment and evaluation play a critical role at every stage of the educational process, serving to monitor learning processes, evaluate instructional methods, and measure student achievement. In recent years, there has been a noticeable increase in studies on assessment and evaluation within Turkish language education. However, these studies have primarily focused on general approaches, been limited to specific skills, or confined to assessment and evaluation research. No studies have been found that specifically reference the Turkish Language Teacher Special Field Competencies, the 2019 Turkish Language Curriculum, or the 2024 Middle School Turkish Language Curriculum in the context of assessment and evaluation. In this regard, this study aims to address this gap in the literature by investigating Turkish language teachers' perspectives on assessment and evaluation, specifically concerning reading and writing skills. The research focuses on key questions regarding teachers' assessment and evaluation processes in Turkish language education, their competencies in measuring reading and writing skills, and the extent to which these practices are reflected in the field. The study's originality lies in its inclusion of the curricula, particularly the first written examinations developed under the 2024 Middle School Turkish Language Curriculum, and its examination of teachers' competencies. Conducted within a qualitative research framework, the study employs a single embedded case study design. Participants included teachers from middle schools in the central districts of Çankaya, Keçiören, and Pursaklar in Ankara during the 2023–2024 and 2024–2025 academic years. Data were collected using semi-structured interview forms developed by the researcher, an assessment and evaluation tool analysis form, and assessment tools gathered from teachers. The study first explored teachers' awareness of the Turkish Language Teacher Special Field Competencies. Subsequently, their assessment and evaluation competencies were analyzed in relation to the 2019 Turkish Language Curriculum and the 2024 Middle School Turkish Language Curriculum. Additionally, teachers' perspectives before and after implementing the 2024 Middle School Turkish Language Curriculum were compared. To assess the extent to which teachers' perspectives were reflected in practice, assessment and evaluation tools were collected from teachers during the implementation years of both curricula and analyzed under predetermined categories. Regarding the first research question, it was determined that Turkish language teachers plan activities aligned with learning outcomes and appropriate to grade levels, evaluating reading and writing skills as part of a progressive developmental process. However, deficiencies were identified in providing feedback and using process-oriented assessment tools, with teachers predominantly relying on traditional methods. For the second research question, it was found that teachers' awareness of assessment and evaluation concepts has improved, with a focus on measuring learning outcomes. Nevertheless, the use of complementary assessment tools remains limited, and traditional methods prevail. Regarding the third research question, teachers implementing the 2024 Middle School Turkish Language Curriculum have begun adopting skill-based and process-oriented assessment approaches. However, they face challenges such as large class sizes, insufficient time, and the curriculum's intensity. Despite these issues, the curriculum's diversity and student-centered approach were viewed positively. For the fourth research question, although the skill-based approach of the 2024 Turkish Language Curriculum has increased the variety of assessment tools, structural challenges highlight the need for a more balanced distribution of activities and effective feedback processes. Finally, for the fifth research question, written examinations for 5th-grade Turkish language courses in the 2023–2024 and 2024–2025 academic years predominantly utilized short-answer and open-ended questions. However, in 2024–2025, assessment tools targeted a broader range of skills (e.g., prediction, analysis, creative writing), and diagnostic assessment practices increased. In contrast, assessments in 2023–2024 were found to be more superficial, often limited to reading activities