Opinions of Turkish teachers on the measurement and evaluation of listening/monitoring and speaking skills in process-oriented assessment

This study examines Turkish language teachers' views on the assessment and evaluation of listening / viewing and speaking skills within the context of process-oriented assessment, in line with the Türkiye Century Education Model implemented in 2024. As part of the research, semi-structured interviews were conducted with 30 Turkish teachers working in Elâzığ, and the data were analyzed using the phenomenological method, one of the qualitative research designs. The study thoroughly evaluated the measurement tools used by teachers, their competence in the assessment process, the challenges they encountered, and their proposed solutions. The findings revealed that teachers predominantly prefer traditional methods such as open-ended questions, oral tests, and speaking scales; however, they experience a lack of knowledge regarding the effective use of process-oriented assessment tools. Although the majority of teachers stated that they ensure objectivity in the evaluation process, factors such as scorer bias and crowded classrooms were observed to negatively impact the process. Among technological tools, smart boards were the most commonly used material, while limited access to digital content was also identified. It was determined that students performed more successfully in listening / viewing skills, whereas speaking skills showed lower achievement due to factors such as lack of self-confidence, time constraints, and the ambiguity of assessment criteria. In order to enhance teachers' measurement and evaluation competencies, it is recommended to viii standardize assessment tools, support process-based practices, and increase professional development opportunities.