Validity and reliability of EFL speaking tests in Turkish state high schools

In foreign language education, classroom-based summative assessment practices are a fundamental part of the process that guides instruction and allows monitoring of student development. Since there is currently no centralized four-skill English proficiency test in Türkiye, what is known about students' speaking ability largely depends on the assessments designed and administered by teachers in schools. According to the 2023 Directive for Written and Practical Exams published by the Ministry of National Education, a major change was introduced in the national assessment system. English as a foreign language tests are now conducted in two parts: written and practical. While the written test focuses on reading and writing skills, the latter focuses on speaking and listening skills. Given that teacher-led assessments may pose challenges in ensuring validity and reliability, this study analyzes the validity and reliability properties of 12 high school English speaking tests across four common school types in Türkiye. By focusing on key aspects such as face validity, content validity, construct validity, and reliability, the study seeks to reveal strengths and weaknesses in current classroom-based speaking tests. Data were collected through expert evaluation using a checklist and analyzed through statistical methods. The findings indicated that while the speaking tests exhibited satisfactory levels of face and content validity, their construct validity remained notably limited. Overall reliability was also limited, largely due to the absence of detailed scoring rubrics, inconsistent criteria, and a lack of moderation procedures. Findings suggest that classroom-based speaking tests in Turkish secondary schools are shaped by practical constraints rather than standardized assessment frameworks. The outcomes underscore the need for structured professional development in speaking assessment, the development of analytic rubrics aligned with curricular standards, and the establishment of institutional mechanisms to ensure fairness and consistency across school contexts.