A review of the research on assessment preferences: The case of Turkey

Abstract

As educational programmes evolve in the twenty-first century, there is a need to adapt measurement and evaluation practises to align with the changing landscape of accessing and producing information. Selecting appropriate measurement tools is crucial to obtaining accurate and relevant data. This study aims to provide a comprehensive review of research on assessment preferences in Turkey, focusing on the methodological aspects, with the goal of guiding future studies in this area. Using a systematic compilation method, published studies on assessment preferences in Turkey have been gathered from ULAKBIM, the National Thesis Search Centre, and Google Scholar. The study seeks to answer two main research questions: ‘What methods (research method, participants, data collection tools) were employed in studies on assessment preferences in Turkey?’ and ‘What research topics are needed to address the gaps in the literature on assessment preferences in Turkey?’ Analysis of the research findings reveals a notable increase in studies focusing on assessment preferences in Turkey since 2005. The majority of these studies employed quantitative research methods, with survey models being the dominant research approach. Data collection relied heavily on the use of scales as measurement tools. Based on this study's results, it is recommended that future studies in this area consider employing models such as meta-analysis, causal-comparison, and action research to advance understanding and contribute to the literature on assessment preferences in Turkey. This study provides a valuable compilation of existing research, shedding light on the current state of assessment preferences in Turkey. The identified research gaps and recommended methodologies will serve as a guide for researchers seeking to expand their knowledge in this field. By addressing these gaps and employing diverse research approaches, scholars can enhance their overall understanding of assessment preferences in the Turkish context and contribute to evidence-based educational practises.