Assessment and Evaluation Practices in Turkish Higher Religious Education
Assessment and Evaluation Practices in Turkish Higher Religious Education

Summary/Abstract: The quality of teaching is closely linked to the assessment and evaluation methods used to accurately measure both the learning process and its outcomes. Higher religious education is a critical stage for developing and testing contemporary assessment tools. In Türkiye, this role is fulfilled primarily by faculties of divinity and Islamic sciences. Graduates of these programs form the main pool of experts employed in both formal and non-formal religious education. Despite this importance, assessment and evaluation in higher religious education have not been sufficiently examined in the literature. Therefore, it is essential to investigate these practices scientifically. This study aims to explore the perspectives and practices of academics in higher religious education regarding assessment and evaluation. The participant group consisted of 16 academics from the Faculty of Divinity at Muş Alparslan University. The study adopted a phenomenological design within the qualitative research tradition. Data were collected through a semi-structured interview form and analyzed using descriptive methods. The findings indicate that academics employ a range of assessment and evaluation activities but tend to rely predominantly on traditional methods due to concerns about objectivity and practicality. Assessment and evaluation were viewed as important at every stage of the educational process-beginning, middle, and end-yet there was a notable emphasis on cognitive outcomes, with affective dimensions largely neglected. Participants also highlighted the context-dependent advantages and disadvantages of absolute versus relative assessment, as well as process- and product-centered approaches. Furthermore, they emphasized that neglecting validity and reliability can adversely affect individual wellbeing and ultimately lead to social decline and resource waste.

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