Chapter 7: Turkish Higher Education Assessment Process: Equality or Fairness?

In the higher education level in Türkiye, students from different socio-cultural sub-structures or disabled students can be found in a class, students who learn slowly or difficultly. Individual differences are accepted unconditionally and adjusted to the requirements of each student by using various assessment methods. Students should be assessed holistically, and their progress should be monitored. The fact that the evaluation process is not equal but fair will ensure that human capital is used effectively and that individuals are more successful and happy in their professional lives. Accordingly, in this part of the book “Students at Academic Risk”; “Inclusive Education”; “Positive Discrimination for Educational Equality”; “Effectiveness of Education in Higher Education”; “A Fair Assessment”; “Inclusive Assessment”; “Monitoring the Student’s Development Process”; “Individual Differences in the Assessment Process”; “Qualified Feedback”; “Assessment or Evaluation?”; “Diversity in Measurement Tools”; and “Alternative Assessment Approaches” subheadings are included.