The Ministry of National Education (MEB) has published the application guide of the Common Written Examination System (OYSS), which will be used in the preparation and evaluation of written exams held in schools. The system, which will be available to teachers via the new EBA, aims to bring together many processes, from preparation of exam questions to evaluation of results, on a single platform.
The calendar for the use of the system, which will be implemented with the first written exams in the first semester of the 2026-2027 academic year, has also been announced.
COMMON WRITTEN EXAM SYSTEM STARTS ON 26 OCTOBER
According to the guide published by the Ministry of Education, information and training activities regarding the Common Written Examination System will be completed between 19-23 October.
Teachers will be able to make trial applications on the system until October 26. From this date, preparation and evaluation processes for common school-wide written exams will be carried out on the new platform.
IN WHICH CLASSES AND LESSONS WILL IT BE APPLIED?
The new system will cover certain grade levels in public and private secondary schools and high schools. It will be implemented in Turkish, mathematics, science, social studies, religious culture and ethics, and English classes in the 5th, 6th and 7th grades of secondary schools.
In the 9th, 10th and 11th grades of high schools, Turkish language and literature, mathematics, physics, chemistry, biology, history, geography, religious culture and ethics, philosophy and English courses will be included. However, English lessons of 7th and 11th grades will not be included in the new application.
A POOL OF 8 THOUSAND QUESTIONS WILL BE PREPARED FOR EXAMS
One of the important parts of the new system will be the question pool consisting of open-ended questions. The Ministry plans to upload approximately 8 thousand questions to the system before the first joint written exams of the first semester. It is aimed to develop approximately 8 thousand new questions in each exam period. Exams will be prepared according to the subject-question distribution scenarios determined by teachers.
Two open-ended questions and their scoring keys regarding the two learning outcomes in the selected scenario will be created by the teachers. Other questions will be selected from the question pool in the system. The difficulty levels and point values of the questions, classified as easy, medium and difficult, will also be determined by the teachers.
The contents in the question pool will be made available to teachers four days before the exam date.
STUDENTS' DEVELOPMENT WILL BE MONITORED IN DETAIL
The Joint Written Examination System will be used not only in the preparation of the exams but also in the evaluation of the results. After the exams, teachers will record the scores students receive from each question into the e-School system. Analyzes can be made at the student, class and branch level on this data. Thus, it can be determined in which subjects students are successful and in which areas they need support.
Students will also be able to evaluate their exam results not only on the total score but also on the basis of learning outcomes. In addition, the changes in students' academic development over time can be followed by comparing the results of exams held on different dates in the same course.
NEW APPLICATION IN MEASUREMENT AND EVALUATION FROM MEB
With the new system, the Ministry aims to facilitate teachers' exam preparation processes. The system is aimed to help teachers determine students' learning needs and plan educational processes accordingly.
The Common Written Exam System will be used starting from the first written exams of the first semester of the 2026-2027 academic year.
REACTION FROM EDUCATORS TO MEB'S NEW EXAM SYSTEM
The new common written examination system of the Ministry of National Education brought criticism from educators. Commenting on our newspaper, Eğitim Sen Ankara Branch No. 1 Secretary Sibel Gökçe Evci stated that the centralization of exams will not solve the structural problems in education.
Drawing attention to problems such as poverty, differences in opportunities between schools and the need for teachers that affect students' learning processes, Evci argued that a central question pool would not be sufficient to provide equal opportunities in education. Evci emphasized that evaluating students with the same questions does not mean that they receive education under equal conditions.
Touching on the possible effects of the new practice on teachers' professional autonomy, Evci warned that teachers' authority to prepare exams according to the needs of their students may be limited. He stated that the priority in education should not be to inspect exam results in more detail, but to ensure that students have access to qualified and equal educational opportunities.
