Sendur, Agnieszka M.Kılıçkaya, Ferit2024-10-162024-10-162024Journal of Narrative and Language Studies December 2024, Volume 12 – Issue 24, 103-115.2148-4066http://hdl.handle.net/11315/31358Copyright (c) 2024 Journal of Narrative and Language Studies This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.This paper highlights the contrasting approaches to foreign language assessment in high-stakes examinations for university education in Poland and Türkiye, focusing on content, task types, and language skills. In Poland, language acquisition is seen as a tool for effective communication, while in Türkiye, it is often perceived as rote memorization of grammar and vocabulary. This difference in mindset is influenced by prevailing assessment practices, where Türkiye’s evaluation methods prioritize memorization, leading to a diminished emphasis on communication and practical language use. This disparity is reflected in the EF English Proficiency Index, with Poland ranking high and Türkiye ranking low in language proficiency. Neglected language skills, such as speaking and listening, further exacerbate the issue. Despite discussions on transforming assessment practices for decades, Türkiye has made little progress. The practicality of multiple-choice-based tests in Türkiye is noted, but their limitations in testing language skills comprehensively are acknowledged.enForeign LanguageTestingAssessmentTürkiyePolandComparisonEdukacjaFilologiaArtykułhttps://doi.org/10.59045/nalans.2024.45