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Assessment Structure
Students’ language skills in the English Preparatory Program are monitored and assessed throughout the academic year through a range of exams and tasks.
All assessment types follow a standardized naming convention using the suffix “X” (Exam), ensuring consistency and traceability across the assessment system. Accordingly, all types of exams end with “X” and are supported by distinct visual identifiers.
This approach contributes to a consistent, traceable, and institutionally standardized assessment system, ensuring that assessment practices are clearly identifiable, effectively managed, and systematically implemented across the program.
The exams listed below form an integrated assessment system that evaluates continuous performance, skill development, and overall proficiency.
Assessment Tools
| Exam Logo | Exam Name | Purpose |
|---|---|---|
 |
PLEX Placement Exam |
PLEX determines students’ initial English proficiency through a standardized multi-skill assessment and places them into appropriate preparatory levels based on grammar, vocabulary, and reading performance. |
 |
QUIX Quick Exam |
QUIXes are administered based on course content to monitor student progress, reinforce learning, and regularly assess students’ knowledge. |
 |
PERX Performance Review Exam |
PERXes are designed to develop and assess students’ writing and speaking skills. They support learning while evaluating progress, and students receive clear task guidelines, expectations, and assessment rubrics before each task. |
 |
CHEX Checkpoint Exam |
CHEX evaluates students’ level progression by measuring development against targeted learning outcomes and provides structured progress monitoring to inform necessary instructional adjustments. |
 |
TREX Term Review Exam |
TREX is administered at the end of each semester to assess students’ overall knowledge and skills, evaluating their understanding and ability to apply course content. |
 |
EPEX English Proficiency Exam |
EPEX is administered at the beginning and end of the academic year to assess overall language proficiency across key skills and determine readiness for departmental studies at the CEFR B2 level. Only students in CEPP are required to take this exam. |
Yearly Achievement Grade (YAG)
Student performance throughout the academic year is reflected in the Yearly Achievement Grade (YAG), which represents cumulative performance based on continuous assessment. The YAG is calculated on a scale of 100 points and is derived from the following assessment components in both CEPP and VEPP:
| Assessment Component | Description | Weight |
|---|---|---|
| QUIX | Short exams monitor ongoing learning progress. | 30% |
| PERX | Performance-based speaking and writing exams. | 30% |
| TREX | End-of-semester achievement exam. | 40% |
Note: PLEX and CHEX results are used for diagnostic and progression monitoring purposes and do not contribute to grade calculation.
Use of Yearly Achievement Grade in CEPP
In CEPP, the Yearly Achievement Grade (YAG) functions both as an eligibility criterion for the English Proficiency Exam (EPEX) and as a component of the Yearly Total Grade (YTG).
| YAG Score | EPEX Eligibility | Result |
|---|---|---|
| 65–100 | Eligible | Final success is determined by YTG. |
| 64 and below | Not eligible | Fail |
YAG is used as an eligibility criterion for EPEX because it reflects students’ continuous performance, engagement, and overall progress. It ensures that only students who meet the minimum learning requirements are permitted to take the standardized exit proficiency exam.
YAG is also used as a component in YTG, combining continuous assessment with overall exam performance. It represents the learning process, while EPEX serves as a common reference point for proficiency.
Use of Yearly Achievement Grade in VEPP
In VEPP, the Yearly Achievement Grade functions as the primary determinant of overall program success. This assessment approach is aligned with the structure and objectives of VEPP and provides a clear basis for evaluating students’ performance.
| YAG Score | Result |
|---|---|
| 50 or above | Successful completion of the program |
| 49 or below | Fail |
Students who achieve a YAG score of 50 or above are considered successful, as their overall performance indicates that they have met the minimum program requirements.
Yearly Total Grade (YTG)
The YTG determines whether CEPP students who are eligible for EPEX have successfully completed the program.
The YTG is calculated by combining the YAG and the EPEX score, providing a balanced evaluation of continuous performance and standardized assessment. Calculated on a scale of 100 points, students must achieve a minimum score of 65 to be considered successful. Final YTG values are rounded to the nearest whole number before determining pass/fail status.
| Component | Weight |
|---|---|
| Yearly Achievement Grade (YAG) | 40% |
| English Proficiency Exam (EPEX) | 60% |
Success criterion: CEPP students with a YTG score of 65 or above are considered successful.
CEPP vs. VEPP: Key Differences in Exit Assessment Structure
The CEPP and VEPP differ in their approach to exit assessment due to their distinct purposes.
| Compulsory English Preparatory Program (CEPP) | Voluntary English Preparatory Program (VEPP) |
|---|---|
| Designed for students in English-medium departments. | Designed for students in Turkish-medium programs. |
| Includes a centralized exit examination (EPEX). | Does not include a centralized exit examination. |
| Final success is determined by YTG. | Program success is determined by YAG. |
| Functions as a formal indicator of readiness for academic study in English. | Aims to develop general English proficiency and academic language skills. |
Overall:
- CEPP: Certification and readiness for English-medium instruction
- VEPP: Development and reinforcement of language skills
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