Abstract
Introduction: This study examined the current practices, challenges, and personnel needs related to the assessment of reading and writing skills in Guidance and Research Centers (GRC) in Türkiye.Method: The research utilized a phenomenological design, which is a qualitative research approach. The study included 17 participants with various professional backgrounds, working in two Guidance and Research Centers in Ankara. The data were gathered through semi-structured interviews and analyzed using content analysis.Findings: The analysis identified five primary themes in participants’ perspectives: (1) challenges in assessing reading and writing; (2) ease of assessment processes; (3) materials and measurement tools employed; (4) expectations from institutions; and (5) training requirements. Participants highlighted several impediments to the process, including material shortages, non-standardized assessment tools, and inadequate professional training. Nevertheless, they acknowledged that tools such as performance assessment forms facilitated these processes. Moreover, it was noted that organizing training programs to enhance professional development, creating adaptable materials, and leveraging technology more effectively in GRC processes are crucial.Discussion: This study enhances understanding of how reading and writing skills are assessed in GRCs and offers recommendations for improving current practices. The findings can guide educational policies and solutions for GRCs.