Measuring Minds with Multiple Choice:

 Measuring Minds with Multiple Choice: The Crisis in Turkish Education  In Turkey, millions of students are forced to shape their futures around a few high-stakes exams: the LGS and YKS, which serve as gateways to high school and university. However, these exams go beyond merely testing academic knowledge—they also place a heavy burden on students’ mental and social development, even at a young age. What sets Turkey apart is that children begin preparing for these exams much earlier than in many other countries. For most, preparation doesn’t start in the exam year—it begins when they transition from elementary to middle school. The growing pressure steals more than just time; it takes away personal interests, friendships, hobbies, and, in many cases, mental well-being.  The LGS (High School Entrance Exam) consists of 90 multiple-choice questions and lasts 155 minutes. In 2024, over 1 million students applied to take the exam, and 992,000 sat for it. The YKS (University Entrance Exam) is more complex—it spans two days and includes three components: TYT, AYT, and YDT (language track). Nearly 4 million students applied for YKS in the same year, and 2.75 million actually took the exam. While the LGS is free, YKS has an entrance fee: the base fee in 2024 was 590 Turkish Lira, rising to 885 TL for students taking all three sections.  These two exams reflect the deeply rooted exam-centric culture in Turkish education. They are not just tests—they are life-altering milestones. Success is often seen as the only path to opportunity, yet the system raises critical questions about fairness, mental health, and the long-term impact on young people’s development.  Most students face serious anxiety. Dr. Aylin Yılmaz from Istanbul University’s Psychology Department notes that students don’t view the exams as a measure of their success alone but also as a reflection of their families' and teachers' expectations. “This adds significant stress and anxiety to their lives, leading to issues like burnout, depression, and a variety of other psychological problems,” she says.  According to data from TÜİK (Turkish Statistical Institute) and MEB (Ministry of National Education), over 70% of students receive private tutoring or attend cram schools during their exam year. Moreover, recent OECD data shows that students from low-income families in Turkey face significant barriers to accessing quality education. While wealthier families can afford tutoring, coaching centers, and intensive exam prep, others are left behind—deepening educational inequality.  Unlike countries such as the United States or those in Europe, where extracurricular activities are considered essential to personal development, most Turkish public schools place little value on arts, music, or sports—except in a few prestigious or private institutions. Classes like music and visual arts are often neglected, and academic success is narrowly defined by standardized, multiple-choice exams.  As a result, many students devote 8–10 hours a day to studying for these tests, sacrificing personal growth. Despite their efforts, even the most successful students often attend universities ranked below 300th globally. According to the 2024 QS World University Rankings:  , they don’t necessarily account for skills like critical thinking, creativity, and collaboration—qualities that a well-rounded education should promote. The system’s focus on exam results deprives students of broader learning experiences and the opportunity to explore their full potential.  Turkey’s exam-focused education system raises fundamental concerns about mental health, equity, and the overall quality of learning. While standardized tests like LGS and YKS are often considered the sole gateway to opportunity, they can overshadow the importance of creativity, analytical thinking, and personal growth. The current structure encourages memorization over understanding and imposes immense pressure on students from a young age. It is especially worrying that, despite years of intense preparation, most students are funneled into universities with limited global recognition. This reveals a disconnect between effort and outcome.  Changing a deeply ingrained system is not easy—especially in a society where test scores are viewed not only as academic results but also as reflections of individual worth. However, recognizing that academic achievement should be one part of a much broader definition of success is an important step. A more holistic model—one that values diverse talents, emotional well-being, and real-world skills—can help students thrive both in and outside the classroom. Though reaching such a goal may be challenging, it is a change worth striving for.      References  Turkish Statistical Institute (TÜİK). (2024). National Education Statistics. Retrieved from https://www.tuik.gov.tr  Ministry of National Education (MEB). (2024). LGS and YKS Examination Data. Retrieved from https://www.meb.gov.tr  QS Top Universities. (2024). QS World University Rankings 2024. Retrieved from https://www.topuniversities.com  OECD. (2024). Education at a Glance: Country Notes – Turkey. Retrieved from https://www.oecd.org/education/education-at-a-glance  Yılmaz, A. (2023). Psychological Effects of High-Stakes Testing on Adolescents in Turkey. Istanbul University, Department of Psychology.