Measurement and evaluation tools are used to see whether the learner is sufficient at the intended level in the foreign language learning process. Assessment and evaluation types are classified as diagnostic, formative and summative according to the purpose of the assessment. Summative assessment is usually done at the last step of the language learning process. Exams, which are held to evaluate whether the knowledge of the learners are sufficient during the process, are mostly seen in the form of end-of-course exams, final exams, and certification exams. In the field of Turkish as a foreign language, proficiency exams, which generally focus on a single level, and placement tests to learn the language level of the learner are the most frequently used summative exams. These exams are conducted for the four basic skills of reading, writing, listening and speaking. In the end-of-course and certification exams, the speaking sections are carried out in the form of an oral performance. Rating scales are used for the assessment of these exams. Rating scales enable to assess speaking performance by considering different criteria. In this study, attention will be drawn to the importance of the tools used within the scope of the summative assessment and the criteria that should be considered when preparing the speaking performance assessment tools for A1 and A2 level learners who learn Turkish as a foreign language. Since A1 and A2 levels form the basis of the language learning process, it is thought that the use of standard criteria in the measurement and evaluation phase of speaking skills will be effective in ensuring progress at the same standard at advanced levels. For this reason, in this study, which is conducted with the literature review method, one of the qualitative research methods, it was tried to draw attention to the importance of using standard assessment and evaluation criteria in assessing and evaluating speaking skills in Turkish as a foreign language.