The purpose of this study is to determine Turkish teachers’ competencies in assessment and evaluation and to identify the efficiency of the measurement tools they used in assessing language skills. To that end, the quality of the measurement tools prepared by 22 Turkish teachers were examined and teachers’ opinions on the quality of the measurement tools were obtained. Content analysis of 67 assessment tools utilized by Turkish teachers in grades 5-8 to assess and evaluate students’ language skills was conducted. The analysis showed that teachers prioritized the assessment of the reading skill in the measurement tools they utilized. The item type in the tools they prepared was generally multiple-choice. The assessment items measured students’ cognitive knowledge and comprehension levels in the areas of learning. According to the data obtained from the interviews with teachers, it was found that teachers could not assess their students’ writing, speaking and listening skills comprehensively and thus neglected them. The results also showed that the teachers believed that the language achievement scores they gave their students for the Turkish course were not reliable because of the opinions they had about the students. Teachers also stated that they felt insufficiency in terms of preparing assessment items and that they needed training on this subject