The aim of this study is to evaluate teachers’ opinions about the problems they encounter during the exam preparation.   In this study, the phenomenological design of the quality research methods was used. The study group consists of 12 teachers who are involved in the research using the easy sampling approach.  A semi-configured conversation form has been used to collect data. The researchers conducted face-to-face conversations to obtain data. The raw data obtained from the interview form is methodically prepared for use in data analysis. Analysis of data has been done. According to the research results, the greatest challenges in the exam preparation process of teachers, the student diversity and academic level differences, and the challenges related to teachers and the system, are. Teachers measure the quality of the exams by comparing their success rates, using achievement and other assessment approaches. During the preparation of the exam questions, teachers take advantage of official and general resources and free internet-based resources. Opinions on whether the exam questions are suitable to measure students’ actual abilities are balanced. Teachers consider making changes in the planning, implementation and evaluation processes of the exam to improve the performance of students in the exam and use teaching and presentation techniques.

The aim of this study is to evaluate the opinions of teachers about the problems they encounter while preparing exams.   In this study, phenomenology design, one of the qualitative research methods, was used. The study group consisted of 12 teachers who were included in the study using a convenience sampling approach.  A semi-structured interview form was used to collect data. The researcher conducted face-to-face interviews to obtain data. The raw data obtained from the interview form were methodologically prepared to be used in data analysis. Content analysis was used to evaluate the data. According to the results of the study, the biggest challenges teachers face in the exam preparation process are student diversity and academic level differences, and challenges related to teachers and the system. Teachers measure the quality of exams by comparing success rates, achievement of learning outcomes and other assessment approaches. In the preparation of test questions, teachers use official and common sources and free internet-based resources. Opinions are balanced as to whether exam questions are appropriate to measure students' true abilities. Teachers consider changes in the planning, implementation and assessment processes of exams and use teaching and presentation techniques to improve students' performance in exams.