Table 1. An overview of previous studies in the field of exam paper evaluation.

Various facets of exam paper evaluation, from question formulation to cognitive demand. To complement these findings, new studies must be included that explicitly link exam quality to student performance and stress.

Research	Research aims	Participant	Methods	Results
Evaluation of Student Exam Papers with Respect to Textualization Problems. International (Kuzu, 2016)	Demonstrate the textualization problems and issues that students suffer from, by using samples from student exam papers.	The exam papers used in this research belong to 3rd-year students of the Faculty of Education, Department of Turkish Language Education.	Planning of the content based on the awareness level of the content, and establishing subject continuity by clarifying the statement subjects	It is concluded that students, including elementary and secondary education students, need to be educated on the subject of developing answer texts for exam questions, within the scope of text development education, as a part of Writing Skills courses.
Turkish teachers’ assessment situations: A study on exam papers (Akçay, Tunagür & Karabulut, 2020)	The exam papers have been examined from various aspects, including the number and type of questions, the language expression, and the distribution of the questions, the cognitive level (according to Bloom’s taxonomy), the type of texts used, and the visuals used.	The samples of the study were selected using a convenience sampling method from 17 secondary schools located in the center of Agri Province in Turkey and the exam papers prepared by 36 Turkish teachers who worked at these schools. The tests which were examined included 2,633 questions in 161 exam papers.	The procedure conducted in the content analysis is to gather information in a certain framework and to interpret such information in a way that the readers can understand	It has been found that the teachers mostly prefer to use the multiple-choice question type in the Turkish exam papers; the questions are mostly related to grammar and reading; the teachers do not prefer to ask questions on speaking and listening; and except for spelling errors, no deficiency is detected in the language of the exam papers. In addition, according to Bloom’s taxonomy, the questions are mostly at the comprehension level whereas questions related to the analyzing, evaluating, and creating levels that require high-level thinking skills are rarely used.
Analysis of the questions in 11th Grade Philosophy Coursebook in terms of higher-order thinking skills (Erdol, 2020)	Investigate the questions included in the 11th grade Philosophy Coursebook prepared in 2018 by the Ministry of Education in Turkey in terms of higher-order thinking skills.	The coursebook included a total of 294 questions within five units	The cognitive domain of the RTB was utilized in the present research since the focus of the research was to analyze philosophy questions in terms of higher-order thinking skills which were part of the cognitive domain	Most of the questions were designed for the mid-level of the cognitive domain and the low-level questions were the second most frequently used questions. Only 6.1% of the questions were designed for high levels of the cognitive domain
Considerations and Strategies for Effective Online Assessment in Biomedical Sciences (Mate & Weidenhofer, 2022).	To explore the challenges and strategies for implementing effective online assessment tools in the context of biomedical education. The study focuses on how digital assessments can improve the quality and fairness of evaluations.	N/A (The study focuses on a methodological review).	The study uses a qualitative review method, evaluating different online assessment strategies and tools in the context of biomedical sciences.	Implementation of automated systems significantly reduces grading errors and enhances perceived fairness, leading to improved student satisfaction and assessment quality.
Examining Turkish Course Exam Questions in Terms of Item Writing Criteria and Cognitive Level (Uysal et al., 2022).	To analyze Turkish language exam questions based on item writing criteria, cognitive level, and question format. The study aims to identify the strengths and weaknesses in current exam design.	747 questions from 51 exam papers in Turkish language courses.	Document analysis and maximum variation sampling methods were used to evaluate the exam questions.	The analysis revealed that the majority of questions were focused on understanding and recall, with fewer questions targeting higher-order thinking skills such as analysis and creation. Automated evaluations help educators identify these gaps and improve exam quality.
Tools for Assessing Teacher Digital Literacy: A Review (Nguyen & Habók, 2023).	To review and analyze the tools available for assessing teacher digital literacy, with a focus on their effectiveness in enhancing exam quality and teacher evaluations.	N/A (The study is a literature review).	The study employs a systematic review approach, analyzing various digital literacy tools and their impact on teacher performance and evaluation practices.	Automated tools for teacher assessment contribute to more consistent and objective evaluations, supporting teachers in designing higher-quality exams aligned with educational standards.