Language assessment is one of the key factors affecting language learning contexts since it not only provides information about the learners and teachers' performance in the classroom but also shapes how languages are learned and practiced depending on how assessment is conducted. Technology, different learner profiles, problems with the existing assessment tools, learners and teachers' needs, and differences in educational settings and policy are some of the leading factors in language assessment. In order to determine the main findings and the current trends on language assessment in Turkey, this study aims to review 25 theses and dissertations that investigate various aspects of English language assessment in Turkey between 2011 and 2016. The total number of graduate studies reviewed on language assessment is 25, and all of these studies have been included in this review. 21 of the studies are M.A. theses, while 4 studies are the Ph.D. dissertations written on language assessment. These theses and dissertations, which were reviewed in this paper, were obtained from "the Council of Higher Education Thesis Center," which requires graduate students to upload their studies and allows other researchers to access them. These studies have been reviewed and categorized based on alternative assessment, assessment in tertiary contexts, assessment of young learners, assessment of language skills (speaking and writing), evaluation of EFL exams, and developing assessment tools. The studies have been discussed based on their methodology, together with the main findings obtained, in addition to their strengths and weaknesses. It is believed that examining the recent research on language assessment will be beneficial not only for suggesting ideas to fill the gaps in the literature but also for the researchers who are willing to study language assessment in Turkey.