The aim of this study is to develop a measurement tool that evaluates the teaching practicum to shed light on the expectations and attitudes of English teacher candidates in relation to teaching practicum. In this context, two measurement tools; expectation scale and reaction scale were prepared based on the amalgamation of Kirkpatrick Training Evaluation Theory (2000) and EPOSTL (2007). This study was conducted to have an overall critical analysis of the current practicum program applied in Turkey to determine the pre-service teachers' views about the existing face to face teaching practicum model and what could be done to make up for the deficits in the current implementation. Within the scope of the study, validity and reliability studies were conducted. For research validity; a pilot study was conducted at a state university with senior level ELT students at 2018-2019 spring academic year. As a result of the pilot study item writing and item pooling stages were completed. Expert opinion was received from three academicians from the field in order not to assess the face validity, content validity and construct validity. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted with 294 senior level ELT students who were taking the School Experience course at 2019-2020 fall term around various universities in Turkey. Working groups were determined based on maximum diversity sampling method. Cronbach's alpha coefficients were calculated as 0.96 and 0.98 for the expectation and reaction scales respectively. In line with the applications and analyzes, it can be said that the scales are valid, reliable and they have sufficient values in terms of psychometry.