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Despite its geopolitical reputation, Iran has been quite underrepresented in studies of its sociopolitically dominated religious educational framework and its language teaching and assessment policy. In the aftermath of the Islamic Revolution in 1979, major restructuring was planned for foreign language teaching and assessment to accord with Islamic values. However, due to political obstacles, including the long-lasting war between Iran and Iraq, most of the plans could not be implemented until years after the revolution. Since high-stakes language tests including university entrance examinations are developed, administered, and scored by the government agencies, independent researchers do not have access to test data. A critical review of the language assessment policy in Iran requires research-based data, which is, in many cases, lacking or sporadic. This article is an attempt to provide some basic documented information about the educational system, foreign language teaching, and assessment in Iran.
Farhady et al. (Sun,) studied this question.