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A cultural-historical analysis of assessment and education reform in Iran

Decisions about education reform have influenced and have been influenced by the assessment and evaluation practices in the past 100 years of education history in Iran. In this cultural- historical study, we did a content analysis of policy documents ratified in the supreme council of education in the past 100 years in the country and deduced the themes which shape the trends and policy ideas of contemporary education in Iran. The research question focused on discovering the rationale, explicit and implicit, behind decisions which were made about assessment-related policies and the way these polices influenced or were influenced by the real assessment practices by teachers and students in schools. Furthermore, the more general sociocultural context of the country at different time periods (such as revolution, war, change of monarchies etc) was drawn upon to analyse the deduced themes from policy documents. This is an ongoing study and the emerging results will be presented in the conference

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