Controversy over abolishing Iranian university entrance examination

Abstract

Purpose

Although the number of higher education institutes in Iran has been increased and the capacity of many universities has been expanded by the government and private sector, the tough competition among senior high school graduates is still a major concern. Authorities have been contemplating other ways to alleviate the discontent of applicants who seek access to free of charge public universities. The Cumulative Grade‐Point Average (CGPA) of senior high school level has recently been proposed by educational authorities as the most effective substitute for measuring students’ academic performances to enter universities. The purpose of this paper is explore the pros and cons of this proposal by interviewing ten purposively selected stakeholders.

Design/methodology/approach

In total, ten purposively selected stakeholders were interviewed.

Findings

Out of ten informants, six of them supported the modification of the University Entrance Exam (UEE), three supported its abolition, and one supported its continuation and repetition two or three times a year.

Research limitations/implications

Since any innovation or reform in the exam will affect other components in the whole education system, the informants emphasized that it should be done incrementally. The findings of this study contribute to improving the knowledge of the UEE reform options.

Originality/value

Over the last few decades, there have been waves of assessment reforms around the world. This paper offers an update of the assessment reform in Iran, which adds information to current literature.

Citation

Reza Ghorbani, M. (2012), "Controversy over abolishing Iranian university entrance examination", Asian Education and Development Studies, Vol. 1 No. 2, pp. 139-152. https://doi.org/10.1108/20463161211240115