Persian Language International Teaching Studies
Review and evaluation of the third and fourth generation writing skills test at the Center for Islamic Language and Knowledge Education (Al-Mustafa International University)
Document Type : Research Paper
Authors
1 Faculty Members of the Faculty of Humanities, Semnan University
2 Master's degree in Teaching Persian to Non-Persian Speakers, Semnan University, Iran
Abstract
A scientific and research-based review of Persian language centers' resources, educational programs, and assessments, including those of Al-Mustafa International University, contributes to the expansion of Persian worldwide. Writing is one of the most critical language skills for students learning Persian for academic purposes. Its assessment is therefore a cornerstone of language education systems tailored for academic objectives, and the effectiveness of educational centers largely depends on the use of valid evaluation methods. This study employs descriptive-analytical methods, alongside key principles and theories of evaluation, to analyze the third and fourth generations of writing skill tests at Al-Mustafa International University. Al-Mustafa, with nearly 40 years of experience in Persian language education, has developed five generations of teaching materials. Generations three and four include daily multiple-choice tests, midterm and final exams for each book, and final written assignments. The structure and content of these tests were examined. While successful in assessing linguistic knowledge such as vocabulary, morphology, and syntax, the tests fail to address learners' communicative needs, neglect the writing process stages, and overlook controlled writing phases. The tests primarily focus on memorization rather than creativity, critical thinking, or problem-solving skills. Moreover, the uniform structure of questions across levels disregards the need for variety and proper test gradation. The reliability of the third- and fourth-generation tests was measured using Cronbach’s alpha coefficient based on 60 test papers. The average age of the learners was 25 years. The reliability scores were 0.71 for daily tests, 0.74 for midterm exams, and 0.78 for final exams, indicating acceptable reliability levels.
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