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National Curriculum of IslamicRepublic of Iran (2013)proposes “active self-confidentcommunicative approach”- a so-called indigenous version of it- for teachingEnglish in public schools (Curriculum and Textbook Developement Office, 2014).

The goals oflearning English in primary high schools are domain specific themes derivedfrom upstream documents. The document does not address a plan for testingcurriculum directly, except a general ability to read and write essays assecondary high school. Thus, textbook developers have codified a set of functionsand notions for the textbooks (Nikoopoor, 2013) and a testing format depending ontextbook and level of learners according to current trend in language testingand assessment regulations. So far, no research has addressed investigation ofit. These textbooks are tried to be gearedfor Iranian zero beginners as well as those who have already been learningEnglish in urban and rural areas. For this, “Prospect 1” and “Prospect 2” comprisecontents of personal domain- mainly oral communication skills. Consequently, teacher-developed proficiency tests,the recommended test format by developers, must focus on evaluating both oraland written skills (Curriculum and Textbook Developement Office, 2014).

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             Accordingly, textbook developers suggest bothformative and summative in forms of oral and written assessments complying withcurrent semi-traditional quantitative assessment trend in primary high schools.These assessments are:·      Workbook and other in classStudent’s activities as formative assessment;·      A writing and readingcomprehension test as final written assessment;·      A speaking (aural-oral)test as a part of oral assessment; and·      A listening-writing test (Foreign Language Department of Curriculum and Textbook Development Office, 2017).

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