Teachers’ Interpretations and Power in a High-Stakes Test: A CLA Perspective

Abstract

As one of the high-stakes tests known world-wide, Iranian University Entrance Exam (IUEE) influences the lives of a range of people including EFL teachers. This study, conducted within the framework of Critical Language Assessment (CLA), examined the power of EFL teachers in IUEE and their interpretations of language scores therein.  The results of factor analysis demonstrated that high-school teachers have no power in IUEE development and administration processes. Teachers also interpreted tests not as indicators of language ability or knowledge but as test-taking skills. Finally, the study reserves the rights for teachers to be involved in the process of IUEE and suggests interpretive approaches to assessment that allow for different meanings and interpretations rather than a single score.