montazer rabieifar

In recent years, we have witnessed significant progress in teaching Persian to non-Persian speakers. Of course, this can be evaluated in many ways. Language testing can be considered as one of the best ways to discover the existing flaws and weaknesses of language teaching. One of the methods in promoting education is "educational analysis" by which we actually obtain information and evidence to control the quality of education and teaching and determine the learner's progress. In this research, we try to critique and evaluate the third book test of Al-Mustafa Persian Language Training Center in Qom with a descriptive-field method, so that we can understand the relationship between assessment and training and the correct patterns of evaluation and analysis of errors based on evaluation standards. And describe them and thus clarify the degree of observance of this pattern in the tests of that center. What has been considered as a special sub-chapter of test-making in this research is the evaluation and critique of the standards of a test at the level of the third book and determining the level of goal setting in order to achieve the long-term learning goals in the field of language learning. The results of this research show that the purpose test in some parts has drawbacks and shortcomings that even take the test out of the language path; Therefore, according to the standards of testing, it needs to be changed and modified.