Institute of Educational

With the increasing demand for study in higher education and the limited capacity of student admissions in universities, especially in popular fields, student assessment and admission has become one of the important goals of the educational system. In this regard, the present study was conducted with the aim of pathology of the current status of the student assessment and admission model and providing solutions to improve the student assessment and admission model in the country. The present study is an applied research in terms of purpose and qualitative in terms of methodology. The participants of the research were experts and scientific and executive experts in the field of entrance exam, who were selected by purposive sampling method with the snowball approach. The results of the present study indicate the inefficiency and ineffectiveness of the current model of student assessment and admission. Challenges related to the current model of assessment and admission of students, are considerable in three categories: injuries caused by the atmosphere of the educational system in the period before the entrance exam, challenges caused by the atmosphere of the national exam and the conditions governing the entrance exam of candidates, and injuries related to the period after the national exam. Admission by the university, optimization of admission based on academic records, strategies related to improving the performance and efficiency of the educational system and academic guidance were among the complementary and alternative strategies that were identified in the present study. From the experts' point of view, the successful implementation of the alternative model requires in-depth study, feasibility study, careful and meticulous evaluation and evaluation in various educational and non-educational dimensions. Therefore, according to the results of the present study, strategies such as reducing the emphasis on memorization and paying more attention to other skills needed by today's society, talents, interests and abilities of students, intelligent and process-oriented academic guidance and choosing disciplines appropriate to the talents, interests, and the ability of students, a change from the normative approach to the criterion method and the gradual elimination of the entrance exam, is suggested.