In Iranian schools, teachers play the main role in teaching and testing the students, which requires students’ daily attendance. Students have no permission to decide about teaching or assessment methods. During the semester, they should participate in formative traditional assessments that teachers prepare for them, and they should complete their homework individually. Finally, they participate in written traditional exams at the end of the semesters. Formative assessments typically do not influence the teaching process significantly, as teachers often prioritise completing the course book by the end of the semester. Consequently, these “progress tests” are not commonly utilised as opportunities to identify specific issues or review previous units. Additionally, the results of formative assessments during the semester are not considered seriously, because if students perform poorly in these tests, it will be a time-consuming procedure for teachers to adjust their teaching techniques based on the students’ weaknesses. Consequently, the results of these assessments are typically ignored, and teachers continue to teach the rest of the book. Moreover, the number of students in a classroom is usually too high and it is too hard for the teacher to solve the students’ problems individually. It can be inferred that in Iranian schools, students are taught through a general program, and the teachers assess them throughout the semester. It is the student’s responsibility to adjust to the curriculum and learn the books because if they do not progress along with the teaching program, they will fail the exams. In case of failure in the classroom assessments during the semester, the only thing that teachers do is to inform the student’s parents. Furthermore, due to the rules of the Ministry of Education, teachers are not allowed to change their teaching methods, while the low salary also acts as a dampener on teachers’ enthusiasm for changing their teaching and assessment methods. Another obstacle, to changing teaching methods, is the negative washback effect of the final exams of grades 8 and 12 in middle and high schools, and the entrance exam for universities in Iran.