Challenges and Strategies for Measuring Children's School Readiness Upon Entering Primary School: A Systematic Review of Domestic Research in Iran

One of the very important actions of Iran's exceptional education organization is to assess the academic readiness of children upon entering primary school, but this plan is facing important challenges. Therefore, the aim of the current study was to identify the existing challenges and provide the necessary strategies to overcome these challenges, using a systematic review method. In this way, theses and articles published in the years 1370 to 1400 in googlescholar, magiran, cilivica, SID, irandoc, and noormags databases were examined by searching the keywords of academic readiness, academic readiness assessment, and academic readiness test. Finally, based on the entry criteria, among the 88 investigated sources, 9 sources were included in the research and the results were classified, summarized and reported. The evaluation of the reviewed sources showed that the lack of an internal theoretical model appropriate to the culture, reliance on standardization instead of test construction, weak characteristics of psychometrics, and the predominant use of the classic theory of validity, which is known as the weak theory of psychometrics, were the most important challenges of this project. Due to the lack of a native model of academic preparation, it is necessary to develop a conceptual model arising from culture and build the necessary tools based on that model, using new psychometric methods such as questionanswer theory and network analysis.