Phenomenography and Development of a Consequential Validity Model for English Module of University Entrance Exam: Pedagogical Strategies for Vision Series Based on MicMac

Standard approaches to test development, despite their benefits, have brought about destructive effects due to separation of education and assessment. Iranian national curriculum was a strategic attempt for exerting positive effects but it failed in its mission due to test’s consequential effects. Considering the gap regarding the phonomyography of this issue and methodological and epistemological deficiencies in research on test consequences, the present research is an attempt to employ a multi-phase/multi-method design and provide a consequential validity model for English module of university entrance exam based on Vision book series and then an structural analysis of the variables of the model to feed educational and pedagogical practitioners for implementing appropriate strategies.to this aim, 10 elites participants in ELT and 510 recent examinees of the university entrance exam were selected through purposive and convenience sampling respectively. In the first phase, the phonomyography was conducted through semi-structured interview with elites and revealed that vision curriculum contradicts national curriculum in five axes. Also, the results of structural equation modeling also revealed that 26 variables subsumed under 7 factors are involved in the consequential validity model developed. Finally, the findings from structural interpretation uncovered the strategic, critical, bi-dimensional, regulatory and influential nature of the variables. These findings have theoretical, methodological, practical and strategic implications for different practitioners.