exploring negative washback of konkoor in iranian efl classes and critiquing different stakeholders’ accountability and reproductive/ transformative practices

test washback is generally defined as the influence of tests on teaching and learning process. inspired by messick’s consequential validity and shohamy’s critical language testing, this critical impact study explored the transformative or reproductive practices different stakeholders undertake in relation to the detrimental impacts of konkoor in iran. the participants were 60 efl teachers, a sample of 319 pre-university students, and 15 parents in iran. questionnaires, observation checklists, and semi-structured interviews were employed to collect the data. the results showed that konkoor has considerable negative washback on the teaching and learning process. the participants’ pedagogical practices in return only perpetuated konkoor’s impacts by teaching and learning to the test, practicing test-taking techniques, using in-authentic materials, reviewing previous konkoor items in class and tests. finally, it is suggested that pedagogical practices should transform the high-stakes testing situation and the related hazardous test impacts and thus result in fairer learning-oriented language assessment.