فراسوی عینیت مکانیکی: چالش‌های عینیت و راهکارهای نوین در پذیرش دانشجو

In recent decades, the student admission system in Iran has faced extensive criticism. The system’s heavy reliance on standardized tests—including the national entrance examination and final school exams—has been justified through the logic of mechanical objectivity. Yet this approach has increasingly tied educational justice to over-standardization and rigid uniformity. In this article, we argue that while mechanical objectivity is intended to preserve ethical impartiality and epistemic reliability, its transformation of test scores into the sufficient condition for admission has produced serious challenges for test validity. In particular, classical test theory, rooted in operationalism, cannot adequately distinguish between appropriate and inappropriate tests, since its core concept—reliability—is treated independently from validity. To address these limitations, we develop three main arguments. First, drawing on the epistemic virtue of truth-to-nature, we demonstrate that latent variable models, such as item response theory, provide a more effective framework for test construction. By modeling the essential structures underlying observed performance, these models transcend the constraints of classical test theory. Second, inspired by the ideal of trained judgment, we argue that human expertise and interpretive skills must remain integral to admission processes, as qualitative factors such as motivation, socio-economic background, and students’ potential cannot be adequately captured by standardized procedures alone. Third, engaging with contemporary debates in the philosophy of science, we reconceptualize objectivity as context- and goal-dependent. On this account, justice in student admissions cannot be achieved solely by quantification; rather, it requires the explicit definition of social and academic aims and concerted efforts to realize them. Finally, we propose a hybrid framework that integrates latent variable-based assessments with expert-driven evaluative processes. Such a model preserves a baseline of standardization while enabling more holistic and equitable evaluation of applicants. By moving beyond the one-dimensional dominance of mechanical objectivity, the Iranian admission system could evolve toward a multidimensional, more valid, and socially responsive approach.