Assessment and evaluation of academic progress constitute a fundamental pillar of the curriculum and can improve the learning process by identifying shortcomings and strengths. In Iran, qualitative-descriptive evaluation was implemented with the aim of reforming the flaws of traditional evaluation; however, evidence indicates that its execution has been accompanied by theoretical and executive inconsistencies, as well as misunderstandings by practitioners, generating contradictory educational consequences. Key challenges include disagreements regarding the program's nature, the absence of a defined implementation rationale, the non-implementation of proposed reforms by the scientific committee, and misconceptions such as the complete elimination of grades, viewing descriptive evaluation as high-volume continuous assessment, mandatory written feedback for all students, and automatic promotion. Furthermore, high classroom density, the selection of human resources lacking professional competence, resistance from families and teachers, the commercialization of education, and the lack of a standardized reporting model have reduced the program's effectiveness. Proposed strategies emphasize formulating a reference theoretical framework and a shared mental map, shifting the attitudes of society and teachers through authentic training, enriching the program with assessment packages and exemplary activities, conducting qualitative field and phenomenological research to accurately understand problems, paying attention to psychometric foundations and cognitive-diagnostic assessments, assessing implementation feasibility—especially regarding classroom density—and practically integrating evaluation with the teaching-learning process.