The present study aims at investigating the criteria required for the selection of Persian speech acts to be included in a comprehensive Persian test of interlanguage pragmatics. To do so, a meta-analysis of 63 accredited articles reporting on the tests of interlanguage pragmatics was conducted and the criteria required for the aforementioned speech acts were developed. In addition, the criteria were put to the scrutiny of five instructors of Persian as a foreign language (PFL) to enhance its validity through an expert judgment process. Then a test of interlanguage pragmatics, namely, Persian multiple-choice discourse completion test (PMDCT), was developed and validated through native checked situations and items employing meta-pragmatics procedures. Participants of the study in the piloting phase were 50 students learning Persian in different centers for teaching Persian to non-native Persian speakers in Iran, as well as 50 Persian native speakers studying or working in the academic situations. The internal validity, construct validity, and reliability of the test constructed were also measured through employing structural equation modeling (SEM) in the main phase of the study in which the test was administered to 200 non-native Persian speakers of the aforementioned centers. The findings of the present study revealed that the most significant criteria considered to select the speech acts and situations in a DCT are interpersonal functions, power differences, underlying cultural reasons, meta-pragmatic assessment, politeness, and gender differences. The results also revealed that the most frequent speech acts in academic situations were request, apology, and refusals—followed by speech acts of complaint and disagreement. The least frequent speech acts of academic situations, however, were suggestion, appreciation, and advice. The criteria developed for the selection of situations and speech acts in the present study could be further used by the Persian language test developers interested in the Persian tests of interlanguage pragmatics. Likewise, the reliable and valid test developed could be used in assessing interlanguage knowledge of PFL leaners. The present findings could contribute to the fields of second language testing and assessment in general and testing interlanguage pragmatics in the domain of teaching Persian to non-native Persian speakers in particular.