Value-Based Assessment in Islamic Education: Pursuing High Objectivity in Measuring Spiritual and Social Affective Domains
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Abstract
The evaluation of Islamic religious education continues to grapple with the challenge of measuring spiritual and social attitudes in an objective manner. This qualitative literature study examines the effectiveness of value-based assessment approaches in capturing these affective domains within Islamic education settings. By synthesizing scholarly works on educational evaluation and character formation, this research identifies key conditions for successful implementation of value-based assessment. The findings reveal that objective measurement requires clear behavioral indicators, varied data collection methods, reduction of personal bias, and integration of self and peer assessments. Robust school culture, teacher professional development, and alignment among curriculum, instruction, and assessment emerge as essential supporting factors. Technology offers promising opportunities for data management and reporting, yet must be adopted thoughtfully within sound pedagogical frameworks. The study concludes that objective affective assessment is achievable through collaborative, systematic, and culturally sensitive practices. These insights provide theoretical foundations for improving evaluation practices and practical guidance for teachers and policymakers. The transformation of assessment from mere cognitive measurement toward meaningful character development depends on sustained commitment from all educational stakeholders.
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