Differentiated Assessment in Islamic Religious Education: Concept, Implementation, and Challenges

Abstract

Differentiated assessment has emerged as an important evaluation approach alongside differentiated instruction and student-centered learning. In Islamic Religious Education (IRE), assessment is expected not only to measure students' cognitive achievement but also to evaluate their spiritual, affective, social, and practical religious competencies comprehensively. However, the implementation of differentiated assessment in IRE remains challenging due to limited teacher assessment literacy, the predominance of cognitive-oriented evaluation, and the lack of assessment models that accommodate students' diverse learning characteristics. This article aims to analyze the concepts, implementation, and challenges of differentiated assessment in Islamic Religious Education through a Narrative Review approach. The study draws upon scholarly literature, including peer-reviewed journal articles, academic books, policy documents, and other relevant publications. The data were analyzed using thematic identification, classification, comparison, and synthesis. The findings indicate that differentiated assessment in IRE should be designed based on students' readiness, interests, and learning profiles while addressing spiritual, social, cognitive, and practical competencies. Its implementation may involve diagnostic, formative, and summative assessments, as well as portfolios, project-based assessment, performance assessment, observation, and self-reflection. The major challenges include inadequate teacher assessment literacy, limited assessment instruments, administrative burdens, technology integration, and insufficient policy support. This review contributes a comprehensive conceptual synthesis of differentiated assessment in Islamic Religious Education and offers recommendations for developing more adaptive, authentic, and student-centered assessment practices.