ABSTRACT
Assessment and evaluation are major components of any modern curriculum. However, in Islamic studies (as a school subject), assessment in most cases is reduced to test learners’ ability to pass summative exams. In order for the Islamic studies subject to cope with contemporary exigencies in the area of curriculum, this chapter suggests crafting a new strategy for assessment and evaluation, which correlates assessment that teachers should adapt to the learning outcomes of each domain in the subject of Islamic studies. Hence, the chosen type of assessment will essentially depend on whether the subject is intending to test learners’ information, practice and attainment of (how to do), religiosity or learner’s morality. The chapter provides an action plan that is classified according to Islamic studies’ different segments for execution in the summative and formative assessment of elementary school learners.
