<![CDATA[Assessment in Islamic Religious Education (IRE) has traditionally been approached through measurement-oriented paradigms emphasizing cognitive achievement, learning outcomes, and observable competencies. Although such approaches contribute to accountability and instructional improvement, they often fail to capture the ontological, ethical, and spiritual dimensions that constitute the core purposes of Islamic education. This study aims to critically examine the philosophical and theological foundations of Islamic Religious Education assessment and to propose an integrated human development paradigm that transcends conventional assessment frameworks. Employing a systematic literature review approach, this study analyzes contemporary scholarship on educational assessment, Islamic educational philosophy, Islamic epistemology, theology, and holistic human development. The findings reveal three fundamental arguments. First, Islamic assessment is rooted in a distinctive philosophical understanding of human beings as multidimensional entities consisting of intellectual, moral, spiritual, and social dimensions. Second, theological principles, particularly tawhid, khilāfah, amanah, and ihsān, provide normative foundations for redefining assessment purposes beyond measurement toward transformation. Third, an integrated Islamic assessment framework requires the synthesis of epistemological, ethical, and spiritual dimensions to evaluate learners' comprehensive development. This study contributes a conceptual framework of Islamic Transformative Assessment that positions assessment as a process of human formation rather than merely an instrument of academic evaluation. The proposed framework provides theoretical implications for Islamic education research and practical guidance for educators seeking assessment models aligned with holistic educational objectives. ]]>
