<![CDATA[This study examines the development of assessment and evaluation in Islamic Religious Education (IRE) learning, focusing on fundamental concepts, objectives, principles, assessment types, item analysis, and test revision. The study addresses the need for valid and comprehensive assessment practices capable of measuring students’ cognitive, affective, and psychomotor competencies. Data were collected through a literature review of books, scientific journals, and relevant educational documents related to assessment and evaluation in Islamic Religious Education. The collected data were analyzed using descriptive qualitative analysis by identifying, comparing, and interpreting relevant theories and findings. The results indicate that effective assessment and evaluation require well-designed instruments that meet the principles of validity, reliability, objectivity, and fairness. Item analysis, including the examination of difficulty level, discrimination index, validity, reliability, and distractor effectiveness, provides essential information for improving the quality of assessment instruments. The findings also demonstrate that systematic test revision based on item analysis enhances the accuracy of measuring students’ learning outcomes and supports continuous improvement in the learning process. In conclusion, the development of assessment and evaluation in Islamic Religious Education should be carried out systematically through appropriate planning, implementation, analysis, and revision to produce high-quality assessment instruments that accurately measure students’ competencies and contribute to the achievement of educational objectives. ]]>
