<![CDATA[This article aims to analyze expressive reading-based performative assessment as an innovation in Arabic poetry text learning. This study uses a qualitative approach with a literature study method through thematic content analysis of various academic literature discussing performative assessment, expressive reading, and Arabic literature learning. The results of the study show that expressive reading is an effective assessment instrument because it is able to measure learners' understanding authentically through phonological accuracy, prosody, fluency, understanding of meaning, and emotional expression. In addition, the use of a multidimensional assessment rubric is considered important to maintain the objectivity and transparency of performative evaluation. This study also emphasizes the role of teachers in guiding text interpretation and providing constructive feedback. The findings of this study contribute conceptually and practically to the development of a holistic, contextual, and learner-oriented assessment model for Arabic poetry learning.]]>
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