<![CDATA[The evaluation of learning outcomes at the Darul Ishlah Islamic Boarding School Foundation in Tulang Bawang is still dominated by low-level conventional assessments (LOTS) due to teachers’ low evaluation literacy and the challenges posed by the duality of the Islamic boarding school and national curricula. This community service (PKM) activity aims to improve teachers’ pedagogical competencies and practical assessment literacy in developing authentic evaluation instruments based on Higher Order Thinking Skills (HOTS). The implementation method integrates the Participatory Action Research (PAR) approach and the Collaborative Mentoring Model for 25 Tsanawiyah and Aliyah madrasah teachers. The program results showed a highly significant increase in assessment literacy (p < 0.001), with participants’ average scores jumping from 48.52 to 84.24. In addition, this initiative successfully produced 15 authentic assessment instruments grounded in the local wisdom of Islamic boarding schools (pesantren)—such as students’ daily activities, local environmental issues, and classical religious texts—with an expert validity rating of 86.5% (Highly Valid). As a concrete recommendation, it is suggested that a sustainable peer-review forum be established through an internal teacher working group and that this structured collaborative mentoring model be replicated in similar traditional rural religious educational institutions to ensure the sustainability of learning quality.]]>
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