<![CDATA[This study examined documented assessment instruments and practices, teachers' reported constraints, and the unequal visibility of learning outcomes across junior-secondary educational settings in Karawang, Indonesia. Using a qualitative multiple-case study design, the study examined eight teacher-centered cases across public and private Islamic secondary schools (MTs) and junior secondary schools (SMP). Data were collected through semi-structured interviews with one Islamic education teacher per school, assessment-document review, and non-participant classroom observation, followed by within- and cross-case analysis. We identified written cognitive assessments in all eight cases but found no structured affective assessment instruments in the reviewed materials. Informal observation of students' attitudes was reported, while two private-school cases identified limited video-based practical assessment. Teachers reported constraints related to class size, assessment time, access to structured rubrics, professional training, and technology. Although cognitive assessment documentation predominated across cases, variations emerged in informal affective observations and isolated attempts at practical assessment. These findings suggest that unequal visibility of learning outcomes may reflect differences in access to usable instruments, documentation routines, and contextual assessment conditions. The study proposes assessment infrastructure as a provisional analytical lens for interpreting these patterns rather than as an empirically validated explanatory model. The findings highlight the need to further investigate sustainable, ethically appropriate approaches to multidimensional IRE assessment.]]>
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