It is manifested in our stand that teachers at all levels of the education system be trusted, respected, and adequately compensated to deliver the assessment tasks. They must be given access to training, ongoing career development, on-site mentoring, and opportunity to participate locally and globally in decisions affecting their professional lives.
Assessors are allowed to run their programmes and assess their students as they see fit, subject to the fulfillment of standards of assessment. For example, our assessor may opt for an online interview of a postgraduate or part-time student’s mastery of the content knowledge and skills as specified in the learning outcomes to concretize Rahmatan lil alamin.
Educators’ assessment practice to provide new ways or new solutions for a better assessment leading to a better outcomes. We strive not simply apply the knowledge and skills we have acquired but will also come up with new ideas of what and how to assess.
iMET is founded on its uncompromising commitment to honest, ethical, moral, and spiritual principles in all areas of its members professional and personal behaviour. Accountability triggers our members to take ownership of the assessment work; hence the assessor will plan and do what's best for the pleasure of the Creator
In life, we are continuously being assessed to learn and improve ourselves. Evidently, assessment forms learning and growth; it brings the best in our institution, professionals, staff, students, and even in creating our own learning and performance. It nurtures intangibles of importance, be it our beliefs, values, norms, and intra- and inter-personal personal interactions that contribute to our wellbeing, as well as to the welfare of fellow human beings, and other creatures.
The likelihood fostering these human potentials is contingent upon the validity, reliability, flexibility, and fairness of assessment practices. In sum, the use of valid, flexible and fair measurement mechanism and process, and accompanied by reliable interpretation and action on the results, would make a difference in learning and performance. Thus, as educators it is imperative that we learn and use high quality assessment.
Inspired by the position it takes in the Islamic worldview, the IIUM formed Center for Measurement, Evaluation, and Testing (iMET) in 2020. The University decided that there is a need to capitalize on the efficacy of assessment for sejahtera and sustainable growth of Islamic education. The assessment philosophy and policy at IIUM aim to elevate educators, teachers, instructors, and murabbis’ ability to humanise education to the extent that they would be able to manifest the attributes of Khalīfah, Amānah. Iqra’, and Raḥmatan lil-ʿĀlamīn” (KhAIR) across time and space.
وَبِاللهِ التَّوْفِيْقُ والهِدَايَةُ وَ السَّلاَمُ عَلَيْكُمْ وَرَحْمَةُ اللهِ وَبَرَكَاتُهُ
Mohamad Sahari Nordin, PhD