Elective Grading as a Transformative Assessment Model in Islamic Higher Education: A Mixed-Methods Study on Motivation, Performance, and Stress
DOI:
https://doi.org/10.32678/tarbawi.v12i01.11961
Abstract viewed : 58 times
| 
PDF downloaded : 37 times
Keywords:
Academic stress, Assessment fairness, Assessment reform, Elective grading, Islamic higher education, Learner agency, Student-centered assessmentAbstract
Prevailing assessment regimes in higher education remain predominantly standardized and instructor-centered, often neglecting learner variability and exacerbating academic stress, particularly within underexamined faith-based educational contexts. Addressing this gap, this study theorizes and empirically evaluates Elective Grading (EG) as a student-centered assessment paradigm in Islamic higher education. A mixed-method quasi-experimental design was employed with 60 undergraduate students assigned to an EG intervention group (n = 30) and a conventional assessment group (n = 30). Quantitative data were collected using academic performance tests and validated academic stress scales, complemented by qualitative insights from semi-structured interviews. Results indicate that EG significantly improves academic performance (M = 85.4 vs. 75.8), t(58) = 5.47, p < 0.001, and yields a substantially greater reduction in academic stress (18.7% vs. 3.2%), t(58) = –4.28, p < 0.001. A moderate-to-strong negative correlation between academic stress and achievement (r = –0.62, p < 0.01) highlights the centrality of affective factors in assessment design. Qualitative findings further reveal that EG enhances learner agency, perceived assessment fairness, and adaptive coping strategies. Theoretically, this study advances a culturally grounded assessment framework by integrating EG with Islamic educational values: ikhtiyar (intentional effort), adl (justice), and amanah (ethical responsibility), thereby extending student-centered assessment discourse into faith-informed learning environments. These findings reposition assessment as a mechanism for aligning academic achievement with student well-being. Despite contextual limitations, this study offers robust empirical and conceptual contributions to the reconfiguration of equitable and human-centered assessment practices in higher education.
Downloads
References
Aguayo-Hernández, C. H. (2025). Design the Assessment in the University Classroom: Insights to Transform Assessment Practice. In Latin American Perspectives on Innovation in Higher Education: A Multidisciplinary Approach (pp. 47-66). Cham: Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-96751-1_5
Al-Sowaidi, B., & Mohammed, T. A. (2024). Assessing graduateness in higher education Islamic tertiary institutions in South Africa: Towards a Pedagogical Contextual Approach. International Journal of Learning, Teaching and Educational Research, 23(10), 599-620. https://doi.org/10.26803/ijlter.23.10.29
Ariati, J., Vogler, J. S., & Pham, T. (2025). The importance of autonomy-supportive learning environments in college: exploring the role of emotion regulation strategies for academic goal progress. Educational Psychology, 45(3), 339-358. https://doi.org/10.1080/01443410.2025.2468735
Baniasadi, A., Salehi, K., Khodaie, E., Bagheri Noaparast, K., & Izanloo, B. (2023). Fairness in classroom assessment: A systematic review. The Asia-Pacific Education Researcher, 32(1), 91–109. https://doi.org/10.1007/s40299-021-00636-z
Barua, L., & Lockee, B. (2025). Flexible assessment in higher education: A comprehensive review of strategies and implications. TechTrends, 69(2), 301-309. https://doi.org/10.1007/s11528-025-01039-3
Bearman, M., Tai, J., Dawson, P., Boud, D., & Ajjawi, R. (2024). Developing evaluative judgment for a time of generative artificial intelligence. Assessment & Evaluation in Higher Education, 49(6), 893–905. https://doi.org/10.1080/02602938.2024.2335321
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Chen, Y. H., Cheng, C. H., & Liu, J. W. (2010). Intelligent preference selection model based on NRE for evaluating student learning achievement. Computers & education, 54(4), 916-926. https://doi.org/10.1016/j.compedu.2009.09.020
Coppley, J., & Niemiec, R. M. (2021). Character strengths interventions in education systems. In M. L. Kern & M. L. Wehmeyer (Eds.), The Palgrave Handbook of Positive Education (pp. 395–420). Springer International Publishing. https://doi.org/10.1007/978-3-030-64537-3_16
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications.
Creswell, J., & Clark, V. (2023). Revisiting Mixed Methods Research Designs Twenty Years Later (pp. 21–36). https://doi.org/10.4135/9781529614572.n6
Deng, Y., Cherian, J., Khan, N. U. N., Kumari, K., Sial, M. S., Comite, U., ... & Popp, J. (2022). Family and academic stress and their impact on students' depression level and academic performance. Frontiers in psychiatry, 13, 869337. https://doi.org/10.3389/fpsyt.2022.869337
Derakhshan, A., Dewaele, J.-M., & Azari Noughabi, M. (2022). Modeling the contribution of resilience, well-being, and L2 grit to foreign language teaching enjoyment among Iranian English language teachers. System, 109, 102890. https://doi.org/https://doi.org/10.1016/j.system.2022.102890
Ismail, N. N., Kamaruding, M., Ali, N. H. N., Khairuddin, D., Muis, A. M. R. A., & Ali, M. Z. M. (2024). Islamic principles in engineering education: Significance, challenges, and strategies. In Business Sustainability with Artificial Intelligence (AI): Challenges and Opportunities: Volume 1 (pp. 555-565). Cham: Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-71526-6_48
James Popham, W., C. Berliner, D., M. Kingston, N., H. Fuhrman, S., M. Ladd, S., Charbonneau, J., & Chatterji, M. (2014). Can today’s standardized achievement tests yield instructionally useful data? Challenges, promises, and the state of the art. Quality Assurance in Education, 22(4), 303-318. https://doi.org/10.1108/QAE-07-2014-0033
Kessels, G., Xu, K., Dirkx, K., & Martens, R. (2024). Flexible assessments as a tool to improve student motivation: an explorative study on student motivation for flexible assessments. Frontiers in Education, Volume 9-2024. https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2024.1290977
Khimmataliev, D. O., Rahmonova, M. Q., Choriev, R. K., Xalikova, N. A., Omonova, N. P. Q., Badalova, B. T., & Berdalieva, G. A. (2025). Integrating Islamic pedagogy and the Sustainable Development Goals in preparing future educators in Uzbekistan. J Pendidik Islam, 11(2), 216-231. https://doi.org/10.15575/jpi.v11i2.48413
Li, M., & Yuan, R. (2022). Enhancing students’ metacognitive development in higher education: A classroom-based inquiry. International Journal of Educational Research, 112, 101947. https://doi.org/https://doi.org/10.1016/j.ijer.2022.101947
Mahfoodh, H. (2021). Reflections on online EFL assessment: Challenges and solutions. In 2021, Sustainable Leadership and Academic Excellence International Conference (SLAE) (pp. 1-8). IEEE. https://doi.org/10.1109/SLAE54202.2021.9788097
March, A. L., & Robinson, C. (2015). Assessment of high-stakes testing, hopeful thinking, and goal orientation among baccalaureate nursing students. International journal of nursing education scholarship, 12(1), 123-129. https://doi.org/10.1515/ijnes-2014-0075
Marshall, H. (2025). Integrating sustainability into religious education. Journal of Beliefs & Values, 1–20. https://doi.org/10.1080/13617672.2025.2504983
Maulidya Nisa, Siti Salma Shobihah, Firmansyah, M. I., Fakhruddin, A., & Anwar, S. (2024). An affective domain evaluation in Islamic education: A perspective from Self-Determination Theory. Progresiva : Jurnal Pemikiran dan Pendidikan Islam, 13(01), 101–114. https://doi.org/10.22219/progresiva.v13i01.31509
Naibaho, L., & Silalahi, M. (2022). Exploring INQF-based curriculum in English education study programs: Investigation of curriculum implementation. Tarbawi: Jurnal Keilmuan Manajemen Pendidikan, 8(1), 113-120. https://dx.doi.org/10.32678/tarbawi.v8i01.5925
Nili, F., & Tasavori, M. (2022). Linking an autonomy-supportive climate and employee creativity: the influence of intrinsic motivation and company support for creativity. European Business Review, 34(5), 666-688. https://doi.org/10.1108/EBR-06-2021-0146
Panadero, E., Fraile, J., Fernández Ruiz, J., Castilla-Estévez, D., & Ruiz, M. A. (2019). Spanish university assessment practices: examination tradition with diversity by faculty. Assessment & Evaluation in Higher Education, 44(3), 379-397. https://doi.org/10.1080/02602938.2018.1512553
Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2020). The impact of stress on students in secondary school and higher education. International Journal of Adolescence and Youth, 25(1), 104–112. https://doi.org/10.1080/02673843.2019.1596823
Pekrun, R. (2024). Control-value theory: From achievement emotion to a general theory of human emotions. Educational Psychology Review, 36(3), 83. https://doi.org/10.1007/s10648-024-09909-7
Rideout, C. A. (2018). Students’ choices and achievement in large undergraduate classes using a novel flexible assessment approach. Assessment & Evaluation in Higher Education, 43(1), 68–78. https://doi.org/10.1080/02602938.2017.1294144
Rodríguez-Planas, N. (2022). COVID-19, college academic performance, and the flexible grading policy: A longitudinal analysis. Journal of Public Economics, 207, 104606. https://doi.org/https://doi.org/10.1016/j.jpubeco.2022.104606
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary educational psychology, 61, 101860. https://doi.org/https://doi.org/10.1016/j.cedpsych.2020.101860
Schnitzler, K., Holzberger, D., & Seidel, T. (2021). All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement. European Journal of Psychology of Education, 36(3), 627–652. https://doi.org/10.1007/s10212-020-00500-6
Shankar, S., & Robinson, K. A. (2024). Comparing relations among autonomy support, motivation, and academic success across face-to-face and pandemic online STEM learning environments. Learning and Individual Differences, 113, 102469. https://doi.org/https://doi.org/10.1016/j.lindif.2024.102469
Silaj, K. M., Schwartz, S. T., Siegel, A. L., & Castel, A. D. (2021). Test anxiety and metacognitive performance in the classroom. Educational Psychology Review, 33(4), 1809-1834. https://doi/org/10.1007/s10648-021-09598-6
Tagher, C. G., & Robinson, E. M. (2016). Critical aspects of stress in a high-stakes testing environment: A phenomenographical approach. Journal of Nursing Education, 55(3), 160-163. https://doi/org/10.3928/01484834-20160216-07
Telles-Langdon, D., & Telles-Langdon, N. (2025). Empowering Students through Elective Grading in a University Setting. Journal of Teaching and Learning, 19, 185–194. https://doi.org/10.22329/jtl.v19i1.8906
Thornhill-Miller, B., Camarda, A., Mercier, M., Burkhardt, J.-M., Morisseau, T., Bourgeois-Bougrine, S., Vinchon, F., El Hayek, S., Augereau-Landais, M., & Mourey, F. (2023). Creativity, critical thinking, communication, and collaboration: Assessment, certification, and promotion of 21st-century skills for the future of work and education. Journal of Intelligence, 11(3), 54. https://doi.org/10.3390/jintelligence11030054
Von der Embse, N. P., & Witmer, S. E. (2014). High-stakes accountability: Student anxiety and large-scale testing. Journal of Applied School Psychology, 30(2), 132-156. https://doi.org/10.1080/15377903.2014.888529
Wanner, T., Palmer, E., & Palmer, D. (2024). Flexible assessment and student empowerment: advantages and disadvantages–research from an Australian university. Teaching in Higher Education, 29(2), 349-365. https://doi.org/10.1080/13562517.2021.1989578
Wilby, K. J., El Hajj, M. S., El-Bashir, M., & Mraiche, F. (2018). Overcoming pitfalls: results from a mandatory peer review process for written examinations. Currents in Pharmacy Teaching and Learning, 10(4), 423-426. https://doi.org/10.1016/j.cptl.2017.12.015
Winstone, N. E., & Boud, D. (2022). The need to disentangle assessment and feedback in higher education. Studies in Higher Education, 47(3), 656–667. https://doi.org/10.1080/03075079.2020.1779687
Zheng, Y., Van Vliet, F., & Jin, J. I. (2024). Case study of the use of learner-centered assessment in the math school of a large university in the United States. Educational Research and Evaluation, 29(7-8), 476-494. https://doi.org/10.1080/13803611.2024.2367488
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Bachtiar Hariyadi, Ahmad Hariyadi, Agus Setyawanto
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
.jpg)
