The Boarding School Assessment model as a Transformative Teacher performance Culture in Indonesian Islamic Education

In research on Boarding School education, little empirical evidence addresses how the assessment model in Boarding School is practiced and how this assessment supports teacher performance. To fill this void, this paper reports on grounded theoretical research that investigates how Boarding School-based assessment is enacted in Islamic boarding schools in Kalimantan, Indonesia. The findings of this study suggest several aspects aligned during the enactment of this Boarding School-based assessment. These include 1) the educational assessment model under the auspices of the Boarding School being built on the basis of the Boarding School value system, 2) the assessment being practiced as a new breakthrough in improving teacher performance, 3) message-based assessment being seen as more effective in learning as well as a new paradigm in improving the quality of Boarding School education and becoming a leading form of Islamic education (central to excellence)