Assessing What Matters: MFIS at the 8th Annual Australian Islamic Schooling Conference

The 8th Annual Australian Islamic Schooling Conference, held on Saturday 16– Sunday 17 August at Australian Islamic College in Perth, brought together educators, researchers, and leaders from across Australia and New Zealand.

The theme, Assessing What Matters – Why, What, and How We Assess, invited participants to reflect on the real purpose of education.

Beyond test scores and regulatory compliance, the conference delved into how assessment can be a powerful tool for nurturing character, strengthening faith, and affirming our shared humanity.

Keynote speakers—including Professor Pasi Sahlberg (University of Melbourne), Sister Elma Ruth Harder (Sakinah Circle, Canada), and Brother Dylan Chown (University of South Australia)—challenged educators to reframe assessment through the lens of human flourishing, encouraging Islamic schools to lead with purpose, compassion, and a holistic vision of success.

Malek Fahd Islamic School (MFIS) was represented by a strong delegation of 31 educators, several of whom presented research on assessment through an Islamic worldview. Their contributions highlighted MFIS’s commitment to shaping education that balances academic rigour with character development and spiritual growth.

Head of Campus at Greenacre Primary, Mr Ali Arabaci, and Wellbeing Coordinator Ms Zena Maarbani presented on muhasabah (self-accountability) as a way to move beyond behaviour-focused assessments.

They piloted a reflective journal project with learners facing behavioural challenges, encouraging self-awareness and moral responsibility. Instead of rewarding compliance, the journal nurtured inner change. Their research showed how schools can reclaim akhlaq (character) as a central goal of education.

Science teacher Ms Thamina Kassar shared her Year 10 case study on climate change and sustainability. Rooted in the Qur’anic principle of khalifah (stewardship), her assessments linked scientific knowledge with ethical and spiritual responsibility.

Tasks connected data analysis with Qur’anic values of balance and accountability, helping learners see themselves as stewards of the Earth. By aligning curriculum standards with Islamic pedagogy, Thamina demonstrated how assessments can foster scientific literacy and moral consciousness together.

English teacher Ms Maisaa Kassar presented on integrating Islamic perspectives into a Year 9 unit on Shakespeare’s The Taming of the Shrew.

Students critically examined gender roles and re-wrote key scenes to reflect Islamic values of dignity and respect. They performed adaptations, blending literary analysis with cultural and faith-based perspectives. This assessment empowered learners to challenge stereotypes while deepening their understanding of literature and faith.

Dr Ozan Angin introduced a Palestine-themed poetry slam as a formative assessment in Years 7–10 English.

Learners engaged with justice, resilience, and identity through performance poetry. The initiative combined creativity and activism, encouraging learners to express their voices with empathy and confidence. It also showed how assessments can foster social awareness while meeting curriculum outcomes.

Ms Sofia Begam explored how schools can assess growth in areas not measured by standardised tests—such as sincerity, compassion, and moral decision-making.

Her research supported a whole-student approach where assessment reflects both knowledge and inner development. By proposing tools to capture ethical growth, Sofia highlighted how Islamic schools can ensure graduates are not only successful learners but more importantly principled human beings.

Sister Elma Ruth Harder delivered a keynote titled From Sacred Intentions to Purposeful Endings: Assessment as an Act of Witnessing.

She reframed assessment as an act of trust before Allah, reminding educators that intention (niyyah) and compassion must guide how we measure success. Drawing from Islamic scholarship, she called on teachers to nurture learners as whole beings.

Her message deeply resonated with MFIS educators, aligning with our mission to integrate faith into every aspect of education.

The strong participation of MFIS educators at this conference reaffirmed our vision: to lead Islamic education in Australia through distinct and holistic practice.

Each presentation demonstrated how assessments can be re-imagined measuring what truly matters. From reflective journals and science projects to literary adaptations and moral frameworks, MFIS educators are pioneering models that bridge faith and learning.

Executive Principal Dr Zachariah Matthews commended the team’s inspiring efforts:

“Alhamdulillah, our educators continue to lead with vision and purpose in re-imagining assessment. Their innovative work affirms that Islamic schools can achieve academic excellence while remaining deeply rooted in our faith and values. It’s a testament to their dedication, creativity, and commitment to holistic education.”

The conference underscored a shared mission: education must go beyond numbers. The future of Islamic schooling depends on our ability to measure sincerity, resilience, and God-consciousness alongside literacy and numeracy.

MFIS’s contributions at AAISC8 were not just presentations but steps towards renewal. By embedding faith into teaching, learning, and assessment, we continue to honour our motto: Knowledge is Light.

With Allah’s guidance and mercy, Malek Fahd Islamic School remains committed to leading the way in nurturing learners who embody strong character, deep faith, and the skills needed to thrive—both in this life and in the hereafter.