A Value-Driven Service-Learning Assessment Framework for Student Engagement and Holistic Learning

HRMARS - This study examines an innovative value-driven assessment approach in higher education. It addresses the limitations of traditional assessment methods in capturing cognitive and value-based learning outcomes. The pedagogical approach is grounded in experiential learning theory, blended creative and multi-modal assessment tasks. Assessment tasks include short videos, posters, presentations, structured reflective journals and discussions activities. These tasks are designed to promote learning and cultivating student engagement. It supports the internalisation of inclusive values within a multicultural context in Malaysia. This study adopts a quantitative survey design with 378 respondents from multiple disciplines at a university college. The findings show student responses with increased engagement and improved application of knowledge. Students demonstrated development in creativity, critical thinking, communication and teamwork skills, with greater appreciation of collaboration and community-based learning experiences. This integration of real-world tasks with guided reflection further strengthens the development of key MADANI values. These include sustainability, creativity, respect, innovation, integrity, care and confidence. Overall, this study offers a practical and scalable framework of assessment embedded value-based education into service-learning curricula. The findings provide actionable guidance for designing innovative and holistic strategies in assessment. These strategies support student value development and academic achievement in higher education.