Score vs Moral Value: Reframing Portfolio Assessment through the Education Model for All-to-One in Higher Education

Abstract

The dominance of score-based assessment in higher education has long been justified by its capacity to ensure standardisation, comparability, and accountability. However, such approaches are increasingly insufficient in capturing the reflective, ethical, and autonomy-related dimensions of student development, particularly in the era of human–AI interaction. Drawing on the philosophical framework of Immanuel Kant and supported by contemporary theories of motivation and assessment, this study proposes a conceptual reorientation that integrates score and moral value within higher education assessment. Using semi-systematic literature review-based approach grounded in Google Scholar data, this study synthesises research on assessment theory, portfolio assessment, learner autonomy, recognition of prior learning, and AI-mediated education. The analysis leads to the development of a dual assessment framework-Score vs Moral Value-operationalised through portfolio assessment and embedded within the Education Model for All-to-One. This model combines standardised evaluation of cognitive achievement with reflective portfolio practices that capture students’ reasoning, identity, and moral agency, while supporting flexible learning pathways aligned with diverse graduate profiles. The study contributes theoretically by reframing portfolio assessment as a moral and reflective practice grounded in philosophical and psychological perspectives, and practically by proposing an integrated assessment–curriculum model that links higher education with individual and societal needs. In the context of AI-driven educational transformation, the framework offers a more authentic and future-oriented approach to assessment, shifting the focus from what students achieve to who they become as autonomous and ethically responsible individuals.