This study aimed to investigate the impact of gamified assessment on the academic profile of fifth-grade students in science, considering the moderating role of personality type. The research was conducted using a quantitative approach within the framework of applied research. The statistical population included fifth-grade elementary students in Sanandaj during the academic year 2022-2023, totaling 6,443 students according to the Department of Education. Through convenience sampling, 40 students were selected and divided into experimental and control groups (20 students each). Data collection tools included Harter's Academic Motivation Questionnaire (1980), Reeve's Academic Engagement Questionnaire (2013), and Murphy and Mezghir's Personality Type Questionnaire (2008), with reliability coefficients of 0.92, 0.92, and between 0.61 to 0.71, respectively. The experimental group underwent gamified assessment intervention over 8 sessions, while the control group was assessed using traditional methods (paper and pencil). Data analysis was conducted using descriptive and inferential statistics, including one-way, two-way, and multivariate analysis of covariance (ANCOVA). The results indicated that gamified assessment positively influenced both intrinsic and extrinsic motivation, as well as cognitive, emotional, behavioral, and agentic engagement of students. Additionally, personality type did not play a significant moderating role in this relationship. Therefore, the use of gamified assessment can significantly enhance students' motivation and engagement, thereby improving the quality of learning