The white paper from Misk Schools critiques outdated, exam-driven systems that ignore skills such as critical thinking, creativity and adaptability 

Riyadh, June 12, 2025: Misk Schools has published a new white paper calling for a fundamental shift in how student learning is assessed.  

Titled ‘Assessment 3.0: Aligning K–12 Education with Life Beyond School’, the paper is authored by Dr Steffen Sommer, Director General of Misk Schools, and released through the Council of British International Schools (COBIS). 

The publication coincides with the graduation of Misk Schools’ first Grade 12 cohort, a key milestone in fulfilling its founding mandate from HRH Prince Mohammed bin Salman to redefine K–12 education and prepare future leaders for the country in support of Saudi Vision 2030. 

The white paper critiques outdated, exam-driven systems that ignore skills like critical thinking, creativity and adaptability. It argues for assessment models that recognise diverse talents and equip students for a rapidly changing world, calling on stakeholders – educators, policy leaders, institutions, employers and learners themselves – to get involved and help to reimagine what assessment can be and what education should do. 

It builds on the work the school has already done through its Misk Schools Diploma leaving certificate, which is validated by Cambridge University Press & Assessment. The Diploma extends assessment beyond rote exams by including personal portfolios, interdisciplinary projects, internships and self-reflection to provide a fuller, more meaningful picture of student growth. 

Further, the school is also building partnerships with world-leading institutions such as Stanford University, where Misk Schools students are working with the Human Perception Lab in the emerging field of Symbiotics. 

The white paper is available here.