ÌÇÐÄAPP

In conversation with Raya Bidshahri

ManyÌýfuture-oriented schoolsÌýaround the world offer a more holistic, fair and student centered way to assess rather than usingÌý

Instead of following a fixed schedule that does not match their pace, students only move forward in the curriculum after demonstrating a full understanding of an academic concept or a competency.

Instead of learning about subjects that are disconnected from each other, students dive into interdisciplinary projects that mimic real-world challenges.

Instead of exams and grades, students work on developing portfolios that better represent their growth, skills, interests and learning.

At Schools for Purpose, we are documenting innovations like this so that designing a future-ready school becomes more achievable for educators everywhere.

This article features a discussion with Raya Bidshahri on how ÌÇÐÄAPP uses a mastery-based approach, steps away from exams and grades, and centers learning around real-world, challenge-based experiences.

Q: What does assessment mean at ÌÇÐÄAPP, and how does it differ from traditional methods?

 

Raya:ÌýBecause our curriculum focuses onÌýskills, knowledge, and mindsets, we can’t rely on narrow measures like closed-book, paper-based, time-bound exams. Those approaches simply don’t capture skills like creativity, systems thinking or scientific inquiring. So we use aÌýmastery-basedÌýandÌýchallenge-based model, containingÌýprojectsÌýwhere learners tackleÌýreal-world problems.

This allows learners toÌýapplyÌýandÌýdemonstrateÌýwhat they have learned.

All of this is structured around our curriculum:ÌýTheÌýHuman Literacies Framework. When developing the curriculum, we asked: What does the world need, and what skills will future generations require to thrive?

Our curriculum outlines eight core literacies:ÌýAction, Creativity, Discovery, Flourishing, Quantitative Skills, Society, Technology, and Thought.

Each with clearÌýcredit areas and outcomesÌýthat guide how we assess progress. This gives us consistent standards across the school.

The two main ways to earn credits at ÌÇÐÄAPP are through our interdisciplinary term-long or year-longÌýChallengesÌýand our more disciplinary-focusedÌýSkill Units. Both are fully project-based and introduce learners to key life and academic skills. This also allows them to develop aÌýportfolioÌýto evidence their growth and learning process.

Q: Without exams, how do you track progress and prove learning over time?

 

Instead of exams, learners apply theories to real case studies. So they’re still engaging deeply with academic content, but throughÌýapplication rather than recall.

At theÌýunit level, learners receive a score based onÌýsingle-point rubrics. All criteria roll up into a number, giving us a quick snapshot; for instance, 10 out of 20 equals 50%.

Then at theÌýschoolwide level, every learner has a Human Literacies dashboard. It consolidates their progress across all challenges, units, credits, and literacies.

These two layers together help us see where learners are excelling or falling behind.

Learners are frequently given feedback on their work and often have the possibility to resubmit it to improve their score if needed.

Q: How do you translate your assessment model for universities or parents who expect numbers?

 

Raya:ÌýWe convert unit scores into a GPA. If you score 70% in a unit, that might translate to a C on the GPA scale.

This gives universities the number they expect and helps parents coming from systems with grades.ÌýUniversitiesÌýalso look at the Human Literacies percentages, which provide a quantitative view of progress.

Raya: Mastery-based learning ensures learners only move forward once they’ve mastered the previous outcome. It prevents gaps from compounding, which is what often happens in traditional systems. I lived this myself: missing a few math lessons in high school created a ripple effect that lasted years. Mastery-based design avoids those psychological and academic consequences for learners.

Our skill units follow this model and are fully paced by the learner within the broader graduation timeline. In middle school, we useÌýÌýfor a fully competency-based approach in Quant, Action and Discovery (complemented by our projects). While challenges run as cohorts, about half the learning in skill units or IXL plans is self-paced so learners can progress through the Human Literacies at their own pace.

 

Q: Can you explain the Mastery Transcript Consortium (MTC) and how you use it?

 

Raya:ÌýTheÌýÌýis a network of mastery-based schools using a portfolio-based transcript. There are no grades just competencies that are either in progress or mastered, each linked to a project.

The transcript is digital and interactive, organized like a spider chart with categories. This makes it easy to track a learner’s progress and competencies.

Over 400 universities already recognize it, mainly in the U.S., Canada, the UK, and Australia.

Q: How do educators manage learners working at different paces?

 

Raya:ÌýYou need the right systems. Tools likeÌý,Ìý, andÌýÌýcan generate diagnostics, personalize learning plans, and give teachers real-time visibility.

The teacher’s role shifts: instead of direct instruction, they facilitate, unblock challenges, support groups at different levels, and guide learners individually. It’s easier in person, but possible online with the right tools.

 

Q: What are the main challenges with this assessment model?

 

Raya:ÌýIt’s time-consuming for educators because project-based work takes much longer to evaluate than multiple-choice tests.

There’s also the challenge of subjectivity, so we run regularÌýmoderation cyclesÌýevery term to ensure consistency and academic integrity.

And scalability is an ongoing challenge; we’re actively solving for that.

 

Q: What advice would you give to a school wanting to start using more holistic, human-centered assessment?

 

Raya:ÌýLook at how theÌýworkforceÌýassesses skills. Adults are evaluated through 360 reviews, case studies, real-world tasks, and interviews.

Mirror some of those practices in the classroom, even in small ways. It gives learners an authentic sense of how their skills will be evaluated in the real world.