Assessment in a post-Thorndikian Era
This week, Scott Corbett and I had the opportunity to represent NIS at a meeting about New Metrics for International Schools (NMIS) in Bangkok. Laurie has written previously about our involvement, as we are now in our second year of the two-year pilot, which includes around 28 leading international schools from around the world.
The work and research around NMIS is important because it takes on the hard work of measuring the complex competencies learners need for life in a world that is increasingly volatile, uncertain, complex, and ambiguous — often described as VUCA. As a school, we are committed to learning that prepares our students for the future they will engage in. These include competencies such as those researched, explored, and measured through NMIS: Agency in Learning, Acting Ethically, Communication, Collaboration, Quality Thinking, Personal Development, and Socially Responsible Leadership.
This is complex and challenging work, but it is also exciting to know that we are not engaged in it alone. We are partnering with world-class researchers from the University of Melbourne and beyond, our accreditation partner, the Council of International Schools, and leading international schools, as highlighted in the image below. Alongside conversations with the International Baccalaureate and other educational governing bodies, including those in the tertiary education sector, this work gives depth and credence to much of what we have always believed and practiced at NIS.
This gathering in Bangkok was our third global gathering together, giving us the opportunity to deepen our understanding of the research and assessment tools being developed, while learning alongside leaders from other schools on this journey.
The conversations were rich, including a session with Dr. Sandra Milligan from the University of Melbourne, who shared how much of today’s assessment practices are still influenced by the work of Edward Thorndike, a psychologist whose ideas shaped standardized assessment over 100 years ago. His ideas made sense in an industrial era, when schools were expanding rapidly and needed standardized ways to manage and compare large numbers of students. However, we are now living in what might be called a “post-Thorndikian era”. With the rise of AI, geopolitical instability, uncertain jobs and economic futures, and urgent concerns around climate change, different measures are needed to support the skills our children need to thrive now and in the future.
At NIS, we have been approaching this work thoughtfully and gradually, heeding the advice of schools that have been part of the research ahead of us. We are learning, planning collaboratively, and using the tools in small areas as we continue to build our understanding.
We will be sharing more with parents about our research involvement and plans for this work through our next ParentED session on November 11th. We invite the community to join us to gain a deeper understanding of the work.
It is rigorous, meaningful, and relevant. And as an NIS parent myself, I am grateful that my kids are part of a community that is preparing them for their future world, and not a world from 100 years ago.
Have an Onward-Oriented October!
Sandra Chow
Director of Learning
后桑代克时代的评估探索
本周，我与中学部副校长Scott Corbett老师一同代表NIS，前往曼谷参加“国际学校新评估体系”的专题会议。Laurie总校长此前曾撰文介绍过学校参与这一项目的情况。目前，我们已进入为期两年的试点项目的第二年。该项目汇聚了来自世界各地约28所优秀的国际学校。
NMIS相关的研究与实践意义重大，它直面了一项颇具挑战的课题：在这个日益动荡、不确定、复杂且模糊（即常说的VUCA环境）的世界中，如何精准衡量学习者立足未来所需的综合核心能力。NIS始终致力于让学生为真实未来做好准备，帮助他们能够积极参与并从容应对未来世界的挑战。而NMIS体系正在研究、探索并落地评估的核心能力，也与我们的育人目标高度契合，包括学习自主能动性、道德践行能力、沟通能力、协作能力、高质量思维、个人成长与具有社会责任感的领导力。
这项工作复杂且充满挑战，但令人振奋的是，我们并非独自探索。我们与墨尔本大学及其他机构的顶尖研究人员，我们的认证合作伙伴——国际学校理事会，以及众多领先的国际学校携手同行，相关合作伙伴也在下方图片中有所呈现。与此同时，我们也在和国际文凭组织及高等教育领域的各类教育治理机构展开交流。这些合作与对话，为我校长期以来秉持并践行的教育理念，提供了更深厚的研究依据与行业公信力。
此次曼谷之行是我们参与的第三次全球交流活动。借此机会，我们得以进一步理解正在开发的相关研究成果与评估工具，并与其他同样走在这条探索之路上的学校领导者共同学习、交流经验。
会议期间的讨论内容丰富而深入。其中，其中，来自墨尔本大学的Sandra Milligan博士分享了一个值得深思的观点：当今许多评估实践仍深受Edward Thorndike的思想影响，这位学者的理念在100多年前奠定了标准化评估的基础。在工业化时代，学校规模迅速扩大，教育系统需要通过标准化方式管理和比较大量学生，因此，这些理念在当时具有其合理性。然而，如今我们正步入一个可以称为“后桑代克时代”的新阶段。随着AI崛起、地缘政治局势的动荡、就业与经济前景的不确定性，以及气候变化带来的紧迫挑战，我们需要探索不同于传统模式的评估方式，以更好地支持孩子们发展所需的能力，让他们不仅能够适应当下，也能在未来的世界中充分成长、发挥所长。
在推进这项工作时，NIS始终秉持审慎、循序渐进的态度，并认真借鉴那些更早参与相关研究的学校所积累的经验。我们持续学习，与各方协同规划，并在部分领域小范围尝试运用相关工具，在实践中不断加深理解。
11月11日的家长课堂将为我们提供一个与家长分享更多相关信息的机会。届时，我们将介绍学校参与这项研究的情况，以及后续工作的规划。诚邀全体社区成员参加，一同深入了解这项工作的意义与进展。
这项研究严谨、有意义，且完全贴合时代需求。作为一名NIS家长，我也由衷感到欣慰：我的孩子能够在这样一个教育社区中成长。学校所做的一切，是为了帮助他们为自己即将面对的未来世界做好准备，而不是让他们接受一百年前的教育模式。
“黄金时代，不在我们背后，乃在我们面前；不在过去，乃在将来。”
愿您的十月，步履不停、向新而行！
Sandra Chow
Director of Learning