The Green School Diploma embraces the complex problems facing contemporary learning design by acknowledging two fundamental principles required for a future-ready education. First, it recognises the iterative nature of knowledge accumulation and skills acquisition. Second, it articulates concept domains and knowledge dimensions in ways that prioritise transdisciplinary awareness and an interdisciplinary approach. The Green School Diploma represents a regeneration of traditional education and Green School’s intent to return to the core question of education’s higher moral purpose.

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At Green School our approach to assessment focuses on using various forms of evidence to assess a learner's understanding and skills. Instead of relying solely on exams, students might be evaluated based on their ability to apply knowledge in practical situations, solve real-world problems, or present projects that demonstrate their understanding.

Exams are often considered high-pressure assessments that primarily test a learner's memory and recall abilities within a limited timeframe. In contrast, evidence-based learning emphasises a deeper understanding of concepts and encourages critical thinking, problem-solving, and application of knowledge.

Teachers design assessments that are tailored to the learning objectives of their courses. These assessments could include projects, essays, presentations, case studies, group discussions, or other assignments that allow students to showcase their understanding and skills in different ways.

Teachers are responsible for grading the assessments they design. This allows them to have a more comprehensive understanding of each student's progress and enables them to provide personalised feedback for improvement. However, to maintain a level of objectivity and consistency in assessment, external moderation is employed.

Self-reflection as a form of assessment is a process through which individuals analyse and evaluate their own thoughts, actions, experiences, and behaviours. It involves introspection and critical examination of one's thoughts, feelings, motivations, and actions in order to gain insights, identify strengths and weaknesses, and facilitate personal growth and development.

Self-reflection is used regularly as a method of assessment to gauge the learner’s understanding of a subject, their progress in learning, and their ability to apply knowledge to real-world situations. It encourages learners to think deeply about their learning experiences, consider the implications of their actions, and make connections between theory and practice.

Within the High School curriculum self-reflection is a highly valued form of assessment. This includes thinking critically about the reasons behind their choices, the factors that influenced them, and the consequences that followed. It also includes metacognition, thinking about one's own thinking through courses we run such as ‘Learning to Learn’. Individuals assess their cognitive processes, such as problem-solving strategies, decision-making, and information processing. They consider what they know, how they know it, and how their thought processes contribute to their learning and growth. Learners are also encouraged to consider their emotions and their impact on their actions and decisions, and how various aspects of an individual's life, such as personal beliefs, values, experiences, and external influences, contribute to their actions and decisions.