“…formative assessment. These assessments provide specific information about students’ strengths and difficulties with learning.”
From: National Academies of Sciences, Engineering, and Medicine. 2001. Knowing What Students Know: The Science and Design of Educational Assessment. Washington, DC: The National Academies Press. https://doi.org/10.17226/10019.

While formative assessments are often viewed as a tool for understanding a student’s comprehension of the class material, I believe they primarily test memory rather than true understanding. Under the pressure of exams, students frequently resort to memorizing concepts and their applications rather than deeply engaging with the material. For instance, have you ever walked out of an exam feeling disappointed because you remembered the correct answer for a question/concept you had spaced out on during the exam and answered incorrectly? You truly do understand the concepts and their application but the exam jitters got to you. I know I have experienced this feeling more than once and not just in university but throughout my academic career. 

The question that comes to my mind is whether that assessment was a true representation of your understanding. And whether traditional assessments genuinely measure understanding or simply just reward memorization/ rote-learning. Can a teacher really truly pinpoint what a student is understanding vs. struggling with in this case?

A student who can recall definitions or solve familiar problems under timely conditions may not necessarily grasp the underlying principles. Instead, alternative forms of assessments such as assignments, projects, and essays—encourage students to apply their knowledge in more creative and meaningful ways. This involves more critical thinking.

I believe experiental learning, which involves hands-on application and real-world problem solving, offers a more accurate gauge of a students ability to integrate and utilize the concepts they learn. This route helps to provide a more comprehensive picture of a student’s true level of understanding.Â