Elevator Pitch: Assumptions About Tests

Educators assume tests and other types of assignments in which students restate when they have learned, or perhaps apply what they learned to familiar problems, are an accurate demonstration of what students learned. While this may accurately measure changes in memory, it may not indicate the learner’s capacity to be critical, creative, or pragmatic with their knowledge. “Knowing stuff” may be necessary to apply it, but teachers who think their work done when students have demonstrated knowing are leaving the most important work undone.