The idea that tests are the only way to assess student learning is a flawed ideaology and one that should never reach the classroom. As educators we believe that students learn in various ways, usually referred to as multiple intelligence. If we subscribe to this belief then should we not subscribe to the belief that learning should be assessed in multiple ways. Some students may comprehend the material but may not test well. Other students may lack understanding but are good test takers.
I n order for assessments to be formative, there must be timely feedback. If we wait for tests then that feedback is out of date. We should be assessing students understanding multiple times within a class period. Summative assessments are important, but they can not be the sole basis of assessing knowledge. As a math teacher I would not want to wait until a six weeks test to see and correct a misconception or a flawed procedure. The students would have built knowledge on an unsure foundation. Now everything built on that foundation must be torn down and the foundation repaired and the structure rebuilt.
Only using tests is similar to a doctor not performing any checkups. The only time the doctor would jump into action is if you were sick or badly injured. Formative assessment to educators is analogous to check ups for Doctors
