My argument was implicitly about formalized assessment where anti-cheating measures are required.
Even so, most researchers and independent learners are quite capable of gauging their own understanding without any external testing or assessment.
And when people attend lectures simply out of curiosity they can become educated entirely without assessment.
I do not undervalue testing, if anything I would endorse all classes using brief informal testing on a weekly or even daily basis.
But I am opposed to the misuse of testing as metrics for performance. An effective test is one where people make plenty of mistakes, otherwise not much learning is happening.
My argument was implicitly about formalized assessment where anti-cheating measures are required.
Even so, most researchers and independent learners are quite capable of gauging their own understanding without any external testing or assessment.
And when people attend lectures simply out of curiosity they can become educated entirely without assessment.
I do not undervalue testing, if anything I would endorse all classes using brief informal testing on a weekly or even daily basis.
But I am opposed to the misuse of testing as metrics for performance. An effective test is one where people make plenty of mistakes, otherwise not much learning is happening.