- Teachers try to game the system to reach the targets, instead of actually teaching.
- Teachers narrow the focus of learning, teaching only the concepts that are asked in exam.
Diagnosing and remediating is also a part of teaching, not something different. Appropriate teaching and remediation through diagnostic assessments aren't mutually exclusive. We need both.
- A student may understand the concept of 3rd grade in 6th grade but meanwhile, he/she may lose out all the concepts taught in 4th, 5th and 6th grade which are based on the concept taught in 3rd grade. This increases the learning gap. In case of students with low motivation and weak support systems, this gap is harmful. Once a child falls back, it is difficult to cope up in environments with weak support systems and low motivations and it may lead to dropouts and disinterest towards education.
- Not knowing some concepts may not be be harmful but misunderstanding some essential concepts, which are used in daily life can be harmful. For example, this famous survey in US about fractions show that even many adults don't have proper conceptions and hence respond differently to offers on discounts.
- All assessments aren't of same category.
- Assessments are necessary but not sufficient.
- The design of assessments is important and in some aspects need improvement.
- The results of assessments have to be used cautiously while attaching stakes to them.