Each type of assessment—whether standardized tests, formative assessments, summative assessments, or performance-based assessments—comes with its own set of social assumptions about how students should learn and be evaluated, and these assumptions can have varying consequences for learners. Standardized tests assume that all students learn in the same way, have equal resources, and can be measured by a single set of criteria. This approach aims for fairness by applying the same test to everyone, but in reality, it can disadvantage students from different backgrounds or those with specific learning needs, leading to stress and a sense of failure, even when they may be excelling in other areas. Formative assessments, like quizzes or regular assignments, assume that learning is a process that improves with feedback and time. This method supports students' ongoing growth and development, helping them understand where they need to improve, but it also relies on the assumption that students will take this feedback seriously and act on it, which isn't always the case. Summative assessments, such as final exams or big projects, assume that students can demonstrate their overall understanding at a specific point in time. While they can provide a snapshot of achievement and offer closure, they place a lot of pressure on students and may not reflect the full scope of a student’s abilities, especially if they have a bad day or are not great test-takers. Finally, performance-based assessments assume that students can best show what they’ve learned through practical, real-world tasks. This approach encourages creativity and deeper thinking, allowing students to apply their knowledge in meaningful ways. However, it can be overwhelming for students who struggle with time management or working in groups, and the subjective nature of grading can sometimes feel unfair. Each type of assessment has its strengths, but also challenges, and the consequences for learners depend on how well these methods align with their individual learning styles and needs. Ideally, a mix of these assessments would provide a more well-rounded picture of a student’s abilities.