Different types of assessments carry different social assumptions that can shape learners’ experiences. Standardized and knowledge-based tests assume that all students learn the same content under the same conditions and that performance reflects effort, ability, or mastery. This can benefit students who perform well in traditional academic settings, but it may harm those with diverse backgrounds, limited resources, or test anxiety, leading to unfair comparisons or labeling. Intelligence tests assume that cognitive ability is measurable, stable, and comparable across individuals. While this can help identify students who need support or enrichment, it can also create long-term labels—such as “smart” or “slow”—that affect confidence and opportunities. Alternative assessments like portfolios or performance tasks assume that learning is complex, personal, and best shown through authentic work. These can empower students, reduce pressure, and highlight strengths often overlooked by tests, but they may also introduce subjectivity and require more time and resources. In all cases, assessments can guide learning and provide valuable feedback, yet they also risk reinforcing inequalities if their limitations are not recognized.