COMMENT:

In the current standardized-test-saturated environment of public K-12 education, the question of how the logic of assessment informs the logic of education seems tragically apt. We are all familiar with the phrase "teach to the test", and though it is a worn-out cliche, it is a common plight of many classes that focus on summative assessment utilizing exams, particularly standardized ones. One country where standardized testing is, well, standard issue is Singapore. Not surprisingly, a study of assessment and educational practices in secondary English and mathematics classrooms there found that "the national high stakes assessment system, by virtue of its considerable institutional authority, both shaped the pattern of instructional practice at the classroom level and constrained opportunities for instructional improvement" (Hogan et al., 2013, para. 1). Once the focus becomes demonstrating certain knowledge or skills that a test will assess, then learning naturally conforms to methods that accomplish that goal. Innovative, investigative learning in which students pursue their own interests in relation to a topic can have no place in a curriculum specifying exactly what is important to know and what is less relevant. 

On the other hand, consider the possibilities of peer assessment as a formative assessment technique within a complex assessment process that might ultimately focus on an ePortfolio. In this model, students conduct various research projects in a subject area and synthesize multifasceted works (which might integrate text and various visual and audio-visual elements in a blog format, for instance) into orginal crafted pieces. Along the way, peers in a collaborative learning community provide feedback to the student, offering guidance on writing improvement and additional research avenues to pursue to round out the final work and make it more robust. In the model, the student under review benefits from the feedback, while the student reviewer gains a richer understanding of the assignment, learns new things from the student's work, and develops metacognitive skills in evaluating content and communicating that feedback to others (Søndergaard & Mulder, 2012). Here, the student is no longer a vessel to be filled with information that has been pre-selected by a government-regulated panel, but instead is a free agent on an adventure of learning and discovery (of both self and the world). 

UPDATE:

For this question, I have selected the innovative assessment format of concept mapping. Concept maps are tools for linking ideas and processes to each other, constructing (quite literally) a knowledge framework on a particular topic or associated topics -- from a narrative in literature to the development of plate tectonic theory in geology. Concept maps can be employed as formative assessment to evaluate student understanding of a topic and locate points of confusion (Queen's University, n.d.). They can also be used as a summative assessment technique in which students demonstrate their grasp of a subject's underlying concepts and the connections between them. Here is a video on the use of concept maps in assessment:

One versatile (and free) online tool for both creating and presenting concept maps is Prezi (Prezibase, 2020). As an alternative to yet another tired PowerPoint, students can use Prezi to develop mind maps and then deliver presentations employing them. As additional features of Prezi, it enables students to record and embed videos. In addition, up to ten students can collaborate virtually, in real time, with up to ten peers (Campbell & Williams-Rossi, 2012). 

References

Campbell, L. O., & Williams-Rossi, D. (2012). The way they want to learn. The Science Teacher, 79(1), 52.

Hogan, D., Chan, M., Rahim, R., Kwek, D., Maung Aye, K., Loo, S. C., ... & Luo, W. (2013). Assessment and the logic of instructional practice in Secondary 3 English and mathematics classrooms in Singapore. Review of Education, 1(1), 57-106.

Prezibase (2020). Prezi Next – A brilliant mind mapping tool. Retrieved from https://prezibase.com/prezi-next-a-brilliant-mind-mapping-tool/

Queen's University (n.d.). Visual guide to innovative assessments. Retrieved from https://www.queensu.ca/teachingandlearning/modules/assessments/31_s4_01_intro_section.html

Søndergaard, H., & Mulder, R. A. (2012). Collaborative learning through formative peer review: Pedagogy, programs and potential. Computer Science Education, 22(4), 343-367.