(can't reply to the comment since it's too deep) Oh I agree with you that more standardised testing is not a solution, nor is more of what is already the defau

(can't reply to the comment since it's too deep) Oh I agree with you that more standardised testing is not a solution, nor is more of what is already the default in North America. That being said, "But...we want a way to measure!" and "Curricula are typically designed for learning" are not opposed to one another. How do you know if learning took place without some sort of measurement? I'm not advocating for standardized testing; measure however you want. Measure by having a conversation with the student about the topic and see if they can make coherent sentences, if they can articulate what they learned, if they remember what they learned. But you still need to measure somehow, even if it's not quantitative. At the end of a semester of learning a new language (e.g. French or Spanish for high schoolers), can they pronounce they alphabet? Do they know the alphabet? Can they use basic phrases and sentences. If they can't, then that class was a failure.