Educators should base their assessment of students learning not on students grasp of facts but on the ability to explain the ideas trends and concepts that those facts illustrate Write a response in which you discuss the extent to which you agree or disag

The purpose of education is to prepare students for success in the real world. To measure the progress of a student's learning, school should designed assessments that test both on factual knowledge as well as a deeper understanding of the implication of those facts.

As students progress from primary school to high school, the level of assessment of student's learning has to change as students become more mature. When students are young, when their mind is not yet capable of a full understanding of the complexity of those data, educators should focus more on assessing students on factual knowledge rather than deeper understanding of the nuances. History and social topics are often simplified to few main concepts in order for the students to digest and remember them. Thus, in the first few years of school, tests for students should be more focused on their grasp of those facts.

However, as students mature intellectually, educators need to switch from testing for pure memorization of facts to testing for ability to explain the ideas, trends, and concepts that those facts underpin. History, social sciences, and arts curriculum should focus on teaching not only facts but also the context in which those facts occur. These content is no longer about "when, what, and where" those events took place, but rather about "why" those events happened. Likewise, assessments of students' learning should change as well to focus more on their understanding and their ability to explain those facts.

Of course, there are exceptions to this rule. Not all subjects need to adapt to test for more robust understanding of those facts. Full understanding in subjects, such as math, physics, and chemistry, is primarily based on knowledge of rules and equations. Facts about how gravity works or the calculation of the are of a triangle can not be debated. Students should memorize the equations and understand how to apply them. Consequently, educators need to tests students' knowledge of these facts and theories more than their ability to explain what these facts illustrated.

In summary, in order to fully assess students' learning, educators need to employ both method of tests. While more focused on factual knowledge when students are young, educators should shift to a more complicated and robust understanding of those facts when students advance to higher education.