Assessment is often framed as a technical tool, but evidence suggests it carries deep ethical consequences. Poorly designed assessments misclassify students, distort teaching priorities, and mislead parents and policymakers.
The OECD has documented how high-stakes tests with narrow cognitive demand incentivise rote learning and strategic behaviour. When scores become goals, learning becomes collateral damage. In India, board examination results frequently show high pass percentages, while independent assessments reveal weak conceptual understanding.
From a moral standpoint, misleading signals violate trust. Families make life decisions based on grades and rankings. Institutions allocate resources based on reported performance. When assessments lack validity, entire systems are built on false premises.
High-quality assessment is not about difficulty—it is about alignment, cognitive depth, and interpretability. Treating assessment as a moral responsibility forces systems to prioritise honesty over convenience.