Do we really need to assess knowledge?

To begin with, the words of Dylan William: “The reason we’re focusing
on assessment for learning or formative assessment today is because the
evidence drives us they we’re serious about raising student achievement
we have to invest in teacher were serious investing in teachers we should
do it through formative assessment because the evidence suggest we’re
going to have more effect there that we will do anywhere else”.
It is a tricky question. Due to the assessing understanding might be the
most complex thing a teacher. However, this is one of the methods to
understand how the learners understood the current topic. In contrast,
many people in practice cannot use their knowledge in real life.
Evaluation of students' knowledge feedback is formed between teachers
and learners. On the one hand, assessment may be a formality, but on the
other hand, if the teacher fundamentally gives students good knowledge,
then this assessment is one of the methods which allows you to evaluate
the dynamics of learning material. Based on feedback, teachers can make
appropriate adjustments to the learning process. The assessment for
learning focuses on the intention rather than the action. In general, the
more we have seen many learners of formative intention, the less we have
seen very little formative action of learners in learning process.
If every job should be paid, I firmly believe that knowledge should be
evaluated.