I believe that exams never measure the academic achievement of students, as the student may not understand a certain lesson and come to the exam and get a low mark, or the questions may not suit him, or the student may be going through family circumstances and problems that do not allow him to concentrate. Achievement exams only measure the cognitive aspect of memorization and recall, but do not measure skills and competencies. Therefore, it is necessary to use observation, performance cards, continuous evaluation, and measuring the extent of progress that the student reaches from one level to another.

Heraiz Rabah I partially agree, because we also need to ask whether or not everyone is privileged enough to get access to this kind of methods? What if they do not grow up getting used to a variety of assessments?

As long as the exam as form of assessment is aligned with the learning objectives and instruction, exam is a measure of academic assessment. However the grade indicating the measure of academic performance is poorest form of feedback. How do we know that students really learned? I use feedback to determine what, why, and how the students learned. The competency that we measure is composed of knowledge, skill, and value or attitude. Personally, the most important in the competency component is the value or attitude. When students develop the learning value and attitude, spontaneously knowledge and skills will develop.

No, there are lot of students who suffer from testing anxiety and do poorly on tests, where they have demonstrated knowledge of the content through other evaluation types.