Out of all this learning, what had in fact been learned, what remembered? What questions needed to be asked to determine what knowledge had been absorbed? And is that the point, indeed? Should examinations show if the examined person knows such things as were determined by the school, or should the tests determine if the examinee has the ability to think in such a way as to be able to know things as needed, and when? Debates over such matters have endured as long as children have been taught.
