Another way in which a damaging performance culture is cultivated is through frequent testing. Many teachers who have embraced the need for a growth mindset culture are frustrated by testing as they tell students that mistakes and struggle are important for brain growth, and then are forced to grade them down every time they make a mistake.
On John Hattie
It seems noteworthy that two aspects of Assessment for Learning, students reporting their own progress and teachers using formative methods (such as diagnostic comments) are among the top five factors and students reporting their own progress has the highest impact of all. Conversely the impact of “teaching test taking” comes in at a lowly 98th place with an impact of 0.27 – well below the 0.4 effect size that makes an educational practice worthwhile.