Years ago I was watching so-called "best practices" videos on teaching estimation in early primary. I was astonished. Often the skill being coached seemed to be participative performance in a collaborative pretense of understanding. What to do, and not do, so we can both pretend learning has occurred and move on. With the teachers themselves largely unclear on the concepts.

Ongoing formative assessment is usually closely associated with instruction, with attendant conflicts of interest. I wonder if say LLMs, might transformatively permit fine-grain and adaptive assessment. So a "what have you been learning?" dialog for objective identification, and then assessment across the objective neighborhood. With potential for tutoring of course. But here emphasizing a possibility for rapid verification of learning.