I try to teach students in college prep classes what to expect in college and how to study independently. But I would like to be able to include more formative assessments I design and at times I choose rather than wasting time on benchmarks when I already know most of what they know.
As a chorus teacher, I never go more than two or three minutes without assessing my students. Everything we accomplish in concert is built on a foundation of continual assessment. The issue I see is the difference between assessment and grading. Sometimes it can even seem that the two are in conflict.