Tested every week? Seriously? You know what that turns out? Kids who get into college and throw a fit when a professor requires them to work with concepts to solve problems, who ask them to think critically.
I attended a 4-year college for a year straight out of high school, then waited for 2 more years before going back to school. I was only 3 years older then my classmates, yet I was in a different mindset (I attended college during what I believe was at the beginning of an educational shift). And one of my instructors made sure I knew that I was "wrecking the curve" for the other students come exam time. He said it with a sad-faced chuckle. I was never a superstar pupil, and this institution didn't make me one.
The rote learning that went into the concepts were introduced and worked with throughout the semesters. That's what the majority of the students wanted to be tested on- just the rote learning. That's what they knew and had experienced throughout high school. Yes, this is one anecdotal experience, I understand this, but this is not how we master challenging concepts or how we learn, grow, and advance in the outside world of work.
When these students encountered an exam problem that addressed the entire concept (including knowledge from other pre-requisite courses) they were pissed... and they didn't know what to do. They couldn't draw on material they "learned" from the previous semester (or the other courses) because, to their mind, they had already been tested on that, it was done and over with. Exams the second semester were a disaster for some because of this. I heard lots of comments such as, "We were already tested on this first semester or in [insert program pre-reguisite course here], why is it on this test?
These students wanted what they were used to: more rote-learning tests and less critical-thinking exams.
Fast forward... For the last decade, I coached both competitive and recreational gymnastics and increasingly saw the pitfalls of over-testing and segmentation of subject matter. I expected my high schoolers to be able to use their prior knowledge and experience to work on drills and skills. When it came to basics, I expected that I could give them direction and that they would then refer to their notes and their own working knowledge from the past. More than half had extreme difficulty with this and required me to personally lay down the steps and "handhold" through the entire process.
More testing does not equal more learning, nor is it an adequate measure of what is being learned.