"The disjointed and incoherent understanding that students display, and their inability to apply the concepts of physics to the real world, is entirely congruent with the assessment paradigm."
Just re-reading Christina Hart (2001) Examining Relations of Power in a Process of Curriculum Change: The Case of VCE Physics. Although written 20 years ago it feels remarkably contemporary.
"In the case of physics it could be argued that assessment which focuses on concepts as discrete entities that have been abstracted from real world situations is conducive to the outcome that research into students' learning has revealed."
If anyone out there is doing research on the gap between education policy and its enactment and is looking for an Australian participant, I might be useful to you. Just saying ...