A great deal of this discussion took place in India when the MLLs were formulated, with behaviorism coming under attack. The new National Curriculum Framework 2005 is as 'anti-behavioral' as it can be. And the Right to Education Act mandates Continuous Comprehensive Evaluation rather than standardized testing. Board exams too have been pushed beyond Grade 10. Nevertheless, the pressure to use learning achievement data as a proxy for assessing the quality of the education system remains high (this is what Pratham's ASER implements every year). This summary, by practitioners as well as academics / researchers, captures some of the myths associated with testing.
PS: I'm NOT trying to promote sales of this book!