<![CDATA[Mathematics learning in elementary school still tends to be dominated by test-based assessments that focus on achieving learning outcomes in the form of academic scores. This condition causes the thinking process, conceptual understanding, and strengthening of students' character to be explored optimally. This study aims to analyze the dominance of test assessments in elementary school mathematics learning, examine the urgency of non-test assessments in supporting students' conceptual understanding, and describe their contribution to strengthening students' character. The research method used is a literature study with a conceptual-critical approach through the analysis of various relevant scientific sources. The results of the study show that test-based assessments have limitations in describing the thinking process and overall learning development of students. On the other hand, non-test assessments such as observations, interviews, portfolios, reflection journals, and project assessments are able to provide more comprehensive information related to conceptual understanding and student character. In addition, non-test assessments also support more meaningful learning because they emphasize the learning process, not just the final outcome. Thus, the integration of test and non-test assessments is an important step in realizing a more holistic, authentic, and development-oriented evaluation of mathematics learning in a sustainable manner.]]>
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