What gets assessed is what gets learned. This is not controversial — it's observed everywhere.
If you assess recall, students will memorize. If you assess problem-solving, students will practice problem-solving. If you assess on a timed, high-stakes, single-sitting format, students will develop skills for performing under those exact conditions.
The implication: curriculum reform without assessment reform is largely performative. You can change what's taught; what's learned will track what's assessed.
See: desirable-difficulties, ↗ @rafael / metrics-that-matter