K-12 schools continue to insist on the use of Standardized Assessment Measures (SAMs) as the gold standard method for evaluating learning outcomes. And SAMs obviously lack the capacity to equip the futuristic learners with the necessary skills to thrive during these on-going time-space disruption by COVID, climate change, and social inequities referred here as the triple pandemic. This article troubles K-12 school assessment practices both the formal (i.e., SAMs), and informal (alternative or context-based assessment types). The aim is to raise more awareness on the urgent need to incorporate human empathy and embodiment into both forms of school assessment so as to close up the power-relation gap that makes them incompatible as an integral part of the K-12 school assessment system. More arguably, this is a better way for K-12 schools to adjust to and handle the unprecedented times that according to Cairns (2020), have implications for schoolwide assessment, exam anxiety, the positioning of the teaching profession, and broader equity issues. Human empathy together with assessment embodiment, can ultimately result in the realization of K-12 school's original goal built around equity and efficiency, which obviously, is slowly diminishing.