<p>This study examines the degree of forgetting content knowledge of an abstract science concept as measured by different assessment types when taught using varying educational mediums. Multiple choice questions, drawings, and constructed response were the assessments used in this study and the educational mediums included physical model construction, digital simulation model construction, and paper worksheet. Each of the three assessment types used in this study measure different cognitive processes and report varying levels of forgetting when compared with each other and by educational medium. Forgetting was assessed as a statistically significant difference between the immediate and delayed post-tests for each of the measures. Analysis of the two-way mixed ANOVAs demonstrated forgetting with the digital medium measured by multiple choice (<i>p</i> = 0.03) and drawing (<i>p</i> &lt; 0.001) assessments. The explanation assessment measured forgetting for all educational medium (<i>p</i> &lt; 0.001). The differences in forgetting results suggest there are different cognitive functions measured by these different assessment tools. Additionally, the varying educational medium impacts the presence of forgetting and level of conceptual understanding of the content.</p>