Portfolio assessment is a collection of student work that demonstrates their progress and achievement over time. It is not a type of assessment in the traditional sense, as it does not measure student learning at a specific point in time.

Formative assessment is an ongoing process that is used to monitor student learning and provide feedback. It helps teachers identify students who need additional support, and it also helps students track their own progress and identify areas where they need to improve.

Effective feedback is specific, actionable, timely, and encouraging. It should not be comparative, as this can lead to students feeling discouraged or inadequate.

Self-assessment is the process by which students evaluate their own learning. It helps students develop metacognitive skills, such as the ability to reflect on their learning and identify areas where they need to improve. It also promotes student ownership of learning and encourages students to take an active role in their education.

Exit tickets are a type of formative assessment that is used to assess student understanding at the end of a lesson or class period. They are not a type of summative assessment, as they do not measure student achievement over a longer period of time.

Diagnostic assessment is a type of assessment that is used to identify students' strengths and weaknesses, determine their readiness for new learning, and provide feedback to students. It is often used at the beginning of a unit or course to help teachers plan instruction that is tailored to the needs of their students.

Rubrics can be complex and time-consuming to create, especially for teachers who are new to using them. However, the benefits of using rubrics far outweigh the challenges, as they provide students with clear criteria for success, help to ensure consistency in grading, and can be used to assess a variety of learning outcomes.

Effective feedback is specific, actionable, timely, and encouraging. It should provide students with clear information about their strengths and weaknesses, and it should help them to identify areas where they need to improve. Feedback should also be given in a timely manner, so that students can use it to improve their learning.

Attendance records are not a type of assessment data, as they do not provide information about student learning. Assessment data includes any information that can be used to measure student learning, such as student work samples, teacher observations, and student self-assessments.

The purpose of assessment is to measure student achievement, provide feedback to students, and identify students who need additional support. Assessment is an essential part of the teaching and learning process, as it helps teachers to track student progress and make informed decisions about instruction.

Cultural bias, gender bias, and socioeconomic bias are all types of assessment bias. Assessment bias occurs when an assessment is unfair to certain groups of students, such as students from certain cultural backgrounds, students of a certain gender, or students from low-income families.

Grading students on a curve is not a strategy for reducing assessment bias. In fact, it can actually exacerbate bias, as it can lead to students from certain groups being penalized for factors that are beyond their control.

Open-loop feedback is not a type of feedback loop. Feedback loops are systems in which the output of a system is used to control the input of the system. Open-loop feedback systems do not have this type of control mechanism.

While it is important for assessments to be valid, reliable, and fair, it is not necessary for them to be easy to administer. In fact, some of the most effective assessments are challenging and require students to think critically and creatively.

Calculators are not typically considered to be assessment accommodations. Accommodations are modifications to assessments or testing procedures that are made to ensure that students with disabilities have an equal opportunity to demonstrate their learning.