Diagnostic assessment is not a method of assessment in higher secondary education. It is a type of assessment that is used to identify students' strengths and weaknesses in order to provide them with targeted support.

Projects are not a technique of summative assessment. They are a type of assessment that is used to assess students' ability to apply their knowledge and skills to real-world problems.

Assessment in higher secondary education is not used to select students for further education. This is the purpose of entrance exams.

Bias is not a characteristic of good assessment. It is a type of error that can occur when an assessment is not fair or equitable.

Peer assessment is not a type of formative assessment. It is a type of assessment that is used to assess students' ability to evaluate the work of their peers.

Using a variety of assessment methods and techniques does not help to reduce the stress of assessment. In fact, it can sometimes increase the stress of assessment for students.

Reducing the stress of assessment is not a challenge associated with assessment in higher secondary education. It is a goal that assessment should strive to achieve.

The use of standardized testing is not a trend in assessment in higher secondary education. In fact, there is a growing movement away from the use of standardized testing in favor of more authentic and formative assessment methods.

Using assessment results to inform instruction is not a role of the teacher in assessment. It is a goal that assessment should strive to achieve.

Using assessment results to improve their learning is not a responsibility of the student in assessment. It is a goal that assessment should strive to achieve.

Disability bias is not a type of assessment bias. It is a type of discrimination that occurs when people with disabilities are treated differently from people without disabilities.

Using standardized testing is not a way to reduce assessment bias. In fact, standardized testing can sometimes increase assessment bias.

Face validity is not a type of assessment validity. It is a type of validity that is based on the appearance of an assessment. An assessment that has face validity appears to be valid, but this does not mean that it actually is valid.

Internal consistency is not a type of assessment reliability. It is a type of validity that is based on the consistency of an assessment. An assessment that has internal consistency is consistent across different items or parts of the assessment.

Multiple-choice questions are not a type of assessment authenticity. They are a type of assessment that is not authentic because they do not require students to apply their knowledge and skills to real-world problems.