Effective assessment strategies should be objective and free from bias, ensuring fair and accurate evaluation of student learning.

Feedback should provide students with information about their performance, help them identify areas for improvement, and motivate them to continue learning.

Formative assessments are conducted during the learning process to provide feedback and identify areas for improvement, while standardized tests are summative assessments conducted at the end of a unit or course.

Formative assessments are conducted during learning to provide feedback and identify areas for improvement, while summative assessments are conducted at the end of learning to evaluate learning. Formative assessments are typically low-stakes, while summative assessments are typically high-stakes.

Summative assessments are conducted at the end of a unit or course to evaluate student learning. End-of-chapter tests are a common example of summative assessments.

Rubrics provide students with clear criteria for assessment, ensure consistency in grading, and facilitate peer assessment and self-assessment.

Self-assessment is a process where students evaluate their own work, while feedback is provided by teachers or peers.

Providing timely feedback allows students to make adjustments to their learning strategies, identify areas for improvement, and stay motivated to continue learning.

Technology can provide immediate feedback, facilitate personalized learning, and reduce the workload of teachers, but it cannot eliminate the need for formative assessments.

Self-assessment helps students develop metacognitive skills, promotes student ownership of learning, and encourages students to reflect on their learning.

While alignment with learning objectives, clarity of instructions, and authenticity of the task are important considerations, the availability of resources is not directly related to the design of assessment tasks.

Using a variety of assessment methods allows teachers to accommodate different learning styles, assess different aspects of learning, and provide students with multiple opportunities to demonstrate their learning.

While specificity, timeliness, and actionability are important characteristics of effective feedback, positivity is not a necessary requirement.

Involving students in the assessment process promotes student ownership of learning, helps students develop metacognitive skills, and encourages students to reflect on their learning.

Item bias refers to the unfairness of a test item towards a particular group of students, while cultural bias, gender bias, and socioeconomic bias are all types of assessment bias.