Secondary school assessment serves multiple purposes, including providing feedback to students, accountability for schools and teachers, and identifying students who need additional support.

Diagnostic assessment is typically used in elementary school to identify students who need additional support. It is not a type of secondary school assessment.

Formative assessment is used to provide feedback to students on their progress and identify areas where they need additional support. Summative assessment is used to measure student achievement at the end of a unit or course.

Teacher observations are a type of formative assessment that allows teachers to provide feedback to students on their progress and identify areas where they need additional support.

Multiple-choice tests are a type of summative assessment that is used to measure student achievement at the end of a unit or course.

Portfolio assessments are used to showcase student work and growth over time. They can be used for a variety of purposes, including providing feedback to students, accountability for schools and teachers, and identifying students who need additional support.

Secondary school assessment is a complex process that involves a number of challenges, including the need to balance formative and summative assessment, the need to assess a wide range of student learning, and the need to ensure that assessments are fair and unbiased.

There are a number of best practices for secondary school assessment, including using a variety of assessment methods, providing clear and specific feedback to students, and involving students in the assessment process.

Technology can be used in a variety of ways to support secondary school assessment, including delivering assessments, scoring assessments, and providing feedback to students.

There are a number of ethical considerations associated with secondary school assessment, including the need to protect student privacy, the need to ensure that assessments are fair and unbiased, and the need to avoid using assessments for punitive purposes.

The future of secondary school assessment is likely to see assessments become more personalized, authentic, and technology-based.

Assessment can play a powerful role in promoting student learning by helping students identify their strengths and weaknesses, set goals and track their progress, and develop metacognitive skills.

There are a number of challenges associated with using assessment to promote student learning, including the fact that assessments can be high-stakes and stressful for students, assessments can be biased against certain groups of students, and assessments can be used to punish students rather than to help them learn.

There are a number of best practices for using assessment to promote student learning, including using a variety of assessment methods, providing clear and specific feedback to students, and involving students in the assessment process.

Assessment can play a role in accountability by holding schools and teachers accountable for student learning, identifying students who need additional support, and making decisions about funding and resource allocation.