The document discusses the testing effect and constructive alignment of assessments. It provides examples of how testing helps with learning and remembering content. It also discusses how a life science teacher's assessments were not aligned with lesson objectives, focusing on unimportant content and leaving out important information. This made end-of-year exams difficult. In contrast, an educational studies lecturer constructively aligned assessments by providing lesson objectives and example exam questions. Tutorials also helped apply content through activities, aiding exam preparation.

1. 3/11/2015 Economics
methodology
Assignment 1
General
201026106

2. Methodology
The testing effect refers to the importance of test to improve learning therefore the
effect works for me because if it is used you do not have to do a lot of studying when
you be tested on the same content in the future as you are better able to remember
things which you were tested on before, it also works as when you are tested on
things and get feedback you are able to see were you had misconception about the
content and you are able to go back and try to understand it unlike when you study
and memorise information which at the end you are not able to tell whether you have
understood or not because you did not read to understand but you scammed
everything which after couple of days you find that you have forgotten the
information which at the end you cannot recall things and that give the teacher the
impression that you have understood but at the end to find that you did not for
instance in economics we are sometimes given un announced class test which helps
us in preparation for the exams as the things they normally aske on the class test
some usually come out exactly the same and we are able to remember them as we
were tested on them before.
A constructive aligned assessment is the type of assessment that meet the expected
outcomes the teacher or curriculum sets for learners to achieve, however during my
years as a high school learner my life science teachers would not constructively align
her assessment with the outcomes of the lesson as in her lesson she would focus
more on the content which it was not that important for us to know and make jokes
which are not even relevant to the content and leave out all the important information
which we will be tested on during exams and this affected my learning because
when it come to end of year and mid-year assessment you find that most of the
things in the text book I do not understand and had to go to friend who are not in the
same school with me to try and explain the content to me and that it required me to
do more self study without the explication of the teacher and at the end of the day
the information that I had was not adding up as I confused some of the knowledge.
My fist year here at varsity my educational studies lecture constructively align his
assessment as during every unit we did he gave us the lesson objectives and types
of question he would ask during exams which were long essay questions therefore
during the tutorial the tutors helps us by guiding us on how to answer the question

3. and they gave us activities to do so it would be easy for us to understand and
remember the content which we did in class and that helped me during exams as I
could remember most of the things the lecture said in class also the activities we did
during tutorials helped me too as I knew exactly what was expected for me in the
essay.