type of testing
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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.
type of testing
- 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.