15 Months and Counting – Preparing for the 2014 GED ® Test Bonnie Goonen and Susan...

15 Months and Counting – Preparing for the 2014 GED® Test

Bonnie Goonen and Susan Pittman-ShetlerGeorgia’s Annual Adult Education and Teachers’ Academy – October 10-11, 2012

Share the rationale underlying the new GED® assessment

Discuss the purpose, components, and design of the new system

Present highlights of the new test

Discuss programmatic and instructional implications

Initiate the planning process

Goals for today’s session

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What are you doing to prepare for the 2014 GED® Test?

How are you preparing instructors for the increased rigor of the new assessment?

What are your programmatic goals for change in 2012? 2013?

What do you need to help you move forward?

How will you make the difference?

My ConcernsMy Concerns Instructors’ Concerns Instructors’ Concerns Steps I Steps I Can TakeCan Take

The Task Ahead

•Changes occurring in the landscape of education and the workforce require a new kind of GED® test

•All to ensure that the GED® test credential remains meaningful for adult learners, employers, and institutions

A new GED® test in 2014: Why?

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The new GED® test is more than a test… it’s a system for success

1. GED® test content standards clearly specify expectations for career and college readiness

2. Educators have access to materials and supporting resources aligned with those expectations

3. Increased access and opportunities are provided through use of technology

• Performance standards supported by validity evidence showing the relationship between GED® test scores and external measures like ACT, SAT, and placement tests

• The test also provides two new features:

• An indicator of readiness to enter workforce training programs or postsecondary education

• Actionable information about a candidate’s academic strengths and weaknesses

New GED® test: Career and college readiness

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The new GED® test system

The GED® test system supports increased learning through improved reporting and information:

– Diagnostic test provides information on strengths and weaknesses

– Practice test provides information on likelihood of success on the new GED® test

– 2014 GED® test provides information on both high school equivalency and readiness for career and college

Expert advice has guided the development of the new GED® assessment

• LAUNCH:– January 2014

– Delivered by computer in secure testing centers

• CONTENT:– Aligned with career- and college-readiness content most

closely linked to career and postsecondary success– Four content area sections rather than five

– Two performance levels:• “Passing Standard” - representing high school equivalency

(incorporating empirical performance of 2013 graduating high school seniors) and

• “Exemplary Standard” – indicative of CCR

The new GED® assessment: Key facts

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Performance Standards

Content

Platform

Launch

• Rigorous content

– Based on college and career-readiness skills

– Two levels of performance• “Passing Standard” (sufficient for high school

equivalency credential)

• “Exemplary Performance Standard” (an indicator of readiness for career and college [postsecondary])

• Depth of Knowledge (DOK) model

– Cognitive complexity vs. difficulty

Recognizing the Challenges

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New Reality #1Technology is Essential

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• How many gadgets do you have?– mp3 or iPod– E-book reader– Tablet, such as an iPad– Laptop computer– Smart phone– Cell phone

New Realities

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Technology is EVERYWHERE!• Today…

– Most job postings are exclusively online– Most job applications are completed online– Most job responsibilities have a technology

component built in• In the next decade…

– Career opportunities will be created by technological advances

Today’s realities

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• Multiple choice • Fill-in-the-blank items • Hot-spot items• Drag-and-drop items • Drop-down selection

items• Short answer• Extended response

New ways of assessing skills

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• 7 Hours of Testing time:– Reasoning Through Language Arts: 3 hours

(including 10 minute break)– Mathematical reasoning: 1.25 hours– Science: 1.25 hours– Social Studies: 1.5 hours– Plus field test items, directions and breaks

• Standardized delivery on computer, in a testing center

What will the 2014 GED®® test look like?

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• CBT user interface is designed so that a learner with only basic computer skills is able to test successfully on computer

• Basic keyboarding/typing skills (highly recommended for the Language Arts, Writing test)

• Familiarity with hardware (a keyboard and mouse) and software (scrolling, graphics, and exhibit windows)

What computer skills are necessary?

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The Task Ahead

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20142014

Implications for Instruction

• Incorporate use of and comfort with technology• Integrate technology as a “normal” part of the

curriculum• Look at technology as more than just an ability to use

a computer– E-readers – Tablets – Smart phones

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New Reality #2Students Must Have Higher- Order Thinking skills

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Depth of Knowledge

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4 3 2 1

- Issue of difficulty vs.cognitive complexity

- Common theme among the four content-area tests: demonstration of higher order thinking skills

80%

X- DOK is a framework

for analyzing educational materials based on the cognitive demands required to produce a response

• Bloom is a “taxonomy” – a classification of learning objectives

• DOK is about the complexity of mental processing that must occur to – answer a question, – perform a task, or – generate a product

DOK vs. Bloom

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The Depth of Knowledge is NOT determined by the verb (Bloom’s Taxonomy), but by the context in which the verb is used and the depth of thinking required.

It’s NOT about the verb . . .

• DOK 1 – Describe three characteristics of metamorphic rocks (Requires simple recall)

• DOK 2 – Describe the differences between metamorphic and igneous rocks. (Requires cognitive processing to determine the differences in the two rock types)

• DOK 3 – Describe a model that you might use to represent the relationships that exist with the rock cycle. (Requires deep understanding of the rock cycle and a determination of how best

Same Verb – Different DOK Level

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What’s My DOK Level?

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• DOK Level 1– Correct completion is straightforward.

• The test-taker must

– demonstrate comprehension of a clear-cut definition of sustainability by identifying which three of five graphs show information related to sustainability.

• This item requires skills of basic comprehension and identification.

And the answer is…

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• DOK Level 2– Correct answer involves three steps.

• The test-taker must

– assess the value of a specified data point on a graph,

– use that value in a simple mathematical calculation, and

– use the resulting value to find the answer on the graph.

• The test-taker is not specifically directed as to the steps but determine the answer on his/her own.

• The calculation is simple, however the reasoning, logic, and graph-reading skills require more complex skills.


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• DOK Level 3– Composing an appropriate response involves a variety

of complex reasoning skills.• The test-taker must

– Evaluate arguments on two sides of an issues– Make a claim about which argument is better supported– Present ideas logically– Support their claim with evidence drawn from the

arguments• This extended response requires that test-takers

– Demonstrate their reasoning in their own words and– Synthesize information across texts


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The Task Ahead

20142014


• Increase emphasis on– critical thinking skills and – application in all content areas

• Move from “individualized” to “interactive” instruction• Incorporate critical thinking skills at all levels of instruction

– English as a Second Language– Adult Basic Education– GED® preparation

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New Reality #3More Rigorous Content Is Key

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1. Reasoning through Language Arts (RLA)

2. Mathematical Reasoning

The four content areas of the new GED® test

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Focus: integrated reading and writing tasks that require test-takers to read complex texts, analyze arguments and use text-based evidence to support reasoning.

Focus: deep mastery of a core set of quantitative reasoning skills relevant to a wide range of career and post-secondary pathways

3. Science

4. Social Studies

The four content areas of the new GED® test

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Science and social studies practices: reasoning skills drawn from both CCSS Mathematics and ELA as well as nationally recognized science and social studies curricular standards

Content Topics: essential science and social studies content that is both relevant to the lives of adult test-takers and typical of what is taught in a high school course of study

A focus on:

• 75% informational texts, 25% literature

• Academic, workforce, and literary contexts

• A range of text complexity, including texts at the CCR level

• US Founding Documents and the “great conversation”

• Text length of 450 to 900 words

• Vocabulary, with emphasis on words that appear frequently in a wide variety of disciplines

• (e.g., relative, vary, formulate, specificity, accumulate, calibrate, itemize, periphery, misfortune, dignified, faltered, unabashedly)

Reasoning Through Language Arts

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A focus on:• Quantitative problem solving (45%) and algebraic

problem solving (55%)• Some items test procedural skill and fluency as

well as problem solving• Both academic and workforce contexts• Statistics and data interpretation standards also on

GED® Social Studies and GED® Science• Use of an on-screen scientific calculator for most

items (TI-30XS)

Mathematical Reasoning

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A focus on:• Life science (40%), physical science (40%),

and Earth and space science (20%)• Items will test textual analysis and

understanding, data representation and inference skills, as well as problem solving with science content, 50% in scenarios

• Each item aligned to both one Science Practice and one Content Topic

• Both academic and workforce contexts

Science

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A focus on:• Civics and government (50%), US history (20%),

economics (15%), and geography and the world (15%)

• Items will test textual analysis and understanding, data representation and inference skills, as well as problem solving with social studies content, 50% in scenarios

• Each item aligned to both one Social Studies Practice and one Content Topic

• Both academic and workforce contexts

Social studies

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2002 Essay Prompt

What is one important goal you would like to achieve in the next few years?

In your essay, identify that one goal and explain how you plan to achieve it. Use your personal observations, experience, and knowledge to support your essay.

2014 Extended Response

While Dr. Silverton’s speech outlines the benefits of cloud seeding, the editorial identifies drawbacks of this process.

In your response, analyze both the speech and the editorial to determine which position is best supported. Use relevant and specific evidence from both sources to support your response.

Then . . . and Now

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Evidence-Based Writing

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Reading•Draw specific comparisons between two texts•Distinguish between valid arguments and faulty reasoning•Distinguish between supported and unsupported claims•Make inferences based on assumptions made by the author

Writing

•Draw relevant and sufficient evidence from the text(s)

•Produce a response that

– Includes specific evidence

– Uses an effective organizational structure

– Uses appropriate vocabulary

– Applies standard conventions of English

What students will need to do

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A focus on:• Quantitative problem solving (45%) and algebraic

problem solving (55%)• Some items test procedural skill and fluency as

well as problem solving• Both academic and workforce contexts• Statistics and data interpretation standards also on

GED® Social Studies and GED® Science• Use of an on-screen scientific calculator for most

items (TI-30XS)

Mathematical Reasoning

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2002 Mathematics

Ms. Nguyen is a real estate agent. One of her clients is considering buying a house in the Silver Lakes area, where 6 houses have recently sold for the following amounts: $160,000; $150,000; $185,000; $180,000; $145,000; $190,000. What should Ms. Nguyen report as the Median price of these houses?

(1)$160,000(2)$170,000(3)$180,000(4)$190,000(5)Not enough information is given.

Then

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Note: Method for determining median was provided in the test booklet.

Now

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Mathematical Reasoning•Calculate measures of central tendency•Distinguish between median and mode•Complete a line plot given

– summary statistics– a partial data set


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The Task Ahead

20142014


• Teach content so that learners are able to demonstrate skills and competencies– Don’t just emphasize test-taking strategies

• Teach writing to emphasize skills of analysis and the ability to read critically to identify and draw on evidence in source material

• Incorporate algebraic thinking and problem solving as a basic, foundational math skill

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New Reality #4Integration of Content Mirrors the Real-World Needs of Students

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Science – Short Answer

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Science – Short Answer•Read complex text•Identify precise details•Determine cause and effect•Identify evidence within the text that

– Supports inferences– Enables them to draw conclusions

•Understand science content– Disruption of ecosystems and extinction

•Produce a response that provides an explanation supported by evidence


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• Recognize that science and social studies is not just a reading comprehension test

• Become familiar with science practices and science concepts that are relevant in students’ lives

• Focus instruction on American civics and government to help students understand the relevance of social studies in everyday life

• Continue focus on graphic literacy skills

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The Task Ahead

20142014

It’s All in the Planning!

Time Frame

October – December 2012

Objective to Meet Concern

Activities Completed Additional Information

Inform instructors of materials available for

GED® 2014 and materials from Texas (e.g., Texas Education Agency/Adult

Education, Texas LEARNS, etc.

Send out assessment guide and item sampler to

instructorsHave all instructors

register on GEDTS to receive updates

Have instructors stay informed regarding

assessment discussions

11/2012 Provide electronic copies of materials to instructorsHave instructors sign-up

for the assessment mailing list

Time Frame

January – June 2013



Plan for professional

development for GED® teachers

Teaching Math

Teaching WritingTeaching Digital Literacy

06/2013

Research professional

development opportunities offered

statewide/regionally and via distance learning

opportunities

Time Frame

July – December 2013



Purchase materials for 2014

Curriculum/Assessment, e.g. the Practice Test

Review materials from multiple publishers for classroom materials

Meet with instructors to obtain feedback

Identify sources of revenue for new purchases

9/2013 Research how materials meet assessment targets

and state of Texas Curriculum Framework

standards

New Reality #5More Resources provide support for the classroom

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Resources

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2014 GED® Item Samplers

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www.GEDtestingservice.com

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GEDTestingservice.com/assessment

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Additional Resources

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•GED® Testing Service has established professional development resources that will be available beginning in the fall of 2012•Professional development will include

– Webinars– Distance learning courses– Preconference and concurrent sessions– Half- and full-day workshops

Resources for Professional Development

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Upcoming deliverables fromGED® Testing Service

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Key GED® assessment deliverables

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DISCUSSION AND QUESTIONS

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Contact Information

Bonnie GoonenEducation and Training [email protected]

Susan Pittman-ShetlerEducation and Training [email protected]

Questions:[email protected]

Web Sites: For test-takers: www.GEDtestingservice.com/testers

For educators: www.GEDtestingservice.com/educators

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mailto:[email protected]



http://www.gedtestingservice.com/



15 Months and Counting – Preparing for the 2014 GED ® Test Bonnie Goonen and Susan...

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