A Teacher s Guide: Getting Acquainted with the 2014 GED Test The Eight-Week Program

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1 A Teacher s Guide: Getting Acquainted with the 2014 GED Test The Eight-Week Program

2 How the program is organized For each week, you ll find the following components: Focus: the content area you ll be concentrating on Read: the required reading assignment and (if you can devote extra time) bonus reading Engage: Webinars and/or other multi-media content Discuss: questions to prompt conversations about the material Practice: practical (and occasionally immediate) applications for your growing knowledge Reflect: time to integrate your learning 2

3 Timing Component Focus Read Engage Part I Engage Part II Discuss Practice Reflect Time Commitment < 5 minutes minutes 60 minutes (webinars) minutes (Samplers) minutes (or more) minutes Take as much time as you think you need Total time per week: ~ 4-6 hours Total course time: hours 3

4 A MINI OVERVIEW 4

5 What will the 2014 GED test look like? 7 Hours of testing time Reasoning through Language Arts: 150 minutes (including 10 minute break) Mathematical reasoning: 115 minutes Science: 90 minutes Social Studies: 90 minutes Standardized delivery on computer, in a secure testing center 5

6 The new content areas & focus Reading closely and to critically understanding a range of increasingly complex texts taken from the workplace and literary contexts, with an emphasis on non-fiction. Marshaling evidence and analyzing arguments while also expressing oneself clearly and fluently in writing. Correctly applying basic grammar and usage conventions and also determining meanings of unfamiliar words from context. Reasoning Through Language Arts Mathematical Reasoning Executing and applying core computations with precision and fluency. Applying both quantitative and algebraic reasoning skills to a broad range of real-life, workplace, and academic contexts. Applying scientific reasoning skills to content drawn from the three domains of Life Science, Physical Science, and Earth and Space Science. Understanding scientific content pertaining to two focusing themes: health and the human body and energy. Science Social Studies Applying social studies reasoning skills to content drawn from the four domains of Civics and Government, United States History, Economics, and Geography and the World. Analyzing source documents and interpreting data represented in a variety of social-studies-relevant ways, including maps, graphs and tables. 6

7 THE FIRST FOUR WEEKS 7

8 Program Overview Reasoning Through Language Arts, Weeks 1&2 Mathematical Reasoning, Weeks 3&4 Science, Weeks 5&6 Social Studies, Weeks 7&8 8

9 What to expect You ll start with your first two content areas Reasoning through Language Arts (RLA) Mathematical Reasoning Expect to spend about two weeks on each content area Keep your learning objectives in mind as you progress through the material Take extra time if (or when) you need it 9

10 WEEK 1 10

11 Week 1: Focus Reasoning through Language Arts An integrated approach Reading closely Writing about what is being read Demonstrating command of English language conventions 11

12 Reasoning through Language Arts Focus: 75% informational texts, 25% literature; A range of text complexity, including texts at the career-and-college readiness level; 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) 12

13 What students will need to do 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 13

14 What students will need to do Reasoning through Language Arts Reading Read closely text that is more complex than in the 2002 Series greater in length than in the 2002 Series Determine what is explicitly stated Make logical inferences based on evidence Make inferences about characters 14

15 What students will need to do Reasoning through Language Arts - Language Demonstrate command of conventions of standard English Recognize the errors in the responses that are not correct Identify option that is grammatically correct Edit to eliminate run-on sentences, fused sentences, or sentence fragments 15

16 What students will need to do Reasoning through Language Arts Writing Provides real-world opportunity for test-takers to develop an argument and support ideas with text-based evidence Integrates reading and writing skills Responses are scored using a new multi-dimensional rubric 16

17 Trait 1 Rubric Overview Argument Creation of argument Evidence use of text citations to support created argument of source text(s) Validity Assessment of the argument in source text(s) Analysis of the issue Integration Integration of claims, explanations and textual evidence Connection of purpose to prompt

18 Trait 2 Rubric Overview Ideas Development (reasoning) Elaboration of ideas Progression Progression (flow) of ideas Connection of details to main ideas Organization Structured to convey message Transitional devices Words Appropriate word choice Advanced vocabulary application Awareness Demonstrated to audience and purpose Form of writing objective rhetoric and persuasive

19 Trait 3 Rubric Overview Conventions Application of standard English (e.g., homonyms/contractions, subject-verb agreement, pronoun usage, placement of modifiers, capitalization, punctuation) Sentence Structure Variety Clarity Fluency (e.g., correct subordination, avoidance of wordiness, run-on sentences, awkwardness, usage of transition words, appropriate usage for formal structure Errors Mechanics and conventions Comprehension based on errors

20 Week 1: Read Required reading: The GED Test: A Content Comparison Between 2002 and 2014, (Appendix D of The Assessment Guide for Educators, November 2012 release, pages [available as a separate document at cbe1f8b16f564d0.pdf ] Bonus: What is Webb s Depth of Knowledge Model? Chapter 2, pages [link to Chapter 2: 29f44607e92ecbf01cc26f.pdf 20

21 Week 1: Engage View "Webb's Depth of Knowledge" webinar (December 5, 2012) ged-test-webinar-archive Watch "Exploring Reasoning Through Language Arts (RLA) Module of the 2014 GED Test" webinar (January 15, 2013) ged-test-webinar-archive 21

22 Week 1: Discuss What conclusions did you reach after reviewing the Reasoning through Language Arts Content Specifications comparing the 2002 and 2014 GED test? Were the similarities or differences those you were expecting? What implications could the similarities and differences have for how you think about preparing students? 22

23 Week 1: Practice Instructions 1. Review all of the Reading Content Specifications. 2. Select up to seven that challenge or interest you. 3. Create a table like the one on the next slide that lists of the content specifications you ve selected. You ll notice that there is a column to record what strategies you use now in the classroom and potential strategies you might use in the future. 4. Fill in the table for your selected Reading Content Specifications. 23

24 Week 1: Practice 2002 Reading Content Specifications Current Instructional Strategies 2014 Reading Content Specifications Potential Instructional Strategies Restate or paraphrase information Comprehend explicit details & main ideas in a text Summarize main ideas Summarize ideas and details in text Explain the primary implications of the text Infer implied main ideas in paragraphs or whole texts Transfer concepts and principles from reading to a new context Make evidence-based generalizations or hypotheses based on details in text including clarifications, extensions, or applications of main ideas to new situations 24

25 Week 1: Reflection Take stock of this week s work. Were you able to meet any of your learning objectives? What enhanced your learning? What obstacles did you encounter? As you move into Week 2, do you need to make any adjustments? 25

26 WEEK 2 26

27 Week 2: Focus Welcome it s Week 2! This week, you ll continue working with content from Reasoning through Language Arts (RLA) by reading about the RLA Assessment Targets. You ll have an opportunity to interact with the RLA Item Sampler which includes a range of item types. 27

28 Week 2: Read Required reading: Reasoning through Language Arts Assessment Targets, Chapter 2, The Assessment Guide for Educators, November 2012 release, pages f44607e92ecbf01cc26f.pdf Bonus: Item Types Across Content Areas, Chapter 1, The Assessment Guide for Educators, November 2012 release, pages c28f750a55a092e2e1190b.pdf 28

29 Week 2: Engage Now, it s time to put your knowledge to work and get some practice with RLA items. Access the RLA Item Sampler from or the copy that you downloaded and saved to your desktop. Use the interactive version to get a sense of the testtaker experience and how items display. Ask yourself What cognitive skills (listing, organizing, inferring) will test-takers be using? 29

30 30

31 Week 2: Discuss The most valuable thing I learned in the last two weeks was The easiest thing for me to grasp was The hardest thing for me to grasp was Now, I would like to know more about 31

32 Week 2: Practice Instructions 1. Review all of the Language Content Specifications. 2. Select three to five that challenge or interest you. 3. Create a table like the one on the next slide that lists of the content specifications you ve selected. You ll notice that there is a column to record what strategies you use now and potential strategies you could use. 4. Fill in the table for your selected Language Content Specifications. 32

33 Week 2: Practice (the template) 2002 Language Content Specifications Current Instructional Strategies 2014 Language Content Specifications Potential Instructional Strategies Create effective text divisions (between or among paragraphs Combine paragraphs to form a more effective document Form new paragraphs within multi-paragraph documents Create topic sentences Edit to ensure effective use of transitional words, conjunctive adverbs, and other words and phrases that support logic and clarity Note that paragraph development and organizational skills are measured through the Extended Response Scoring Rubric Edit to eliminate sentence fragments, run-on sentences, and comma splices Edit to eliminate runon sentences, fused sentences or sentence fragments 33

34 BONUS MATERIAL 34

35 Key Concept: Constructed response Assessment items that ask students to apply knowledge, skills, and critical thinking abilities Requires students to construct answers without the benefit of any suggestions or choices. Requires students to generate and intertwine ideas into a response that is directly related to the text(s) Short or extended

36 Steps for Drafting Constructed Responses 1. Read the passage and question 2. Unpack the prompt (identify key words) 3. Rewrite the question in your own words and turn the question into a topic sentence/ thesis statement 4. Collect relevant details from passage 5. Organize details into a logical order 6. Draft your answer 7. Re-read and edit/revise your answer making sure all parts of the question are answered

37 Extended Response Structure Beginning The introduction states the main idea or position. It begins with a topic sentence/thesis statement. The beginning restates the question and sets the stage to answer the prompt. Middle Answer the question first. Provide important information the author stated and meant. This is where you go to the text(s) and provide examples/evidence and important details to support the answer. Sample phrases to introduce each text reference include: stated; in the text ; for example... Include background information as required through the prompt. Ending Write a closing that summarizes the position taken or restates the thesis statement in a different way.

38 Use a Process Use a step-by-step approach, including how to: unpack a prompt set up a claim (thesis statement) identify evidence in the to support the claim

39 Week 2 Reflection Take stock of this week s work. Did you achieve your learning objectives? What activities enhanced your learning? What if any obstacles did you encounter? As you move into Week 3, do you need to make any adjustments? 39

40 WEEK 3 40

41 Week 3 Welcome to Week 3! It s time to introduce a new content area Mathematical Reasoning. Your study plan for the next two weeks will follow the same structure as the first two weeks. You ll begin by focusing on the comparison between the 2002 and 2014 GED test content specifications both the similarities and differences. 41

42 Week 3: Focus Mathematical Reasoning Executing and applying core computations with precision and fluency. Applying both quantitative and algebraic reasoning skills to a broad range of real-life, workplace, and academic contexts. 42

43 The new GED test of mathematical reasoning Focus: Quantitative problem solving (45%) and algebraic problem solving (55%) What s tested: Some procedural skills and fluency as well as problem solving Use of an embedded calculator for most items (TI- 30XS Multiview on-screen scientific calculator) 43

44 What students will need to do Mathematical Reasoning Calculate measures of central tendency Distinguish between median and mode Complete a line plot given summary statistics a partial data set 44

45 What students will need to do Mathematical Reasoning Algebraic Problem Solving Read and locate information within a table Distinguish between x-axis and y-axis of a coordinate plane Recognize order of coordinates, i.e., x-coordinate and y-coordinate (1, 2) Locate points in the coordinate plane 45

46 Week 3: Read Required reading: The GED Test: A Content Comparison Between 2002 and 2014, (Appendix D of The Assessment Guide for Educators, November 2012 release, pages e1ca cbe1f8b16f564d0.pdf Bonus: What is Webb s Depth of Knowledge Model? Chapter 2, page ec229f44607e92ecbf01cc26f.pdf 46

47 Week 3: Engage View the "Exploring the Mathematical Reasoning Module of the 2014 GED Test webinar (February 5, 2013) ged-test-webinar-archive 47

48 Week 3: Discuss What conclusions did you reach after reviewing the Mathematical Reasoning Content Specifications comparing the 2002 and 2014 GED test? Were the similarities or differences those you were expecting? What implications could the similarities and differences have for how you think about preparing students? 48

49 Week 3: Practice Instructions 1. Review the Mathematical Reasoning Content Specifications. 2. Create a table for yourself like the one on the next slide that lists each of the content specifications. You ll notice that there is a column to record what practices you use now and potential practices. 3. Fill in the table for all of the Mathematical Reasoning Content Specifications. 49

50 Week 3: Practice (the template) 2002 Mathematical Reasoning Content Specifications Current Instructional Strategies 2014 Mathematical Reasoning Content Specifications Potential Instructional Strategies 50

51 Week 3 Reflection Take stock of this week s work. Did you achieve your learning objectives? What activities enhanced your learning? What if any obstacles did you encounter? As you move into Week 4, do you need to make any adjustments? 51

52 WEEK 4 52

53 Week 4: Focus Welcome to Week 4! This week, you ll continue working with content from Mathematical Reasoning. By the end of this week, you will have reached the halfway point in your work with the 2014 GED content areas. 53

54 Week 4: Read Required reading: Mathematical Reasoning Assessment Targets, Chapter 2, The Assessment Guide for Educators, November 2012 release, pp f44607e92ecbf01cc26f.pdf Bonus: Item Types Across Content Areas, Chapter 1, The Assessment Guide for Educators, November 2012 release, pp c28f750a55a092e2e1190b.pdf 54

55 Week 4: Engage Now, it s time to put your knowledge to work and get some practice with Mathematical Reasoning items. Access the Mathematical Reasoning Item Sampler from or the copy that you downloaded and saved to your desktop. Use the interactive version to get a sense of the test-taker experience and how items display. Ask yourself What cognitive skills (listing, organizing, inferring) will test-takers be using? 55

56 56

57 Week 4: Discuss The most valuable thing I learned in the last two weeks was The easiest thing for me to grasp was The hardest thing for me to grasp was Now, I would like to know more about 57

58 Week 4: Practice Use the template on the next slide to create a table that includes all of the new for 2014 Mathematical Reasoning Content Specifications (see pp ). Consider both your current and potential portfolio of practices. What can you use, adapt, or create? As you do this work, you will find learning strategies that you re already using that will apply to the new specifications and learning strategies that you may have to add. 58

59 Week 4: Practice (the template) 2014 Mathematical Reasoning Content Specifications: What s New Learning strategies that you already use or may need to develop Identify the absolute value of a rational number as its distance from 0 on the number line and determine the distance between two rational numbers on the number line, including using the absolute value of their difference Determine when a numerical expression is undefined 59

60 Week 4 Reflection Take stock of this week s work. Did you achieve your learning objectives? What activities enhanced your learning? What if any obstacles did you encounter? As you move into Week 5, do you need to make any adjustments? 60

61 THE FINAL FOUR WEEKS 61

62 Program Overview Reasoning Through Language Arts, Weeks 1&2 Mathematical Reasoning, Weeks 3&4 Science, Weeks 5&6 Social Studies, Weeks 7&8 62

63 The last four weeks In the last four weeks of the program, you ll concentrate on the last two content areas Science Social Studies 63

64 WEEK 5 64

65 Week 5 Welcome to Week 5! This week, you ll begin your work with content from Science. 65

66 Week 5: Focus Science Applying scientific reasoning skills to content drawn from the three domains of Life Science, Physical Science, and Earth and Space Science. Understanding scientific content that pertains to two focusing themes: health and the human body and energy. 66

67 The new GED test of science 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 67

68 What students will need to do 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 68

69 Short Answers in Science Science Test MC Item Identify which step (out of four listed) would produce a particular outcome in a scientific process? Science Test SA Item Design an experiment to test the hypothesis (given in the stimulus). Be sure to include descriptions of your data collection process and data analysis in your response. Advantages: SA items allow assessment of a higher level of cognitive complexity because they require test-takers to express a response in their own words. Tasks that appear in short answer items more like problems test-takers encounter in their daily lives. 69

70 Week 5: Read Required reading: The GED Test: A Content Comparison Between 2002 and 2014, (Appendix D of The Assessment Guide for Educators, November 2012 release, pages e1ca cbe1f8b16f564d0.pdf Bonus: What is Webb s Depth of Knowledge Model? Chapter 2, page ec229f44607e92ecbf01cc26f.pdf 70

71 Week 5: Engage View the "Exploring the Science Module of the 2014 GED Test webinar (January 30, 2013) ged-test-webinar-archive 71

72 Week 5: Discuss What conclusions did you reach after reviewing the Science Content Specifications comparing the 2002 and 2014 GED test? Were the similarities or differences those you were expecting? What implications could the similarities and differences have for how you think about preparing students? 72

73 Week 5: Practice Instructions 1. Review the Science Practices (pages ) as well as the Science Topics (pages ). 2. Select three to five that challenge or interest you. 3. Create a table like the one on the next slide that lists of the content specifications you ve selected. You ll notice that there is a column to record current and potential strategies. 4. Fill in the table for your selected Science Practices or Content Topics. 73

74 Week 5: Practice 2002 Science Practices or Content Topics Current Instructional Strategies 2014 Science Practices or Content Topics Potential Instructional Strategies 74

75 Week 5 Reflection Take stock of this week s work. Did you achieve your learning objectives? What activities enhanced your learning? What if any obstacles did you encounter? As you move into Week 6, do you need to make any adjustments? 75

76 WEEK 6 76

77 Week 6: Focus Welcome to Week 6! This week, you ll continue working with Science content. You have reached the three-quarter mark with your work with the 2014 GED content areas. 77

78 Week 6: Read Required reading: Science Assessment Targets, Chapter 2, The Assessment Guide for Educators, November 2012 release, pages ec229f44607e92ecbf01cc26f.pdf Bonus: Item Types Across Content Areas, Chapter 1, The Assessment Guide for Educators, November 2012 release, pages a5c28f750a55a092e2e1190b.pdf 78

79 2014 SS Extended Response Rubric

80 Key takeaways There is one extended response in the Social Studies module. A rubric has been developed for the Social Studies Extended Response as well. However, the traits are still: Trait 1: Analysis of arguments and use of evidence Trait 2: Development of ideas and structure Trait 3: Clarity and command of standard English conventions 80

81 Key takeaways (con t) On the Social Studies Extended Response Trait 1 is scored from 0 2 Trait 2 is scored 0 1 and Trait 3 is scored 0 1 Four (4) raw score points are possible for an extended response the Social Studies test. The Social Studies Extended Response item is also weighted in determining the final test score. 81

82 Week 6: Engage Now, it s time to put your knowledge to work and get some practice with Science items. Access the Science Item Sampler from or the copy that you downloaded and saved to your desktop. Use the interactive version to get a sense of the testtaker experience and how items display. Ask yourself What cognitive skills (listing, organizing, inferring) will test-takers be using? 82

83 83

84 Week 6: Discuss The most valuable thing I learned in the last two weeks was The easiest thing for me to grasp was The hardest thing for me to grasp was Now, I would like to know more about 84

85 Week 6: Practice Use the template on the next slide to create a table that includes all the new for 2014 Science Practices and Content Topics (see page 2.84). Consider both your current and potential portfolio of practices. What can you use, adapt, or create? As you do this work, you will find learning strategies that you re already using that will apply to the new specifications and learning strategies that you may have to add. 85

86 Week 6: Practice (the template) 2014 Science Practices and Content Topics: What s New Learning strategies that you already use or may need to develop 86

87 Week 6 Reflection Take stock of this week s work. Did you achieve your learning objectives? What activities enhanced your learning? What if any obstacles did you encounter? As you move into Week 7, do you need to make any adjustments? 87

88 WEEK 7 88

89 Week 7 Welcome to Week 7! This week, you ll begin working with content from Social Studies. 89

90 Week 7: Focus Social Studies Applying social studies reasoning skills to content drawn from the four domains of Civics and Government, United States History, Economics, and Geography and the World. Analyzing source documents and interpreting data represented in a variety of social-studies-relevant ways, including maps, graphs and tables. 90

91 The new GED test of social studies Focus: Civics and government (50%); US history (20%); economics (15%); and geography and the world (15%) What s tested: Textual analysis and understanding; data representation and inference skills; as well as problem solving with social studies content; 50% in scenarios 91

92 What students will need to do Social Studies Read complex text Use prior knowledge about the concept in the text, i.e., sustainability Interpret multiple graphs Understand how qualitative data in text related to quantitative data in chart Determine which graphs illustrate concepts from the text 92

93 Week 7: Read Required reading: The GED Test: A Content Comparison Between 2002 and 2014, (Appendix D of The Assessment Guide for Educators, November 2012 release, pages e1ca cbe1f8b16f564d0.pdf Bonus: What is Webb s Depth of Knowledge Model? Chapter 2, pages ec229f44607e92ecbf01cc26f.pdf 93

94 Week 7: Engage View "Exploring the Social Studies Module of the 2014 GED Test webinar (January 22, 2013) ged-test-webinar-archive 94

95 Week 7: Discuss What conclusions did you reach after reviewing the Social Studies Practices and Content Topics comparing the 2002 and 2014 GED test? Were the similarities or differences those you were expecting? What implications could the similarities and differences have for how you think about preparing students? 95

96 Week 7: Practice Instructions 1. Review the Social Studies Practices (pages ) as well as the Social Studies Content Topics (pages ). 2. Select three to five that challenge or interest you. 3. Create a table like the one on the next slide that lists of the practices and content topics you ve selected. You ll notice that there is a column to record current and potential strategies. 4. Fill in the table for your selected Social Studies Practices or Social Studies Content Topics. 96

97 Week 7: Practice (the template) 2002 Social Studies Practices or Content Topics Current Instructional Strategies 2014 Social Studies Practices or Content Topics Potential Instructional Strategies 97

98 Week 7 Reflection Take stock of this week s work. Did you achieve your learning objectives? What activities enhanced your learning? What if any obstacles did you encounter? As you move into Week 8, do you need to make any adjustments? 98

99 WEEK 8 99

100 Week 8: Focus Welcome to Week 8 the final week in the program! This week, you ll continue working with content from Social Studies. By the end of this week, you will have completed an important phase of your work with the 2014 GED content areas. 100

101 Week 8: Read Required reading: Social Studies Assessment Targets, Chapter 2, The Assessment Guide for Educators, November 2012 release, pages ec229f44607e92ecbf01cc26f.pdf Bonus: Item Types Across Content Areas, Chapter 1, The Assessment Guide for Educators, November 2012 release, pages a5c28f750a55a092e2e1190b.pdf 101

102 Week 8: Engage Now, it s time to put your knowledge to work and get some practice with Social Studies items. Access the Social Studies Item Sampler from or the copy that you downloaded and saved to your desktop. Use the interactive version to get a sense of the testtaker experience and how items display. Ask yourself What cognitive skills (listing, organizing, inferring) will test-takers be using? 102

103 103

104 Week 8: Discuss The most valuable thing I learned in the last two weeks was The easiest thing for me to grasp was The hardest thing for me to grasp was Now, I would like to know more about 104

105 Week 8: Practice Use the template on the next slide to create a table that includes all the new for 2014 Social Studies Practices and Content Topics (see page 2.84). Consider both your current and potential portfolio of practices. What can you use, adapt, or create? As you do this work, you will find learning strategies that you re already using that will apply to the new specifications and learning strategies that you may have to add. 105

106 Week 8: Practice (the template) 2014 Social Studies Practices and Content Topics: What s New Learning strategies that you already use or may need to develop 106

107 Week 8 Reflection Take stock of this week s work. Did you achieve your learning objectives? What activities enhanced your learning? What if any obstacles did you encounter? As you complete Week 8, how comfortable to you feel with the content area information? How can you continue your self-directed learning? 107

108 QUESTIONS? SUBJECT LINE: EDUCATORS SELF-STUDY GUIDE 108

109 THANK YOU FOR YOUR PARTICIPATION! 109

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