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GED® and GED Testing Service® are registered trademarks of the American Council on Education. Used under license. Copyright © 2013 GED Testing Service LLC. All rights reserved.

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


•  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

How the program is organized

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Component •  Focus •  Read •  Engage Part I •  Engage Part II •  Discuss •  Practice •  Reflect

Time Commitment •  < 5 minutes •  15-30 minutes •  60 minutes (webinars) •  60-90 minutes (Samplers) •  30-60 minutes (or more) •  90-120 minutes •  Take as much time as you

think you need

Timing

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Total time per week: ~ 4-6 hours Total course time: 35-50+ hours


A MINI OVERVIEW

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•  7 Hours of testing time –  Reasoning through Language Arts: 150 minutes

(including 10 minute break) –  Mathematical reasoning: 90 minutes –  Science: 90 minutes –  Social Studies: 90 minutes

•  Standardized delivery on computer, in a secure testing center

What will the 2014 GED® test look like?

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The new content areas & focus

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•  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.

•  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.”

•  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.

•  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

Social Studies Science


THE FIRST FOUR WEEKS

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Program Overview

8

Reasoning Through

Language Arts,

Weeks 1&2

Mathematical Reasoning, Weeks 3&4

Science, Weeks 5&6

Social Studies,

Weeks 7&8


•  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

What to expect

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WEEK 1

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Reasoning through Language Arts •  An integrated approach •  Reading closely •  Writing about what is being read •  Demonstrating command of English language

conventions

Week 1: Focus

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GED® and GED Testing Service® are registered trademarks of the American Council on Education. Used under license. Copyright © 2013 GED Testing Service LLC. All rights reserved. 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)


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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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


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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


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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


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•  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

Trait 1 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



•  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



•  Required reading: “The GED® Test: A Content Comparison Between 2002 and 2014,” (Appendix D of The Assessment Guide for Educators, November 2012 release, pages 2.67-2.73 [available as a separate document at http://www.gedtestingservice.com/uploads/files/2487f6e1ca5659684cbe1f8b16f564d0.pdf ]

•  Bonus: “What is Webb’s Depth of Knowledge Model?” Chapter 2, pages 2.3-2.6 [link to Chapter 2: http://www.gedtestingservice.com/uploads/files/01a5080ec229f44607e92ecbf01cc26f.pdf

Week 1: Read

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•  View "Webb's Depth of Knowledge" webinar (December 5, 2012) http://www.gedtestingservice.com/exploring-the-2014-ged-test-webinar-archive

•  Watch "Exploring Reasoning Through Language Arts (RLA) Module of the 2014 GED® Test" webinar (January 15, 2013) http://www.gedtestingservice.com/exploring-the-2014-ged-test-webinar-archive

Week 1: Engage

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•  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?

Week 1: Discuss

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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.

Week 1: Practice

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Week 1: Practice

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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


•  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?

Week 1: Reflection

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WEEK 2

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•  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.

Week 2: Focus

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•  Required reading: “Reasoning through Language Arts Assessment Targets,” Chapter 2, The Assessment Guide for Educators, November 2012 release, pages 2.11-2.20 http://www.gedtestingservice.com/uploads/files/01a5080ec229f44607e92ecbf01cc26f.pdf

•  Bonus: “Item Types Across Content Areas,” Chapter 1, The Assessment Guide for Educators, November 2012 release, pages 1.4-1.6 http://www.gedtestingservice.com/uploads/files/8e4e6907a5c28f750a55a092e2e1190b.pdf

Week 2: Read

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•  Now, it’s time to put your knowledge to work and get some practice with RLA items.

•  Access the RLA Item Sampler from http://www.gedtestingservice.com/itemsamplerrla/ 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?

Week 2: Engage

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•  “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…”

Week 2: Discuss

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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.

Week 2: Practice

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Week 2: Practice (the template)

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2002 Language Content Specifications


2014 Language Content Specifications


•  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 run-on sentences, fused sentences or sentence fragments


BONUS MATERIAL

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•  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

Key Concept: Constructed response


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

Steps for Drafting Constructed Responses


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.


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

Use a Process


•  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?

Week 2 Reflection

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WEEK 3

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•  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.

Week 3

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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.

Week 3: Focus

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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)


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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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


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•  Required reading: “The GED® Test: A Content Comparison Between 2002 and 2014,” (Appendix D of The Assessment Guide for Educators, November 2012 release, pages 2.74-2.80 http://www.gedtestingservice.com/uploads/files/2487f6e1ca5659684cbe1f8b16f564d0.pdf

•  Bonus: “What is Webb’s Depth of Knowledge Model?” Chapter 2, page 2.72 http://www.gedtestingservice.com/uploads/files/01a5080ec229f44607e92ecbf01cc26f.pdf

Week 3: Read

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•  View the "Exploring the Mathematical Reasoning Module of the 2014 GED® Test” webinar (February 5, 2013) http://www.gedtestingservice.com/exploring-the-2014-ged-test-webinar-archive

Week 3: Engage

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•  What conclusions did you reach after reviewing the Mathematical Reasoning Content Specifications comparing the 2002 and 2014 GED® test?



Week 3: Discuss

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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.

Week 3: Practice

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50

2002 Mathematical Reasoning Content Specifications


2014 Mathematical Reasoning Content Specifications




adjustments?

Week 3 Reflection

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WEEK 4

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•  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.

Week 4: Focus

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•  Required reading: “Mathematical Reasoning Assessment Targets,” Chapter 2, The Assessment Guide for Educators, November 2012 release, pp. 2.21-2.30 http://www.gedtestingservice.com/uploads/files/01a5080ec229f44607e92ecbf01cc26f.pdf

•  Bonus: “Item Types Across Content Areas,” Chapter 1, The Assessment Guide for Educators, November 2012 release, pp. 1.6-1.8 http://www.gedtestingservice.com/uploads/files/8e4e6907a5c28f750a55a092e2e1190b.pdf

Week 4: Read

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•  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 http://www.gedtestingservice.com/itemsamplermath/ or the copy that you downloaded and saved to your desktop.


•  Ask yourself –  What cognitive skills (listing, organizing, inferring) will

test-takers be using?

Week 4: Engage

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Week 4: Discuss

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•  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. 2.79-2.80).

•  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.

Week 4: Practice

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59

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



adjustments?

Week 4 Reflection

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THE FINAL FOUR WEEKS

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Program Overview

62

Reasoning Through

Language Arts,

Weeks 1&2

Mathematical Reasoning, Weeks 3&4

Science, Weeks 5&6

Social Studies,

Weeks 7&8


In the last four weeks of the program, you’ll concentrate on the last two content areas

–  Science

–  Social Studies

The last four weeks

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WEEK 5

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•  Welcome to Week 5! •  This week, you’ll begin your work with content from

Science.

Week 5

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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.”

Week 5: Focus

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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


•  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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Short Answers in Science

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Science Test MC Item Science Test SA Item Identify which step (out of four listed) would produce a particular outcome in a scientific process?

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.



•  Bonus: “What is Webb’s Depth of Knowledge Model?” Chapter 2, page 2.8 http://www.gedtestingservice.com/uploads/files/01a5080ec229f44607e92ecbf01cc26f.pdf

Week 5: Read

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•  View the "Exploring the Science Module of the 2014 GED® Test” webinar (January 30, 2013) http://www.gedtestingservice.com/exploring-the-2014-ged-test-webinar-archive

Week 5: Engage

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•  What conclusions did you reach after reviewing the Science Content Specifications comparing the 2002 and 2014 GED® test?



Week 5: Discuss

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Instructions 1.  Review the Science Practices (pages 2.81-2.82) as

well as the Science Topics (pages 2.83-2.85). 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.

Week 5: Practice

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Week 5: Practice

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2002 Science Practices or Content Topics


2014 Science Practices or Content Topics




adjustments?

Week 5 Reflection

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WEEK 6

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•  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.

Week 6: Focus

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•  Required reading: “Science Assessment Targets,” Chapter 2, The Assessment Guide for Educators, November 2012 release, pages 2.31-2.39 http://www.gedtestingservice.com/uploads/files/01a5080ec229f44607e92ecbf01cc26f.pdf

•  Bonus: “Item Types Across Content Areas,” Chapter 1, The Assessment Guide for Educators, November 2012 release, pages 1.8-1.10 http://www.gedtestingservice.com/uploads/files/8e4e6907a5c28f750a55a092e2e1190b.pdf

Week 6: Read

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2014 SS Extended Response Rubric


• 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

Key takeaways

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•  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.

Key takeaways (con’t)

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•  Now, it’s time to put your knowledge to work and get some practice with Science items.

•  Access the Science Item Sampler from http://www.gedtestingservice.com/itemsamplerscience/ or the copy that you downloaded and saved to your desktop.




Week 6: Engage

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Week 6: Discuss

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•  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).



Week 6: Practice

85



86

2014 Science Practices and Content Topics: What’s New




adjustments?

Week 6 Reflection

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WEEK 7

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•  Welcome to Week 7! •  This week, you’ll begin working with content from

Social Studies.

Week 7

89


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.

Week 7: Focus

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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


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



•  Bonus: “What is Webb’s Depth of Knowledge Model?” Chapter 2, pages 1.10-1.12 http://www.gedtestingservice.com/uploads/files/01a5080ec229f44607e92ecbf01cc26f.pdf

Week 7: Read

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•  View "Exploring the Social Studies Module of the 2014 GED® Test” webinar (January 22, 2013) http://www.gedtestingservice.com/exploring-the-2014-ged-test-webinar-archive

Week 7: Engage

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•  What conclusions did you reach after reviewing the Social Studies Practices and Content Topics comparing the 2002 and 2014 GED® test?



Week 7: Discuss

95


Instructions 1.  Review the Social Studies Practices (pages

2.86-2.87) as well as the Social Studies Content Topics (pages 2.88-2.89).

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.

Week 7: Practice

96



97

2002 Social Studies Practices or Content Topics


2014 Social Studies Practices or Content Topics




adjustments?

Week 7 Reflection

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WEEK 8

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•  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.

Week 8: Focus

100


•  Required reading: “Social Studies Assessment Targets,” Chapter 2, The Assessment Guide for Educators, November 2012 release, pages 2.31-2.32 http://www.gedtestingservice.com/uploads/files/01a5080ec229f44607e92ecbf01cc26f.pdf

•  Bonus: “Item Types Across Content Areas,” Chapter 1, The Assessment Guide for Educators, November 2012 release, pages 1.10-1.12. http://www.gedtestingservice.com/uploads/files/8e4e6907a5c28f750a55a092e2e1190b.pdf

Week 8: Read

101


•  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 http://www.gedtestingservice.com/itemsamplerss/ or the copy that you downloaded and saved to your desktop.




Week 8: Engage

102




Week 8: Discuss

104


•  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).



Week 8: Practice

105



106

2014 Social Studies Practices and Content Topics: What’s New



•  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?

Week 8 Reflection

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QUESTIONS? EMAIL

[email protected]

SUBJECT LINE: EDUCATORS’ SELF-STUDY GUIDE

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THANK YOU FOR YOUR PARTICIPATION!

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