Presentation on theme: "39 million americans need diplomas ged 2014-time for change"— Presentation transcript:
1 39 million americans need diplomas ged 2014-time for change
2 what will the changes mean to adult education? 2 critical concerns for ABE/GED instructors:a) get students to pass GED and prepare them for workforce andhigher educationb) improve digital literacy3 areas for our focus today:a) overview of changes-topics & item typesb) resources-lesson plans & websitesc) alignment of CCSS and 2014 GED test
3 What will the changes mean to adult education? During the school year, K-12 students will be assessed on CCSS;the GED test will align to these.Emphasis on DOK (Depth of Knowledge) rather than Bloom’s Taxonomy-we need to teach skills that enable reasoning…refer toGEDTS has partnered with Pearson Vue-test will be solely computerized.Test takers must be able to type 20 words/minute to be successful on theExtended Response and Short Answer items …RIGOR!
4 Mathematical reasoning The math portion of the test will focus on problem solving in 2 areas:a) quantitative (45%) and b) algebraic (55%)The skill groups will be aggregated into 4 reporting groups:a) quantitative problems in rational numbers (25%)b) quantitative problems in measurement (20%)c) algebraic problem solving with linear equations and expressions (30%)d) algebraic problem solving with graphs and functions (25%)
5 Mathematical reasoning Approximately 30% of the GED test items will be aligned to amathematical practice standard in addition to a content indicator (NCTM)…refer to &Here are the 5 practices:a) Building solution pathways and lines of reasoning1. search for and recognize entry points for solving a problem2. plan a solution pathway or outline a line of reasoning3. select the best solution pathway, according to given criteria4. recognize and identify missing information that is required to solve aproblem5. select the appropriate math technique to use in solving a problem
6 Mathematical reasoning b) Abstracting problems 1. represent real world problems algebraically 2. represent real world problems visually 3. recognize the important attributes of a problem c) Furthering lines of reasoning 1. build steps of a line of reasoning 2. complete the lines of reasoning of others 3. improve or correct a flawed line of reasoning
7 Mathematical reasoning d) Mathematical fluency 1. manipulate and solve arithmetic expressions 2. transform and solve algebraic expressions 3. display data or algebraic expressions graphically e) Evaluating reasoning and solution pathways 1. recognize flaws in others’ reasoning 2. recognize and use counterexamples 3. identify the information required to evaluate a line of reasoning OUR GOAL IS TO HELP STUDENTS DEVELOP A PROCESS FOR APPROACHING PROBLEMS-ONE THEY WILL REMEMBER
8 Mathematical reasoning Candidates will be provided with an online calculator, the TI-30XS.View a calculator demonstration video atItem types will include multiple choice, fill-in-the-blank, drop-down, hot spot, and drag-and-drop.
9 scienceThe science test is expected to be more difficult for many students becauseof the emphasis on eight science practices that focus on gleaninginformation from scientific texts, reason with data representations, andapply key scientific models, theories, and processes.The 8 practices are:a) Comprehending scientific presentationsb) Investigating designc) Reasoning from datad) Evaluating conclusions with evidence
10 sciencee) Working with findingsf) Expressing scientific informationg) Scientific theoriesh) Probability and statisticsThere are 3 broad science areas:a) physical science (40%), b) life science (40%), and c) earth andspace science (20%)-the 41 subtopic areas reflect high-school-levelcurricula and what is most relevant to adults. Content from these 3 areaswill focus on human health & living systems and energy & relatedsystems
11 scienceLike the 2002 test, the 2014 will not require test-takers to know sciencecontent of facts beyond a broad knowledge of concepts. Our job asteachers will be to teach how to do science.Item types will include multiple choice, fill-in-the-blank, short answer,drag-and-drop, and hot spots.
12 social studiesThe social studies test includes content from 97 sub-topics that arealigned with one of the eleven new social studies practices. This is a hugeamount of content. The consistent thread: high level reasoning skills.There will be four content domains: a) civics & government (50%), b)United States history (20%), c) geography & the world (15%), andeconomics (15%). Test-takers are expected to have broad familiarity withthe concepts.
13 Social studiesSocial Studies Core Practices:a) Drawing conclusions and making inferencesb) Determining central ideas, hypotheses, & conclusionsc) Analyze events & ideasd) Interpreting meaning of symbols, words, & phrasese) Analyzing purpose & point of viewf) Integrating content presented in different waysg) Evaluating reasoning & evidenceh) Analyzing relationships between textsi) Writing analytic response to source texts
14 Social studiesj) Reading & interpreting graphs, charts, & other datak) Measuring the center of a statistical datasetThree new skills have been added to the 2014 test: a) analyzingrelationships between texts, b) writing analytic responses to source texts,& c) reading and interpreting graphs & charts.The four content domains will be focused on 2 distinct themes:development of modern liberties & democracy, and dynamic responses insocietal systems.
15 Social studiesThe social studies test will now have an extended response that will be 25minutes in length. It will require the test-taker to analyze one or moretexts in order to produce a writing sample. The computer will score basedupon the following 3 traits:a) first- how well does test-taker analyze arguments & gather evidencefrom the source text so to support position?b) second- how well developed & organized is the sample?c) third- how well doe s the test-taker demonstrate conventions of EditedAmerican English?
16 Social studiesItem types will include multiple choice, fill-in-the-blank/short answer,drag-and-drop, hot spot, and extended response.Stimulus materials may include brief text, maps, graphs, and tables,drawn from “the Great American Conversation”, such as the Bill of Rights,or from primary and secondary source documents such as politicalspeeches and commentaries.
17 Reasoning through language arts (rla) The two biggest changes in language arts are the greater emphasis onreasoning skills in the context of argumentative text and a new essayrequirement, called Extended Response, which requires the test-taker toanalyze one or more source texts to produce a writing.Unlike the 2002 test, the 2014 exam will group ALL language arts under asingle test comprised of reading comprehension, writing, and languageconvention & usage.
18 rla75% of the RLA will be informational texts-including nonfiction drawnfrom science, social studies, and workplace documents.We will need to change the reading content in our programs to emphasize informational texts and include complex textsCandidates will be asked to determine main ideas, points of view,meanings of words & phrases, and inference & claims.
19 rlaCompared to the 2002 test, the 2014 RLA exam will add the following reasoning skills:a) analyze how individuals, events, and ideas develop & interact over thecourse of a textb) analyze the structure of texts, including how specific sentences orparagraphs relate to each other and the wholec) determine author purpose & point of view, and how it is conveyed andshapes the content & style of a textd) evaluate the argument & specific claims in a texte) analyze how 2 or more texts address similar themes
20 rlaThe Extended Response portion will present examinees with real-worldsituations where they can demonstrate their ability to develop anargument and support their ideas with text-based evidence (side-by-sidepassages, one in the RLA and the other in Social Studies). There will nolonger be an expository prompt.Test-takers will be evaluated (by the computer) on the following 3 traits:a) analysis of argument & use of evidence, b) development of ideas &structure, and c) clarity & command of standard English conventions.
21 rlaReading and writing programs need to be melded together, and writing must become an integral part of both science and social studies curriculum.Proficient keyboarding skills are now a must: follow web site navigationprompts, use a mouse, open/close informational windows, use a scroll bar,access item content on multiple pages via tabs, select answers on acoordinate plane grid, type on a keyboard, understand what symbols areallowed in short and long answer response, use backspace/delete keys,select & move words, use editing tools, copy paste, use undo/redo, usetracking tools, flag items, use drag & drop, use hot spots.
22 The Language Conventions and Usage section of the 2014 test will shift rlaThe Language Conventions and Usage section of the 2014 test will shiftfrom the multiple-choice selection used on the 2002 Series, to drop-downmenus for the answer choices.It is my opinion that we should all be usingand Access 21st Century.The district purchased these for all of us.As with other test sections, item types will include multiple choice, fill-in-the-blank, drag & drop, and drop-down. Extended Response is new.
23 A description of the item types Extended Response (ER) Item ER allows test-takers to demonstrate their written communication skills and analysis of text at a high DOK level by producing a writing sample in response to a prompt. The 2 ERs will be in the RLA and the social studies portion of the test. Response will be to textual source materials. Short Answer (SA) Item The science test will feature SA items that assess higher-level cognitive skills. A short paragraph will be required in response to graphical and/or textual stimuli.
24 A description of the item types Drag-and- Drop Item Drag-and Drop items have 2 parts: drag tokens and drop targets. Test-takers will be given several drag tokens which must be places on one or more specified drop targets. This may be in response to sequencing, reordering, graphing, mapping, etc. Hot Spot Item Hot Spot items typically contain a graphic with virtual “sensors” places within key-locations of the graphic. The test-taker either clicks on the correct sensor, or graphs a point onto it.
25 A description of the item types Drop-Down Item Drop-Down items contain responses opportunities embedded directly within a text. This will primarily be used to assess language skills. The test-taker will have a text with 5-8 drop-down menus embedded within it. Fill-in-the-Blank (FIB) Item The test-taker will be required to supply a word, short phrase, or numerical answer in response to an open-stem question.
26 A description of item types Multiple Choice (MC) Item MC items will continue to appear in all 4 content areas. Each MC will have 4 answer options-only one will be correct. Item Scenarios The math, science and social studies tests will feature item scenarios made of a stimuli and 2-3 associated items. Stimuli may be a short text, graphic, or combination of the two.
27 A description of item types and scoring Discrete Item The math, science, and social studies will also include discrete, or single items, that may or may not have a stimulus embedded within them. Scoring Raw test scores will be converted to a score of points on each test. The minimum passing score for high school equivalency will be 150 on each test, for a total of 600 for the battery. Where the 2002 test allowed a passing score of 410, but requires a 450 to pass, there will now be one single score.
28 Depth of knowledge (dok) lesson guide Level 1: Recall-the student is able to recall facts & informationActivity Suggestions/Promptsrecall or recognize a fact, term, definition, procedure, or propertydemonstrate a rote responseuse a well-known formularepresent in words or diagrams a scientific or mathematical conceptperform a routine procedure or set of stepsidentify, calculate, or measuremake a timeline, chartwrite in your own words, or report to class
29 Activity Suggestions/Prompts Dok lesson guidewrite a brief outline, explain the event, process, or storywrite a summary or paraphrase of an eventLevel 2: Working with Skills and Concepts-the student is able to apply skills and show understanding of underlying skillsActivity Suggestions/Promptsexplain the relationship between facts, terms, properties, & variablesdescribe examples & non-examples of conceptsselect a procedure and perform itformulate a routine problem given data & conditions
30 Dok lesson guidecollect/display, organize, represent, & compare datamake a decision as to how to approach a problemclassify, organize, & estimatecompare data & make observationsinterpret information from a simple graphconstruct a model by moving pieces to form a logical modelchoose from several explanations for the process in an activity & write an explanationmap the relationship of the conceptsdefine the logical order of steps, or reorder the series
31 Activity Suggestions/Prompts Dok lesson guideLevel 3: Strategic Thinking-the student exhibits deep knowledge using reasoning, planning, & evidence; cognitive demands are complex & abstract; questioning is multi-level & requires student to explain his/her thinkingActivity Suggestions/Promptsuse a Venn Diagram show compare/contrastdesign a flowchartclassify concepts or eventsevaluate two sources of informationinterpret information from a complex graphuse reasoning, planning, & evidence
32 Dok lesson guideexplain thinking beyond a simple explanation by only a word or twojustify a response when more than one option is availableidentify research questionsuse concepts to solve non-routine problems with more than one answerform conclusions from observed datacomplete a multi-step problem that involves planning & reasoningprovide an explanation of a principlecite evidence and develop a logical argument for conceptsconduct a designed investigation
33 Activity Suggestions/Prompts Dok lesson guideLevel 4: Extended Thinking-the student must demonstrate complex reasoning, experimental design, & planningActivity Suggestions/PromptsSelect or devise an approach among many alternatives to solve a problemBased on data from a complex experiment, deduce the fundamental relationship between several controlled variablesConduct an investigation; analyze its data; form conclusionsRelate ideas within the content areasDevelop generalizations of the results obtained and the strategies used & apply them to new problem situationsCreate graphs, tables, & charts w/out instructor help
34 Lesson plan design (refer to samples given) Lesson Plan TitleII. Common Core State Standards (refer to website provided)III. GED Assessment TargetsIV. TimeV. Objective (write this as an outcome that you expect from the students)VI. Required MaterialsVII. Anticipatory Set (activate student’s background knowledge-be motivating& interesting-this is “the hook”) Try the following: brainstorm, sharereal-life examples, pose a real-life problem or scenario
35 Lesson Plan design (refer to samples given) VIII. Instruction (relate to objective, involve student activity, build skills) Try the following: think-pair-share, debate, “why” questioning, scenario examination/case studies, Socratic questioning, group compare/contrast, group examination of examples, group discussion, diagrams, timeline, tables, & charts, pair & double-pair, evaluating a text for examples, modeling a thought or process, build a close reading, working w/manipulatives, stations, role-playing, questioning, peer teaching
36 Lesson plan design (refer to samples given) IX. Guided Practice (I do/we do/you do)X. Application (student demonstrates proficiency of intended goal)Reflection (What have you done? What have you learned? How can youimprove? What’s next?)XII. AssessmentStart a binder by subject area;save and file your lesson plans.
37 2014 GED Test Webinar Archive websitesCommon Core StandardsGED Testing Services2014 GED Test Webinar Archive
38 websitesTeacher Resources (membership option)NYC Department of Education Depth of Knowledge WebsiteEnglish Language Informational Text-Reading Professional Development Module
39 websitesMathematics: Kindergarten through Twelve Standards for Mathematical Practice Professional Development ModuleGuide to the Common Core Standards: Kentucky Adult EducationCCSS Presentations and Webinars
40 websitesHess’ Cognitive Rigor Matrix & Curricular Examplesfor Math/Science and Reading/WritingMath & Science knowledge/cognitive_rigor_matrix_math_science.pdfReading and Writingknowledge/cognitive_rigor_matrix_reading_writing.pdf
41 websitesGED 2014 Curriculum BlueprintWriting and Conversational Prompts