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College Ready Career Ready National Adult Education College and Career Readiness Training Design Initiative Next Generation Assessment Presenters Bonnie.

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Presentation on theme: "College Ready Career Ready National Adult Education College and Career Readiness Training Design Initiative Next Generation Assessment Presenters Bonnie."— Presentation transcript:

1 College Ready Career Ready National Adult Education College and Career Readiness Training Design Initiative Next Generation Assessment Presenters Bonnie Goonen - Susan Pittman-Shetler -

2 Rationale underlying new assessment tools Key points for discussion during training sessions Webb’s Depth of Knowledge (DOK) and related tasks Insight into how you can begin to apply the information to build on instructional approaches Resources for trainer use during future sessions Focus of the Train-the-Trainer Session – Part 1 2

3 Changes occurring in the landscape of education and the workforce require a new kind of test All to ensure that the adult education high school credential remains meaningful for adult learners, employers, and institutions A new test in 2014: Why? 3

4 The Task Ahead Steps I Can Take New Standards New Assessment 2014

5 What are you doing to prepare for the implementation of college and career readiness standards? How are you preparing instructors for the increased rigor of the new assessment? What are your programmatic goals for change in 2013? 2014? What do you need to help you move forward? How will you make the difference?

6 It’s All in the Planning! Time FrameObjective to Meet Concern ActivitiesCompletedAdditional Information April – June 2013 Plan for professional development system for transitioning instructors to college and career ready standards-based instruction July – December 2013 January – June 2014 July – December 2014


8 Postsecondary education and training Academic knowledge and skills Practical literacies: The ability to use and apply the knowledge of math, language arts, science, civics etc. to meet real-world challenges. Broader competencies: Critical thinking and problem solving, communications and collaboration, creativity, self-sufficiency etc. More Important in the 21st Century

9 63% of all jobs will require some college or better by 2018 Labor force Labor force 91 million 129 million 154 million 166 million Projections of Jobs and Education Requirements Through Center on Education and the Workforce (June 2010)

10 Education, Job Openings, and Unemployment in Metropolitan America. (2012). Brookings Institute rch/papers/2012/08/29- education-gap- rothwell#M10420 Further evidence to support the need to educate adults so that they are well prepared for postsecondary education so that they can succeed in today’s workplace. What does the workplace need?

11 Time Out for a Video 11

12 For the workplace by connecting skills required for entry-level positions in the 21st century workplace to our curriculum For postsecondary education by connecting concepts learned to concepts necessary for successful entrance For real-world situations by actively engaging students in contextualized reading, mathematics, problem-solving, and communication activities Our Goal: Preparing Students

13 60% of enrollees at community colleges need remediation (70% of those need math remediation) National studies have shown that two-thirds of students who take remedial classes never graduate Students needing one or more remedial math classes have a 90% drop-out rate Employers estimate that 39% of high school graduates who have no further education are not prepared for their current job and that 45% are under prepared for advancement. Michael Kirst, Stanford University Study “Rising to the Challenge: Are high school graduates prepared for college and work?” Achieve, Inc., 2005 Are Students Prepared?

14 Connections There is a strong correlation between education, training, career success, satisfaction in life,... and personal income.

15 1.To provide results leading to the award of a high school equivalency credential 2.To provide evidence of readiness to enter workforce training programs or postsecondary education 3.To provide actionable information about a candidate’s academic strengths and weaknesses Purposes of the new GED ® test 15 Improved

16 What is the role of state staff in determining career and workplace needs? What is the role of the program manager in determining how the needs of the workplace will be met through instruction? What is the role of the teacher? What is the role of the student? Next Steps - Different Roles 16


18 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 18

19 Would you really want to go back? 19

20 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 20

21 Earning differentials of workers who use computers 21 Source: Rainie, L. Digital differences and money. Pew Research Center (2012)

22 Enables measurement of concepts and/or skills that cannot be fully or appropriately captured by paper based tests (Bennett 2002; Parshall, Harmes, Davey, & Pashley, 2010) Improves measurement by increasing the precision or efficiency of the measurement process (Parshall, Spray, Kalohn, & Davey, 2001; van der Linden & Glas, 2000; Wainer, 1990) Computer-based assessment... 22

23 New Realities: Question Types 23 GED ® testHiSET™TASC Constructed Response Extended Response Short Answer Multiple choice Technology-Enhanced Items Fill-in-the-blank items Hot-spot items Drag-and-drop items Drop-down selection items Essay Persuasive Multiple choice Writing Prompt Informative/explanatory Multiple choice Gridded response items

24 Computer Skills Basic keyboarding Cut Copy Paste Undo/Redo Insert Enter – hard return Spacing Backspace Highlight Directional Tools Previous/Next Close Minimize Page tabs Resource Tools Virtual Calculator Calculator Reference Page Formula Page AE Symbol Item Review/Flagging Word Processing Skills

25 Helps motivate students, especially Millennials and Gen Xers Builds collaboration skills for students Requires higher-order thinking and problem- solving skills Develops skills for postsecondary education and the workplace Assists students in being successful on the high school completion assessment Why Integrate Technology? 25

26 Teaching technology is no more optional than teaching students how to use a pencil. Technology in Today’s Classroom 26

27 27 “If a teacher today is not technologically literate - and is unwilling to make the effort to learn more - it's equivalent to a teacher 30 years ago who didn't know how to read and write.” Karl Fisch (2007) In order to teach it, we have to do it!

28 Teach mouse and keyboarding skills 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 Incorporate different question types using the technology of the 2014 GED ® test and other computer-based assessment tools A Few Strategies to Get Started

29 What is the role of state staff in supporting the integration of technology state-wide? What is the role of the program manager in integrating technology into the adult education program? What is the role of the teacher? What is the role of the student? Next Steps - Different Roles 29



32 Our current GED ® test candidates 32 Millennials (16-30) 75% Gen Xers (30-47) 21% Others (47+) 4% 2011 GED Testing Program ® Statistical Report

33 What is a generation? Traditionalists Baby Boomer Generation X Generation Z between 1965 & 1982 between 1927 & 1945 between 1945 & 1964 between 1982 & mid 2000s Millennial G. I.’s between 1901 & 1926 between mid 2000s – 2020?

34 ~40% of the population under 25 95% of year olds use the Internet 81% of teens play games online 76% of online teens get news online 53% have made purchases online 41% use the web to get health information Pew Research Center (2009) Coming to a Center Near You!

35 New Realities 35 Source: Zickuhr, K. & Smith, A. Digital differences. Pew Research Center (2012)

36 New Realities 36 Source: Zickuhr, K. & Smith, A. Digital differences. Pew Research Center (2012)

37 Teachers tend to teach –in their personal learning style –by the methods by which they were taught –by the generation in which they were born Students prefer teachers who teach –the way they (the students) learn –by the techniques of the generation in which they were born What We Know

38 What is the role of state staff in supporting the integration of differentiated instructional methods state-wide? What is the role of the program manager in determining what differentiated curriculum/ strategies/methods are most effective for different generations? What is the role of the teacher? What is the role of the student? Next Steps - Different Roles 38


40 From Bloom to Webb – Cognitive Rigor 40 Cognitive Rigor: Blending the Strengths of Bloom's Taxonomy and Webb's Depth of Knowledge to Enhance Classroom- level Processes m/PDF/Cognitive_Rig or_Paper.pdf

41 What is Depth of Knowledge (DOK)? 41 Adapted from the model used by Norman Webb to align standards with assessment Focuses on content standards in order to successfully complete an assessment item/task Descriptive, not a taxonomy Not the same as ability levels

42 Webb’s Depth of Knowledge Model 42 Level 1: Recall Level 2: Skills and Concepts Level 3: Strategic Thinking Level 4: Extended Thinking Depth of Knowledge Level 1: Recall A. Focus is on specific facts, definitions, details, or using routine procedures (measure, divide, follow recipe, etc.) B. Explaining “that…” C. Can be “difficult” without requiring “deep” content knowledge to respond to item (memorize a complex theory without being able to explain its meaning or apply it to a real work situation) D. Combination of level ones does NOT = level 2. E. One right answer Level 2: Skill Concept A. Focus is on applying skills and concepts (in a familiar/typical situation), relationships (compare, cause-effect), main ideas. B. Requires deeper knowledge than definition C. Explaining how or why D. Making decisions E. Estimating, interpreting in order to respond F. One right answer Level 3: Strategic Reasoning A. Focus is on reasoning & planning in order to respond (e.g., write an essay or constructed response, apply in new/novel situation). B. Complex and abstract thinking is required. C. Often need to provide support for reasoning or conclusions drawn. D. More than one “correct” response or approach is often possible. Level 4: Extended Reasoning A. Requires complex reasoning, planning, and thinking (generally over extended periods of time) for the investigation. B. Assessment activities have multiple steps with extended time provided. C. Students may be asked to relate concepts within the content area and among other content areas. D. Students make real-world applications in new situations.

43 DOK is not about difficulty Difficulty is a reference to how many students answer a question correctly. How many of you know the definition of exaggerate? DOK 1 – recall –If all the students know the answer, then it is easy. How many of you know the definition of pellucid? DOK 1 – recall –If most do not know the definition, this question is difficult, but that alone does not change the DOK level.

44 The intended student learning outcome determines the DOK level. Instruction and classroom assessments must reflect the DOK level of the intended learning outcome. DOK is about complexity

45 DOK 1 requires recall of information, such as a fact, definition, term, or performance of a simple process or procedure. Answering a Level 1 item can involve following a simple, well- known procedure or formula. Recall: DOK Level 1 45

46 Recall facts Apply a formula Describe features or characteristics Perform a process or set of procedures DOK Level 1 Examples

47 Sample Level 1 GED ® Question 47 List Recall

48 DOK 2 includes mental processing beyond recalling or reproducing a response. Items require students to make some decisions as to how to approach the question or problem. These actions imply more than one mental or cognitive process/step. Skills/Concepts: Level 2

49 Identify and summarize information from a text Compare and contrast Explain cause-effect Predict a logical outcome Classify geometrical figures Retrieve information from a graphic and use it to solve a problem requiring multiple steps DOK Level 2 Examples

50 Sample Level 2 GED ® Question 50 Comprehend Synthesize Describe (why)

51 DOK 3 requires deep understanding as exhibited through planning, using evidence, and more demanding cognitive reasoning. The cognitive demands at Level 3 are complex and abstract. An assessment item that has more than one possible answer and requires students to justify the response they give would most likely be a Level 3. Strategic Thinking: Level 3

52 Analyze or evaluate the effectiveness of literary elements Solve a multiple-step problem and provide support Compare actions and analyze their impact Develop a model for a complex idea Propose and evaluate solutions Explain, generalize, or connect ideas, using supporting evidence DOK Level 3 Examples

53 Sample level 3 GED ® test question 53 Synthesize Reason Evaluate Support

54 DOK 4 requires high cognitive demand and is very complex. Students are expected to make connections - restate ideas with the content or among content areas- and have to select or devise one approach among many alternatives on how the situation can be solved. Due to the complexity of cognitive demand, DOK 4 often requires an extended period of time. Extended Thinking: Level 4

55 DOK Level 4 Examples Gather, analyze, organize, and interpret information from multiple sources to draft a reasoned report Analyze author’s craft (e.g., literary techniques, point of view, etc.) Analyze and explain multiple perspectives or issues within or across time periods, events, or cultures Specify a problem, identify solution paths, solve the problem, and report the results Write and produce an original work

56 DOK Levels Can Be Cumulative StandardDOK AssessedDOK Needed Analyze text(s) in order to identify, understand, infer or synthesize information DOK 3DOK 1 (read) DOK 2 (understand) DOK 3 (apply information) Apply knowledge of sentence structure in composing or editing DOK 2DOK 1 (know parts) DOK 2 (write sentence/edit sentence) Predict trends based on graphical representation DOK 3DOK 1 (determine how many) DOK 2 (compare) DOK 3 (make decisions) Simplify and evaluate numerical and algebraic expressions DOK 1DOK 1 (solve)

57 Remember DOK is …a scale of cognitive demand …descriptive …NOT the same as difficulty …NOT the same as Bloom’s Taxonomy

58 Can you identify the complexity of each of the following tasks? Check Your Webb Knowledge

59 At what level would you be assessing students knowledge, if you had them... Identify and summarize the major events, problem, solution, conflicts in a literary text. Determine the area of a triangle given a drawing or labels. Gather, analyze, organize, and interpret data from multiple sources to draft a reasoned report. Analyze or evaluate the effectiveness of literary elements (plot, setting, conflict, point-of-view). What’s the DOK Level?

60 Use questions that require students to explain their answers Have students apply reading, writing, and mathematical skills using challenging content from all subject areas Use open-ended question formats Use and develop questions for class discussion and tests that are of the same cognitive rigor as the 2014 GED ® test A Few Strategies to Get Started

61 What is the role of state staff in supporting the integration of DOK in both assessments and instruction? What is the role of the program manager in determining how DOK will be implemented in the classroom? What is the role of the teacher? What is the role of the student? Next Steps - Different Roles 61


63 New Realities Assessments Curriculum Design Lesson Planning Instruction Student Learning College and Career Readiness Standards for Adult Education

64 2014 GED ® test Overview

65 HiSET™ Overview 65 TestTimeNumber of Questions Language Arts – Reading65 minutes40 questions Language Arts – WritingPart 1 – 75 minutes Part 2 – 45 minutes 51 questions Essay question Mathematics90 minutes50 questions Science80 minutes50 questions Social Studies70 minutes50 questions

66 Shift 1: Complexity Regular practice with complex text and its academic language Shift 2: Evidence Reading, writing, and speaking grounded in evidence from text, both literary and informational Shift 3: Knowledge Building knowledge through content-rich nonfiction Shifts in CCR ELA/Literacy Standards 66

67 Shift 1: Focus Focusing strongly where the standards focus Shift 2: Coherence Designing learning around coherent progressions level to level Shift 3: Rigor Pursuing conceptual understanding, procedural skill and fluency, and application – all with equal intensity Shifts in CCR Mathematics Standards 67

68 Let’s Take a Closer Look 68

69 Creating a Master Curriculum Framework Evidence of Learning Content Areas and Topics Essential Skills Alignment Instructional Plan Delivery Method(s) Materials Content Areas/Topics

70 KYAE Common Core State Standards Unpacking Chart for Standards Standards-in-Action: Innovations for Standards-Based Education, Unit 1, MPR Associates, Inc., Prepared for U.S. Department of Education, Office of Vocational and Adult Education, 2009 Unpack the Standards 70 1 Standards 2 Skills Included in Standard 3 Concepts Included in Standard 4 Through a Particular Context 5 Cognitive Demand/ Levels of Thinking 6 Sample Activity Standard:

71 Developing Lessons

72 What is the role of state staff in supporting the more rigorous College and Career Readiness Standards for Adult Education? What is the role of the program manager in determining how the College and Career Readiness Standards for Adult Education will be implemented in the classroom? What is the role of the teacher? What is the role of the student? Next Steps - Different Roles 72


74 GEDTS - 74

75 Resources, Resources, Resources 75

76 Additional Resources 76 Online tutorials and training Test-taker resources One-stop shop for practice materials Multimedia outreach Video profiles of success Brand resources for local programs Research on adult learners

77 HiSET™ - 77

78 HiSET™ - 78


80 80 “High achievement always occurs in the framework of high expectation.” Charles F. Kettering ( )

81 Our students need and deserve A college and career ready credential An educational environment where learning is accelerated; contextualized; results-oriented; and leads students toward a career! Remember, it’s all about our students...

82 Questions, insights, suggestions 82

83 83 Presenters Bonnie Goonen Trainer/Consultant Susan Pittman-Shetler Trainer/Consultant This workshop developed courtesy of GED Testing Service ®.

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