1. GED 2014
Science and Social Studies Tests
Randy Feldsien
Terri Ferris

2. Sample test items, used in this presentation, for the 2002 test were taken from the official GED pre tests developed by Steck-Vaughn
Sample test items and information about test content for the 2014 test was taken from the GED Testing Services website
Additional sample test items, information and pre- recorded webinars may be found on the GED Test Services website

3. Getting to know the crowd
Raise your hand if you only teach Science
Raise your hand if you only teach Social Studies
Raise your hand if you primarily teach in a one room school house setting

4. Current Science and Social Studies Tests
How do you currently prepare students to take the science and social studies test?
What books do you use?
What supplemental materials do you bring into your classroom?
What activities do you do with your students?

5. What we already know about the 2014 Science and Social Studies tests
Computer-based format
Will no longer be primarily a multiple choice test
Will include technology enhanced items; multiple choice, fill-in-the-blank, hot-spot, drag-and-drop
The Science and Social Studies tests will each have two short answer items
There will be more cross-content test items
Will use a calculator to answer some math questions in the science and social studies content areas
We already know that our students will need computer skills in order to take the 2014 test. We also know that there will be a variety of types of test questions rather than primarily multiple choice. There will be more cross-content in the 2014 test. A big change is the use of a calculator on some science and social studies test questions. The current test brings math into these tests, but the questions require very basic math skills (add, subtract, multiply, and divide). The Texas Instruments calculator will appear in the science and social studies tests to aid students in performing more complex (multi-step) math operation. There is an example of this on the next slide. What have you heard?

6. Example of a More Cross-Content Question
Current Test
2014 Test
Testers used basic math operations (+,-,× and ÷) to answer questions
Testers use equations and advanced math skills to answer questions
On the current test, students may need to add, subtract, multiply, or divide. On the 2014 test more advanced math equations are included and an online Texas Instruments calculator may be available to solve the problem.

7. Some examples of the technology enhanced items
Science and Social Studies Tests
Question types
Some examples of the technology enhanced items

8. Short Answer (2 questions per test)
Short answer items will be scored on a three-point scale. Testers will get one point for each “correct” response. The scoring guide for each short-answer question will represent a variety of correct answers based on the field tests. The field tests will yield a wider range of correct words and ideas than initially put into the scoring software. The timing for the short answer responses is included in the total time for the test. 10 minutes is just a suggested timing.

9. Hot Spot
On the current test, points are plotted on a chart and the student has to pick a point that fits the information given. With a hot spot question, students have to analyze the information given and determine where to place a point.

10. Another example of a Hot Spot
On this hot spot item from the social studies test, students are required to click on three graphs. A check mark appears on the graph when it is clicked on.

11. Drag and Drop
Drag and drop not only assesses a students content knowledge, but it also requires good mouse skills.

12. Another example of a Drag and Drop
This drag and drop item from the social studies test tests the students ability to understand a chart and transfer information from a reading.

13. Fill in the Blank
Fill in the blank questions will have a few correct responses, based on the range of correct responses given during field testing.

14. Extended Response (Social Studies Test)
The extended response will be scored based on three dimensions:
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

15. Some Things Never Change!
Science Test
Some Things Never Change!
Don’t do a wholesale clearing of all of your teaching materials. There are many similarities between the current test and the 2014 test.
What will be the same?

16. The Content Areas will Be Similar
Current Test
2014 Test
Life Science -45%
Physical Science - 35%
Earth & Space Science – 20%
Life Science 40%
Physical Science - 40%
Earth & Space Science – 20%
The GED content areas have not changed since the last test. The only difference is that there is 5% less questions in life science and 5% more in physical science in the 2014 test.

17. More Similarities Between the Tests
Both tests use graphics
The primary focus of the test continues to be a measurement of reasoning skills applied to scientific context
Students still do not need an in-depth knowledge of each sub topic, but they should be familiar with basic concepts in the areas of physical, life, and earth and space science
The 2014 test will not require students to be experts in the areas of life, physical, and earth and space science. Like the current test, they will only need a broad knowledge of key concepts. Some of the question will definitely look different because of the cognitive complexity and the pairing of science practice with a content assessment target. We will discuss this in a bit.

18. Some questions will look similar
Science Test
Some questions will look similar
Some questions on the 2014 test will be from Webb’s Depth of Knowledge – Level 2 and therefore, will look very similar to questions on the current test.

19. Applying scientific principles
Current Test
2014 Test
Both questions ask the tester to form a scientific conclusion based on information from a graph. Notice that both questions come from the content area of physical science.

20. Finding supporting details from a reading
There are many questions on the current GED that look very similar to this question. The big difference is that students need to know to click on “page 2” to finish reading the passage and kn0ow how to click on a radio button.

21. Science Test Let’s Break it down
The next few slides will look at each content area as it is represented on the current test and the 2014 test. Words that are written in orange show the similarities between the two tests.
The Content Areas

22. Physical Science Content (40%)
Current Test
2014 Test
Structure of atoms
Structure and property of matter
Chemical reactions
Motion and Forces
Conservation of energy
Interaction of energy and matter
Conservation, transformation, and flow of energy
Work, motion, and forces
Chemical properties and reactions related to living systems
The content of the physical science test has not changed that much, but the questions will be more complex. Based on the GED 2014 PD Survey results, Chemical properties and reactions related to living systems was the area where most teachers felt they needed content review and/or teaching strategies. There are many websites that provide information on this sub topic. Teachers also felt the need for content review and teaching strategies for work, motion, and forces. The next two slides address Chemical properties and reactions related to living systems and work, motion, and forces.

23. Chemical Properties and Reactions related to Living Things
Physical Science Handout
Chemical Properties and Reactions related to Living Things
Synthesis Reaction = two elements meet and decide to join forces and become one.
Decomposition Reaction = I compound decides it really isn’t working out, so it separates into two elements.
Single Displacement Reaction = An element meets up with a compound, kicks one element of the compound to the curb and takes its place.
Double Displacement reaction = Two very unhappy compounds meet up and decide to switch partners.
Combustion Reaction = an element meets up with a compound, breaks it up, and joins forces with each element of the original duo.

24. The Spinning Coin - Centripetal Force
The Spinning Coin - Centripetal Force. Find a balloon and insert a small coin into it. Blow the balloon up and tie the end. Now start swirling the balloon round to get the coin spinning inside it. It may bounce around at first but eventually it should settle down. When you have it swirling, stop moving the balloon and let the coin continue swirling on its own. It carries on for some time due to the low amount of friction acting on it. For an object to change direction it must have a force acting on it. In this case the force is a centripetal force -- the force provided by your hand to keep the balloon steady and keep the coin moving in a circular path. Forces & Motion Experiments | eHow.com
Physical Science Experiment
Work, Motion, and Forces
I picked six volunteers to try the experiment. First I demonstrated how to get the coin moving because it is kind of tricky. The best way to get the coin spinning is to just move your wrist in a circular motion. The tendancy is to move the whole arm and that doesn’t work too well. Some balloons will pop – great fun!

25. Life Science Content (40%)
Current Test
2014 Test
Transmission of disease/pathogens
Effects of disease or pathogens on populations
Disease prevention methods
Matter
Energy
Organization in living systems
Human body and health
Relationship between life functions and energy intake
Energy flows in ecological networks (ecosystems)
Organization of life
Molecular basis of heredity
Evolution
In life science many concepts from the current test have been placed in a single science practice area. Based on the GED 2014 Survey results, many teachers listed the Molecular basis of heredity as a high PD need area. Many of our current GED text books provide information about DNA and heredity. There is also a wealth of information on the internet to assist teachers. Good sites to check are those that were developed for home school teachers.

26. Molecular Basis of Heredity
ONION DNA EXTRACTION
Lana Hays
Materials
fresh onions graduated cylinders (10ml and 100ml)
knife ml test tube
blender test tube rack or 250 ml beaker  
strainer glass stirring rod
coffee filters non-iodized salt
Adolph's natural meat tenderizer Palmolive detergent
beaker distilled water
ice cold 95% ethanol
Detergent/salt solution:
20 ml detergent 20 g non-iodized salt
180 ml distilled water
5% meat tenderizer solution:
5 g meat tenderizer 95 ml distilled water
Protocol
Cut an inch square out of the center of 3 medium onions. Chop and place in a blender. Add 100 ml of detergent/salt solution. Blend on high 30 sec-1 minute.
Strain the mixture into a beaker using a strainer with a coffee filter. Add ml meat tenderizer and stir to mix. Place 6 ml filtrate in a test tube. Pour 6 ml ice cold ethanol carefully down the side of the tube to form a layer. Let the mixture sit undisturbed 2-3 minutes until bubbling stops. The DNA will float in the alcohol. Swirl a glass stirring rod at the interface of the two layers to see the small threads of DNA.
Life Science Activity
Molecular Basis of Heredity .

27. Molecular basis of heredity
Life Science Worksheet
Molecular basis of heredity
I just showed this as a very quick and easy activity to do with students to demonstrate heredity.

28. Earth and Space Science Content (20%)
Current Test
2014 Test
Energy in the Earth system
Geochemical cycles
Origin and evolution of Earth system
Origin and evolution of the universe
Interactions between Earth’s system and living things
Earth and its system components and interactions
Structures and organization of the cosmos
There appears to be the most change to the earth and space science content on the new test.

29. Change is on the Horizon
Science Test
Change is on the Horizon
We all expect the 2014 test to be more difficult. Change is terrifying, but we are all equipped to handle the change!
What will be different?

30. How are the questions going to be different?
There are three dimensions that underline each test question
Content-based core ideas
Science practices
Crosscutting themes
Each question will be aligned to a science content as well as a science practice and will focus on one of two crosscutting themes
We already discussed science content. On the next few slides we will look at science practices and crosscutting themes

31. Crosscutting Themes (Focusing Themes)
Scientific Content Topics
Life Science (40%)
Physical Science (40%)
Earth and Space Science (20%)
Focusing Themes
Human Health and living systems
Human body and health
Organization of life
Molecular basis for heredity
Evolution
Chemical properties and reactions related to human systems
Interactions between Earth’s systems and living things
Energy and related systems
Relationships between life functions and energy intake
Energy flows in ecological networks (ecosystems)
Conservation, transformation, and flow of energy
Work, motion, and forces
Earth and its system components
Structure and organization of the cosmos

32. Science Practices
A skill that is necessary to reason about science
Basic scientific practices assessed on the 2014 test:
Determining details and making inferences
Determining central ideas, hypotheses, and conclusions
Analyzing events and ideas
Interpreting meaning of symbols and terms
Analyzing structures
Integrating content presented in diverse ways
Evaluation reasoning and evidence
Analyzing relationships between sources
Reading and interpreting graphs, charts, and other data representations
Measuring the center of statistical dataset
Determining sample space and using probability models to interpret data
Understanding and applying the appropriate tools, techniques and units in scientific investigations
The last three practices were of the greatest concern to teachers (over half of the teachers) based on the GED 2014 PD Survey. Measuring the Center of statistical data was a concern across contents. You can bet this will be address in the new teaching materials coming out. Our current math textbooks have many problems that can used to introduce and teach probability.

33. Determining Sample Space and using Probability Models to Interpret Data
A probability model is a mathematical representation of a random phenomenon. It is defined by its sample space, events within the sample space, and probabilities associated with each event.
The sample space S for a probability model is the set of all possible outcomes. Suppose a bowl contains 3 red and 2 blue marbles. If three marbles are picked, one at a time, from the bowl the sample space or set of all possible outcomes is:
S = {(red, red, red), (red, red, blue), (red, blue, blue), (red, blue, red), (blue, blue, red), (blue, red, red),
(blue, red, blue)} possibilities
An event A is a subset of the sample space S. Once again, the bowl contains 3 red marbles and 2 blue marbles. If an individual picks three marbles, one at a time, from the bowl, the event "pick 2 red marbles" can be achieved in 3 ways, so the set of outcomes is:
A = {(red, red, blue),(red, blue, red), (blue, red, red)}.
- 3 Favorable possibilities

34. Probability Probability of a favorable outcome = =
The probability of picking two red marbles is

35. Understanding and applying the appropriate tools, techniques, and units in scientific investigation

36. Some questions will look different!
Current Test
2014 Test
Uses simpler concepts, more explanation, and more familiar terminology
Requires more prior knowledge and understanding of a concept
The 2014 example shows a question that aligns with the life science: energy flows in ecological networks content area and the energy flow in ecological networks science practice and focuses on the Energy and related systems crosscutting theme. This question was determined to be Webb’s DOK Level 1.

37. Another example
Current Test
2014 Test
Testers analyzed patterns
Testers must know how to read a chemical equation and translate it into words
Here is another example of how the test questions will be different. The 2014 example shows a question that aligns with the physical science: chemical properties and reactions related to living systems content area and conservation, transformation, and flow of energy science practice and focuses on the Energy and related systems crosscutting theme.

38. Social Studies Test What will be the same?
Don’t do a wholesale clearing of all of your teaching materials. There are many similarities between the current test and the 2014 test.

39. The Content Areas will Be Similar
Current Test
2014 Test
History (National and World) -40%
Geography- 15%
Civics and Government -25%
Economics - 20%
Civics and Government - 50%
US History - 20%
Economics - 15%
Geography and the World - 15%
The GED content areas have not changed since the last test. The only difference is that there is 5% less questions in life science and 5% more in physical science in the 2014 test.

40. More Similarities Between the Tests
Both tests use graphics
The primary focus of the test continues to be a measurement of reasoning skills applied to social studies context
Students still do not need an in-depth knowledge of each sub topic, but they should be familiar with basic concepts in the areas of civics and government, US history, economics, geography and the world
The 2014 test will not require students to be experts in the areas of life, physical, and earth and space science. Like the current test, they will only need a broad knowledge of key concepts. Some of the question will definitely look different because of the cognitive complexity and the pairing of science practice with a content assessment target. We will discuss this in a bit.

41. Some questions will look similar
Social Studies Test
Some questions will look similar
Some questions on the 2014 test will be from Webb’s Depth of Knowledge – Level 2 and therefore, will look very similar to questions on the current test.

42. Interpreting Information from a map
2002 Test
2014 Test

43. Interpreting information from a table, chart or graph
2002 Test
2014 Test

44. Social Studies Test Let’s Break it down
The next few slides will look at each content area as it is represented on the current test and the 2014 test. Words that are written in orange show the similarities between the two tests.
The Content Areas

45. Civics and Government (50%)
Current Test
2014 Test
Civic Life
Politics and Government
Foundations of the American Political System
Relationship of US to other Nations
The Roles of Citizens in American Democracy
Types of modern and historical governments
Principles that have contributed to development of American constitutional democracy
Structure and design of US government
Individual rights and civic responsibilities
Political parties, campaigns, and elections in American politics
Contemporary Public Policy
Based on the GED 2014 PD Survey, most teachers feel confident about teaching this area.

46. US History (20%)
Current Test
2014 Test
Beginnings to (Native Peoples, Colonization, Revolution, the New Nation)
(Expansion, Reform, Civil War, Reconstruction, Industrial Development)
1890-present (Emergence of Modern America, Great Depression, World War II, Post War US, Contemporary US)
Key historical documents that have shaped American constitutional government
Revolutionary and Early Republic Periods
Civil War and Reconstruction
Civil Rights Movement
European settlement and population of the Americas
World War I & II
The Cold War
American foreign policy since 9/11
Based on the GED 2014 PD Survey, Many teachers feel the need for content review and teaching strategies in cold war and American foreign policy since The next two slide hopefully provide some assistance.

47. US History: Videos on YouTube and TeacherTube
The Cold War
Keyword: hiphughes
I use a lot of Hip Hughes History videos in my classes. The video were developed to help high school students in New York prepare for the state test, but the information relates to GED preparation. I downloaded the videos off of YouTube and TeacherTube because I do not have internet access at all of my class sites.

48. American Foreign Policy Since 9/11
US History: PBS Website
American Foreign Policy Since 9/11
Aviation and Transportation Security Act
Federal flight deck officer
September 11 fee (TSA fee added to airline tickets)
Patriot Act
Enhanced border security
Visa Entry Reform Act
Post – 9/11 G.I. Bill
This is a website I have used with my students. The photo essay has several charts that show how things have changed since 9/11. There are also links to acts, bills, and fees listed on the slide. There is a wealth of information available on the internet, however, many are site are politically motivated, so you need to review them carefully before using them.

49. Geography and the World (15%)
Current Test
2014 Test
World in Spatial Terms
Places and Regions
Physical Systems
Human Systems
Environment and Society
Uses of Geography
Beginnings – 1000 B.C. (Beginnings and Early Civilization)
1000 B.C. – 300 B.C. (Classical Traditions, Empires, Religions)
300 B.C. – A.D (Growing Trade, Hemispheric Interactions, First Global Age)
1750 – 1914 (Age of Revolutions)
1900 – present (Urbanization, World Wars, Global Depression, Advances in Science and Technology)
New Democracies of Africa, Asia, South America; The Cold War; Global Culture
Development of classical civilizations
Relationships between the environment and societal development
Borders between peoples and nations
Human Migration
Based on the GED 2014 PD Survey, most teachers are comfortable with this content area.

50. Economics (15%)
Current Test
2014 Test
Economic Reasoning and Choice
Comparison of Economic Systems
Business in a Free Enterprise System
Production and Consumers
Financial Institutions
Government’s Role in the Economy, Labor and the Economy
Global Markets and Foreign Trade
Key economic events that have shaped American government and policies
Relationship between political and economic freedoms
Fundamental Economic Concepts
Microeconomics and Macroeconomics
Consumer economics
Economic causes and impact of war
Economic drivers of exploration & colonization
Scientific and Industrial Revolutions
Based on the 2014 GED Test PD Survey, 86% of the teachers want content review and teaching strategies for micro and macroeconomics. I am not an expert in this area by any means, so I can only offer some definitions on the next slide.

51. Microeconomics and Macroeconomics
Economics is the study of goods and services are produced, consumed, and distributed in a society.
Microeconomics seeks to understand how individuals and companies make decisions about how to allocate scarce resources.
Supply and demand
Consumer preferences
Markets
Monopolies
Macroeconomics seeks to understand economics on a large scale, often from the point of view of government policy.
National output
Unemployment
Interest rates
Inflation
Economics Terminology
Microeconomics and Macroeconomics
Here is a very quick description of micro and macro economics.

52. Change is on the Horizon
Social Studies Test
Change is on the Horizon
We all expect the 2014 test to be more difficult. Change is terrifying, but we are all equipped to handle the change!
What will be different?

53. Crosscutting Themes (Focusing Themes)
Social Studies Topics
Civics and Government (50%)
US History (20%)
Economics (15%)
Geography and the World (15%)
Focusing Themes
Development of Modern Liberties and Democracy
Types of Modern and historical governments
Principles that have contributed to the development of American constitutional democracy
Structure and design of US government
Individual rights and civic responsibilities
Key historical documents that have shaped American constitutional government
Revolutionary and Early Republic Periods
Civil War and Reconstruction
Civil Rights Movement
Key economic events that have shaped American government and policies
Relationship between political and economic freedoms
Development of classical civilizations
Dynamic Responses in Societal Systems
Political parties, campaigns, and elections in American politics
Contemporary Public Policy
European settlement and population of the Americas
World War I & II
The Cold War
American foreign policy since 9/11
Fundamental Economic Concepts
Microeconomics and Macroeconomics
Consumer economics
Economic causes and impact of war
Economic drivers of exploration & colonization
Scientific and Industrial Revolutions
Relationships between the environment and societal development
Borders between peoples and nations
Human Migration

54. Social Studies Practices
Skills that are essential to reasoning in both textual and quantitative context
Drawing conclusions and making inferences
Determining central ideas, hypotheses and conclusions
Analyzing events and ideas
Interpreting meaning of symbols, words, and phrases
Evaluating reasoning and evidence
Analyzing relationships between text
Writing analytic response to source texts
Reading and interpreting graphs, charts, and other data presentations
Measuring the center of a statistical dataset
Based on the 2014 GED Test PD Survey, over half of the teachers want content review with writing an analytical response to source text and measuring the center of a statistical data set. There are writing examples and a scoring guide in the “sample item” PDF that is available on the Testing Services website.

55. Measuring the Center of a Statistical Dataset
A measure of central tendency (also referred to as measures of center) is a summary measure that attempts to describe a whole set of data with a single value that represents the middle or centre of its distribution.
There are three main measures of central tendency: the mode, the median and the mean. Each of these measures describes a different indication of the typical or central value in the distribution.
Social Studies Practice “How To”
Measuring the Center of a Statistical Dataset
Based on results from the GED 2014 PD Survey, this was an area of great need in both science and social studies.

56. Activity: Measuring the Center of a Statistical Dataset
Have the participants write their planned retirement age on a post-it note and stick it on the screen in the correct column. The chart could be printed off and the activity could be done in small groups if there are a lot of participants. Have the participants computer the mean, median, and mode for the data they collected.

57. Measuring the Center of a Statistical Dataset
The purpose of this slide is to show that the distribution will not always be symmetrical. If the question asks for the mean, it may not always be the highest bar on the graph (skewed distribution).

58. Some Questions Will Look Different
2002 Test
2014 Test
Students need more prior knowledge to answer the question on the 2014 test. They need to know that only 1 branch of government is involved in the amendment process.

59. More Differences
2002 Test
2014 Test
As you can see there isn’t a definition for capitalism or communism – students are expected to know the difference.

60. Science and Social Studies Tests
Next steps
Let’s wrap it up!

61. What can I do now to prepare?
For Science
For Social Studies
Create hands-on activities that provide opportunities for students to hypothesize
Construct graphs, charts, tables, and diagrams from written passages
Connect science to everyday life
Incorporate videos, photographs, and internet into lessons
Build students’ reading skills
Connect social studies to everyday life
Construct and interpret graphs, charts, tables, and diagrams
Work on students’ writing skills by having them summarize the texts they read
There are many things that we can start doing in our classrooms to prepare for a smooth transition to the 2014 test.

62. PD Opportunities and Resources
Information about the 2014 test is available on the internet. There are more resources being developed every day. Summer Institute will provide many opportunities to develop the skills/teaching strategies that you need to better prepare your students for the GED Now take some time to complete the science and social studies sections of your professional development plan.

63. Questions?

64. Professional Development Plan
Fill in your PD plan for science and social studies.
How can we help you to meet your PD goals for science and social studies?