15 Months and Counting – Preparing for the 2014 GED ® Test Bonnie Goonen and Susan Pittman-Shetler Georgia’s Annual Adult Education and Teachers’ Academy – October 10-11, 2012

Share the rationale underlying the new GED ® assessment Discuss the purpose, components, and design of the new system Present highlights of the new test Discuss programmatic and instructional implications Initiate the planning process Goals for today’s session 2

What are you doing to prepare for the 2014 GED ® Test? How are you preparing instructors for the increased rigor of the new assessment? What are your programmatic goals for change in 2012? 2013? What do you need to help you move forward? How will you make the difference?

My Concerns Instructors’ Concerns Steps I Can Take The Task Ahead

Changes occurring in the landscape of education and the workforce require a new kind of GED ® test All to ensure that the GED ® test credential remains meaningful for adult learners, employers, and institutions A new GED ® test in 2014: Why? 5

6 The new GED ® test is more than a test… it’s a system for success 1.GED ® test content standards clearly specify expectations for career and college readiness 2.Educators have access to materials and supporting resources aligned with those expectations 3.Increased access and opportunities are provided through use of technology

Performance standards supported by validity evidence showing the relationship between GED ® test scores and external measures like ACT, SAT, and placement tests The test also provides two new features: An indicator of readiness to enter workforce training programs or postsecondary education Actionable information about a candidate’s academic strengths and weaknesses New GED ® test: Career and college readiness 7

8 The new GED ® test system The GED ® test system supports increased learning through improved reporting and information: –Diagnostic test provides information on strengths and weaknesses –Practice test provides information on likelihood of success on the new GED ® test –2014 GED ® test provides information on both high school equivalency and readiness for career and college

Expert advice has guided the development of the new GED ® assessment

LAUNCH: –January 2014 –Delivered by computer in secure testing centers CONTENT: –Aligned with career- and college-readiness content most closely linked to career and postsecondary success –Four content area sections rather than five –Two performance levels: “Passing Standard” - representing high school equivalency (incorporating empirical performance of 2013 graduating high school seniors) and “Exemplary Standard” – indicative of CCR The new GED ® assessment: Key facts 10 Performance Standards Content Platform Launch

Rigorous content –Based on college and career-readiness skills –Two levels of performance “Passing Standard” (sufficient for high school equivalency credential) “Exemplary Performance Standard” (an indicator of readiness for career and college [postsecondary]) Depth of Knowledge (DOK) model –Cognitive complexity vs. difficulty Recognizing the Challenges 11

NEW REALITY #1 TECHNOLOGY IS ESSENTIAL 12

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 13

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 14

Multiple choice Fill-in-the-blank items Hot-spot items Drag-and-drop items Drop-down selection items Short answer Extended response New ways of assessing skills 15

7 Hours of Testing time: –Reasoning Through Language Arts: 3 hours (including 10 minute break) –Mathematical reasoning: 1.25 hours –Science: 1.25 hours –Social Studies: 1.5 hours –Plus field test items, directions and breaks Standardized delivery on computer, in a testing center ® What will the 2014 GED ® test look like? 16

CBT user interface is designed so that a learner with only basic computer skills is able to test successfully on computer Basic keyboarding/typing skills (highly recommended for the Language Arts, Writing test) Familiarity with hardware (a keyboard and mouse) and software (scrolling, graphics, and exhibit windows) What computer skills are necessary ? 17

The Task Ahead 18 Steps I Can Take My Concerns My Instructors’ Concerns 2014

Implications for Instruction Incorporate use of and comfort with technology 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 19

NEW REALITY #2 STUDENTS MUST HAVE HIGHER- ORDER THINKING SKILLS 20

Depth of Knowledge Issue of difficulty vs. cognitive complexity - Common theme among the four content-area tests: demonstration of higher order thinking skills 80% X - DOK is a framework for analyzing educational materials based on the cognitive demands required to produce a response

Bloom is a “taxonomy” – a classification of learning objectives DOK is about the complexity of mental processing that must occur to –answer a question, –perform a task, or –generate a product DOK vs. Bloom 22

The Depth of Knowledge is NOT determined by the verb (Bloom’s Taxonomy), but by the context in which the verb is used and the depth of thinking required. It’s NOT about the verb...

DOK 1 – Describe three characteristics of metamorphic rocks (Requires simple recall) DOK 2 – Describe the differences between metamorphic and igneous rocks. (Requires cognitive processing to determine the differences in the two rock types) DOK 3 – Describe a model that you might use to represent the relationships that exist with the rock cycle. (Requires deep understanding of the rock cycle and a determination of how best Same Verb – Different DOK Level 24

What’s My DOK Level? 25

26

DOK Level 1 –Correct completion is straightforward. The test-taker must –demonstrate comprehension of a clear-cut definition of sustainability by identifying which three of five graphs show information related to sustainability. This item requires skills of basic comprehension and identification. And the answer is… 27

28

DOK Level 2 –Correct answer involves three steps. The test-taker must –assess the value of a specified data point on a graph, –use that value in a simple mathematical calculation, and –use the resulting value to find the answer on the graph. The test-taker is not specifically directed as to the steps but determine the answer on his/her own. The calculation is simple, however the reasoning, logic, and graph-reading skills require more complex skills. And the answer is… 29

30

DOK Level 3 –Composing an appropriate response involves a variety of complex reasoning skills. The test-taker must –Evaluate arguments on two sides of an issues –Make a claim about which argument is better supported –Present ideas logically –Support their claim with evidence drawn from the arguments This extended response requires that test-takers –Demonstrate their reasoning in their own words and –Synthesize information across texts And the answer is… 31

The Task Ahead Steps I Can Take My Concerns My Instructors’ Concerns 2014

Implications for Instruction Increase emphasis on –critical thinking skills and –application in all content areas Move from “individualized” to “interactive” instruction Incorporate critical thinking skills at all levels of instruction –English as a Second Language –Adult Basic Education –GED® preparation 33

NEW REALITY #3 MORE RIGOROUS CONTENT IS KEY 34

1.Reasoning through Language Arts (RLA) 2.Mathematical Reasoning The four content areas of the new GED ® test 35 Focus: integrated reading and writing tasks that require test-takers to read complex texts, analyze arguments and use text-based evidence to support reasoning. Focus: deep mastery of a core set of quantitative reasoning skills relevant to a wide range of career and post-secondary pathways

3.Science 4.Social Studies The four content areas of the new GED ® test 36 Science and social studies practices: reasoning skills drawn from both CCSS Mathematics and ELA as well as nationally recognized science and social studies curricular standards Content Topics: essential science and social studies content that is both relevant to the lives of adult test-takers and typical of what is taught in a high school course of study

A focus on: 75% informational texts, 25% literature Academic, workforce, and literary contexts A range of text complexity, including texts at the CCR level US Founding Documents and the “great conversation” 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) Reasoning Through Language Arts 37

A focus on: Quantitative problem solving (45%) and algebraic problem solving (55%) Some items test procedural skill and fluency as well as problem solving Both academic and workforce contexts Statistics and data interpretation standards also on GED ® Social Studies and GED ® Science Use of an on-screen scientific calculator for most items (TI-30XS) Mathematical Reasoning 38

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 Both academic and workforce contexts Science 39

A focus on: Civics and government (50%), US history (20%), economics (15%), and geography and the world (15%) Items will test textual analysis and understanding, data representation and inference skills, as well as problem solving with social studies content, 50% in scenarios Each item aligned to both one Social Studies Practice and one Content Topic Both academic and workforce contexts Social studies 40

2002 Essay Prompt What is one important goal you would like to achieve in the next few years? In your essay, identify that one goal and explain how you plan to achieve it. Use your personal observations, experience, and knowledge to support your essay Extended Response While Dr. Silverton’s speech outlines the benefits of cloud seeding, the editorial identifies drawbacks of this process. In your response, analyze both the speech and the editorial to determine which position is best supported. Use relevant and specific evidence from both sources to support your response. Then... and Now 41

Evidence-Based Writing 42

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 43

A focus on: Quantitative problem solving (45%) and algebraic problem solving (55%) Some items test procedural skill and fluency as well as problem solving Both academic and workforce contexts Statistics and data interpretation standards also on GED ® Social Studies and GED ® Science Use of an on-screen scientific calculator for most items (TI-30XS) Mathematical Reasoning 44

2002 Mathematics Ms. Nguyen is a real estate agent. One of her clients is considering buying a house in the Silver Lakes area, where 6 houses have recently sold for the following amounts: $160,000; $150,000; $185,000; $180,000; $145,000; $190,000. What should Ms. Nguyen report as the Median price of these houses? (1)$160,000 (2)$170,000 (3)$180,000 (4)$190,000 (5)Not enough information is given. Then 45 Note: Method for determining median was provided in the test booklet.

Now 46

Mathematical Reasoning Calculate measures of central tendency Distinguish between median and mode Complete a line plot given –summary statistics –a partial data set What students will need to do 47

The Task Ahead Steps I Can Take My Concerns My Instructors’ Concerns 2014

Implications for Instruction Teach content so that learners are able to demonstrate skills and competencies –Don’t just emphasize test-taking strategies Teach writing to emphasize skills of analysis and the ability to read critically to identify and draw on evidence in source material Incorporate algebraic thinking and problem solving as a basic, foundational math skill 49

NEW REALITY #4 INTEGRATION OF CONTENT MIRRORS THE REAL-WORLD NEEDS OF STUDENTS 50

Science – Short Answer 51

Science – Short Answer 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 What students will need to do 52

Implications for Instruction Recognize that science and social studies is not just a reading comprehension test Become familiar with science practices and science concepts that are relevant in students’ lives Focus instruction on American civics and government to help students understand the relevance of social studies in everyday life Continue focus on graphic literacy skills 53

The Task Ahead Steps I Can Take My Concerns My Instructors’ Concerns 2014

It’s All in the Planning! Time Frame October – December 2012 Objective to Meet Concern ActivitiesCompletedAdditional Information Inform instructors of materials available for GED® 2014 and materials from Texas (e.g., Texas Education Agency/Adult Education, Texas LEARNS, etc. Send out assessment guide and item sampler to instructors Have all instructors register on GEDTS to receive updates Have instructors stay informed regarding assessment discussions 11/2012Provide electronic copies of materials to instructors Have instructors sign-up for the assessment mailing list Time Frame January – June 2013 Objective to Meet Concern ActivitiesCompletedAdditional Information Plan for professional development for GED® teachers Teaching Math Teaching Writing Teaching Digital Literacy 06/2013 Research professional development opportunities offered statewide/regionally and via distance learning opportunities Time Frame July – December 2013 Objective to Meet Concern ActivitiesCompletedAdditional Information Purchase materials for 2014 Curriculum/Assessment, e.g. the Practice Test Review materials from multiple publishers for classroom materials Meet with instructors to obtain feedback Identify sources of revenue for new purchases 9/2013Research how materials meet assessment targets and state of Texas Curriculum Framework standards

NEW REALITY #5 MORE RESOURCES PROVIDE SUPPORT FOR THE CLASSROOM 56

Resources 57

2014 GED ® Item Samplers 58

59

GEDTestingservice.com/assessment 60

Additional Resources 61 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

GED ® Testing Service has established professional development resources that will be available beginning in the fall of 2012 Professional development will include –Webinars –Distance learning courses –Preconference and concurrent sessions –Half- and full-day workshops Resources for Professional Development 62

Upcoming deliverables from GED ® Testing Service 63

Key GED ® assessment deliverables Transition to CBT (ongoing, through 2013) ✓ Release of assessment info (February-March) ✓ Item development and reviews (ongoing) ✓ Item sampler (July) ✓ Field-testing (July through November) ✓ Development of score reporting ✓ Staff development modules (fall) 2013 Transition to CBT (ongoing, through 2013) Staff development modules (ongoing) Item development and reviews (ongoing) Finalization of reporting (March) Tutorial launch (July) Practice/readiness test (September) Standards Setting and Norming (summer) 2002 Series expires (December) New GED ® test launch (January 2014) Item development, reviews, and embedded field testing Screener/Diagnostic test (2015)

DISCUSSION AND QUESTIONS 65

Contact Information Bonnie Goonen Education and Training Connection Susan Pittman-Shetler Education and Training Connection Questions: Web Sites: For test-takers: For educators: 66