Transcript GED 2014 (K Fergus) - Ohio Board of Regents
GED 2014:
U P D A T E S & I M P L I C A T I O N S F O R I N S T R U C T I O N
INTRODUCTION TO THE NEW GED
• • • • • Launches January 2, 2014 CBT delivered at Pearson VUE CBT testing centers Content aligned to career & college readiness content standards Four content areas: • • • • Literacy Mathematics Science Social Studies Two performance levels • High-school equivalency • Career & college readiness
PURPOSES OF THE NEW ASSESSMENT
• • • To provide a path to a high school credential To provide evidence of readiness to enter workforce training programs or postsecondary education To provide information about a candidate’s strengths and developmental areas
ASSESSMENT SYSTEM DELIVERABLES
ASSESSMENT GUIDE FOR EDUCATORS
• • • Chapter One (released) • Overview of the assessment • Outline item types and layouts • Glossary of terms Chapter Two (released) • Assessment targets for each content area • Description of Cognitive Levels – Depth of Knowledge (DOK) Chapter Three (released) • • Content passage specifications and selection criteria Scoring of extended response items (writing tasks) on Literacy and Social Studies
http://www.gedtestingservice.com/assessment
INTRODUCTION– KEY POINTS
• • • Alignment of content with more rigorous career and college readiness standards being adopted nationwide Two performance levels on the new assessment • Continuing the tradition of HS equivalency • Adding a new performance level to measure performance at higher levels of career and college readiness New assessment content focuses on knowledge and skills most strongly correlated with success in career & college
INTRODUCTION – KEY POINTS
• • • New assessment will be supported by enhanced reporting • • Learners will be provided sub-scores to inform future study Sub-scores on the practice test will be supplemented with information and links to instructional materials New assessment content requires new item types to evaluate test-takers’ knowledge and skills • Fill-in-the –blank • • Drag & drop Hot spot • • Short Answer (SA) and Extended Response (ER) Cloze Designed with UDL in mind – more information on Accommodations will follow.
FILL IN THE BLANK
• Assessment of skills at a higher cognitive level • Vocabulary • • Mathematical reasoning Data interpretation
• Assessment of skills at a higher cognitive level • Data organization • • Analysis of arguments Comparison/ contrast
DRAG & DROP
• Assessment of skills at a higher cognitive level • Relationship between data points • • Plotting points on a coordinate grid Analysis of evidence
HOT SPOT
SHORT ANSWER & EXTENDED RESPONSE
• Assessment of skills at a higher cognitive level • Summarization skills • • • Reasoning skills Analysis & construction of arguments Use of American Edited English
• More authentic assessment of skills currently assessed • Drop-down choices in editing tasks or in mathematical comparisons
CLOZE
WEBB’S DEPTH OF KNOWLEDGE MODEL
• • • • • A framework for analyzing a wide range of educational materials on the basis of the cognitive demands they require in order for a learner to produce a response to those materials.
Bloom’s Taxonomy was used to develop GED 2002.
Emphasis is on the complexity of the cognitive process that activities (applying, analyzing, creating) requires on the part of the learner. Roughly 80% of the items across all four content areas will be written to DOK levels 2 & 3.
Roughly 20% will require learners to engage DOK level 1 skills.
A COMPARISON
Bloom’s Taxonomy
Knowledge Comprehension Application Recall Webb’s Depth of Knowledge Basic application of skill/concept Analysis Strategic thinking Synthesis & evaluation Extended thinking
DOK: ONE VERB, THREE LEVELS
• DOK 1- Describe three characteristics of metamorphic rocks. (Requires simple recall) • DOK 2- Describe the difference between metamorphic and igneous rocks. the two rock types) (Requires cognitive processing to determine the differences in • DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (Requires deep understanding of rock cycle and a determination of how best to represent it)
LITERACY ASSESSMENT TARGETS
• • • • Focus on three essential components: • The ability to read closely • The ability to write clearly • The ability to edit and understand the use of standard written English in context Strongest predictor of career and college readiness.
Include texts from both academic and workplace contexts that will range from simple to complex.
• • 75% informational texts (literary nonfiction, workplace) 25% literature Writing tasks will require test takers to analyze given source texts, using evidence drawn from the text(s).
LITERACY TEST PARAMETERS
• • • • • Will cover a range of text complexity.
When vocabulary comprehension is being measured, the emphasis will be on understanding words that appear frequently in texts from a wide variety of disciplines.
U.S. Founding Documents and the “Great American Conversation” that followed will be required texts for study and assessment.
Length of texts in reading comprehension component will vary between 450-900 words.
Roughly 80% of items will be written to DOK 2 or higher
LITERACY TEST PARAMETERS
• • The reading and writing standards will also be measured in the GED Social Studies Test. The reading standards will be measured in the GED Science Test.
MATHEMATICS TEST PARAMETERS
• • • • • Intended to measure mastery of fundamentals Will include “modeling tasks” that require test-takers to apply mathematics in a real-life context.
• • 45% quantitative problem solving 55% algebraic problem solving Includes items that test procedural skill & fluency as well as problem solving.
• Problem solving tasks will be taken from both academic and workforce contexts.
80% of items will be written to a DOK 2 or higher.
Statistics and data interpretation standards will also be measured in Social Studies and Science Tests.
MATHEMATICS TEST PARAMETERS
• • Candidates will be provided with a virtual, online calculator to use on a portion of the items on the GED Mathematics test.
A Mathematics Formula Sheet containing basic, essential information for answering items on the Mathematics test will be made available to test takers during the entire Mathematics test.
SCIENCE TEST PARAMETERS
• • • Assessment targets are divided into two sections: • Science practices: the skills necessary for reasoning in a scientific context; • Content topics: the body of knowledge typical of what is taught in American high schools.
Each science practice corresponds with the CCSS for Literacy in Science & Technical Subjects and mathematics and practices from A Framework for
K-12 Science Education
Content topics drawn from three domains: • • • 40% life science 40% physical science 20% Earth and space science
SCIENCE TEST PARAMETERS
• • • • Will include items that test textual analysis and understanding, data representation, inference skills and problem solving with science content.
Approximately 80% will be written to a DOK level 2 or higher.
The contexts within which problem solving skills are measured will be taken from both academic and workforce contexts.
Approximately 50% of the items will be presented in item scenarios, in which a single stimulus (textual, graphical, etc.) serves to inform two or three items. The rest will be discrete.
SOCIAL STUDIES TEST PARAMETERS
• • • Assessment targets are divided into two sections: • Social studies practices: the skills necessary for reasoning in a social studies context; • Content topics: the body of knowledge typical of what is taught in American high schools and what is useful and relevant for an adult population.
Each social studies practice corresponds with the CCSS and the National Standards for History.
Focus on four major content domains: • 50% Civics and government • • • 20% U.S. History 15% Economics 15% Geography & the world
SOCIAL STUDIES TEST PARAMETERS
• • • • • Will measure an individual’s ability to read, understand, analyze and write about topics relevant to a variety of social science disciplines.
Individuals will need to demonstrate basic numeracy and quantitative reasoning skills with respect to various forms of data representation, such as charts, graphs, and maps.
Will feature an extended written response task (ER).
Approximately 80% of the test items will be written to DOK level 2 or higher.
Approximately 50% of the items will be presented in item scenarios, in which a single stimulus (textual, graphical, etc.) serves to inform two or three items. The rest will be discrete stand-alone items.
ADDITIONAL INFORMATION
• • • • Scrap paper will not be provided.
• Students will use a “dry erase” board to work out problems, create rough drafts.
There is no longer an essay component to the exam • Extended Response (ER) items will be used in the Literacy and Social Studies tests.
A new Official Practice Test will be released in 2013 • Will also be CBT and will include supplemental information based on test-taker performance.
Stay tuned for additional information on: • • Corrections Accommodations • Exam costs
IMPLICATIONS FOR INSTRUCTION
• • • • What are we doing to incorporate use of and comfort with technology?
How can our instructors increase emphasis on… • • Critical thinking skills Application in all content areas What can we do to teach content so learners are able to demonstrate skills & competencies?
How must writing instruction change so there is an emphasis on analysis and the ability to read critically to identify and draw on evidence in source material?
ADDITIONAL RESOURCES
• • • • GEDTS Assessment Guides and Webinars: •
http://www.gedtestingservice.com/assessment
GEDTS Computer Based Test (CBT) Tutorial: •
http://www.gedtestingservice.com/GEDTSTutorial.html
Common Core State Standards Initiative •
http://www.corestandards.org
Webb’s Depth of Knowledge Guide •
http://www.aps.edu/rda/documents/resources/Webbs_DOK _Guide.pdf