Overview of GED® 2014
INTRODUCTION
As GED® Testing Service has announced, the GED® test will undergo many
changes, most notably in content, format and cost, and a new test will be
implemented beginning in January 2014. This will result in the sun-setting of the
GED® 2002 test as of December 2013. This document is intended to provide the
reader with an overview of these changes. However, due to the fluid nature of
information, the reader is advised to refer to GED Testing Service’s website
for the most up-to-date developments (www.gedtestingservice.com).
This overview includes two sections: (1) an overview of each sub-test to be
included in GED® 2014 and (2) supplemental information regarding the test and
additional resources.
CENTER FOR LITERACY (CFL)
CFL is one of the nation’s largest, and Pennsylvania’s first, nonprofit communitybased literacy provider, and will continue to be the beacon of hope that connects
those in need with the literacy services that transform lives.
AUTHORS
Maribel Ojeda is a Community Teacher and Assistant Program Manager of
Community Programs at Center for Literacy. Maribel remains current on GED®
2014 developments and has used this information to support program staff in the
City of Philadelphia over the last year.
Stephanie Korber is the Director of Education at Center for Literacy. With over
11 years of experience in adult education, Stephanie is responsible for
developing, monitoring and evaluating all education programs at CFL. She has
spent the past year working with multiple stakeholders to discuss planning for
GED® 2014 and for offering professional development related to this change.
Maribel Ojeda
Last Updated January 2013
1
Section One
Overview of 4 Sub-Tests: GED® 2014
I. REASONING THROUGH LANGUAGE ARTS
The Reasoning through Language Arts content exam is a total of 165 minutes
including a 10 minute break. The extended response portion of the exam is 45
minutes. It is divided into Informational Text (75%) and Literature (25%).
Types of Questions and possible uses of those question types
All Multiple Choice questions will have 4 answer choices.
Fill in the Blank questions in the Reasoning through Language Arts exam will
require the tester to fill in appropriate short phrases or vocabulary words.
Choices will not be given.
Drag and Drop items will require the tester to chose an item from a given list or
group of items and drag it to an appropriate location in a graphic. Examples of
those graphics include Venn Diagrams and Timelines.
The skills that will be represented in Drag and Drop questions are:
 Classification skills
 Sequencing skills
 Chronology skills
 Cause and Effect relationship skills.
Drop Downs items will ask the tester to choose a word or short phrase from a
list. The list will be accessible by clicking an arrow. Drop Downs will be used for
editing tasks and other questions.
Two Short Answer questions will address reading assessment targets and not
language arts or writing targets.
One Extended Response will also be required. The tester will have 45 minutes
to complete the “essay”. The tester will be required to analyze one or more
source texts (the source will not exceed 650 words). The Extended Response
will be scored on 3 dimensions, each having a 4 point scale. The 3 dimensions
are:
 Analysis of argument and gathering of textual evidence
 Development and organization
 Fluency with English conventions
Maribel Ojeda
Last Updated January 2013
2
II. MATHEMATICAL REASONING
The Mathematical Reasoning content exam is 75 minutes. It is divided into
Quantitative Problem Solving (45%) and Algebraic Problem Solving (55%).
The Mathematical Reasoning exam will include an electronic calculator. No
handheld calculators will be allowed at testing sites. The Texas Instrument
calculator model number is TI 30XS. Many retailers have this model available
(The handheld model is available for $15.44 at Walmart). Also available is TISmartview TM Emulator Software, for Windows and Mac, through Instructional
Product Dealers. (See education.ti.com for more details.)
The GED® 2014 testing software will provide a calculator reference sheet for use
by the tester during portions of the exam.
Types of Questions and possible uses of those question types
All Multiple Choice questions will have 4 answer choices.
Many questions will reference Stimulus Material. Stimulus Material may
include:
 Text
 Graphs
 Tables
 Graphic representations of numerical, geometric, statistical or algebraic
concepts
Drop Downs items will ask the tester to choose a content appropriate vocabulary
word or short phrase from a list. The list will be accessible by clicking an arrow.
Drop Downs will be used for content vocabulary and/or numerical values.
Fill in the Blank questions will require the tester to fill in appropriate short
phrases or vocabulary words. Choices will not be given. The tester will enter
numbers or equations using keyboard symbols and/or a character selector.
There are also technology enhanced items.
Hot Spots are graphic images the tester will manipulate. Examples of Hot Spot
activities include:
 Plotting on coordinate graphs
 Placing numbers on number lines
 Filling in data on a dot plot
 Test taker can also create mathematical models in Hot Spot items
Drag and Drop items will require the tester to chose an item from a given list or
group of items and drag it to an appropriate location in a graphic. Examples of
Drag and Drop include creating an expression, equation or inequality by dragging
Maribel Ojeda
Last Updated January 2013
3
numbers, operators, and variables into blank boxes. The skills that will be
represented in Drag and Drop questions are:
 Classifying
 Sorting
 Ordering steps in a sequential process
Maribel Ojeda
Last Updated January 2013
4
III. SCIENCE
The Science content exam is 75 minutes. It is divided into Life Science (40%),
Physical Science (40%), and Earth and Space (20%). Themes include:
 Human health and living systems
 Energy and related systems
Types of Questions and possible uses of those question types
All Multiple Choice questions will have 4 answer choices.
Two Short Answer questions will address science assessment targets and not
language arts or writing targets. They will require the tester to do one or more of
the following:
 Summarize a stimulus text or graphic
 Describe a model
 Create or communicate a hypothesis or conclusion which should be
derived from evidence
Drop Downs items will ask the tester to choose a content appropriate vocabulary
word or short phrase from a list. The list will be accessible by clicking an arrow.
Drop Downs will be used for content vocabulary and/or numerical values.
Fill in the Blank questions will require the tester to fill in appropriate short
phrases, content vocabulary or a specific calculation. Choices will not be given.
Drag and Drop items will require the tester to chose an item from a given list or
group of items and drag it to an appropriate location in a graphic. Examples
include:
 Assembling data
 Comparing or classifying
 Labeling charts and graphs
 Filling in Venn diagrams with data from stimulus
 Ordering steps in an experiment
 Place data points from a given context into a chart, table or graphical
model
Hot Spots are graphic images the tester will manipulate. Examples of Hot Spot
manipulations include:
 Showing relationship between data
 Supporting or refuting hypotheses by selecting data
Maribel Ojeda
Last Updated January 2013
5
IV. SOCIAL STUDIES
The Social Studies content exam is 90 minutes including a 25 minute extended
response. It is divided into themes:
The Great American Conversation
 Bill of Rights and other founding documents
 Contemporary primary and secondary source documents (American
Civics)
Types of Questions and possible uses of those question types
All Multiple Choice questions will have 4 answer choices.
One Extended Response will also be required. A 25 minute extended response
eliciting an analytical response to one or more source texts will be on the Social
Studies content exam.
Drop Downs items will ask the tester to choose a content appropriate vocabulary
word or short phrase from a list. The list will be accessible by clicking an arrow.
Drop Downs will be used for content vocabulary, identifying logical conclusions or
making generalizations.
Fill in the Blank questions will require the tester to fill in appropriate short
phrases or content vocabulary. Choices will not be given.
Drag and Drop items will require the tester to chose an item from a given list or
group of items and drag it to an appropriate location in a graphic. Some
examples of tested skills include:
 Compare and Contrast Skills
 Classification Skills
 Ordering Skills
 Labeling maps, charts, etc.
Hot Spots are graphic images the tester will manipulate. Examples of Hot Spot
manipulations include geographic concepts and working with maps.
Maribel Ojeda
Last Updated January 2013
6
Section 2
Supplemental Information
WEBB’S Depth of Knowledge (www.gedtestingservice.com)
80% of the test will assess test-takers at depth of knowledge (DOK) levels 2 and
3 and 20% of test will assess test-takers at DOK level 1. Webb’s levels are:
1. Recall
2. Basic Application of Skill
3. Strategic Thinking
4. (Extended Thinking)
Webb’s Depth of Knowledge is based on the complexity of cognitive processes
that each activity requires on the part of the learner. Complexity refers to the
number of steps needed to solve or complete the activity, not necessarily with
great difficulty. The majority of the questions on the new exams are multi-step
problems. The DOK level is not determined by the verb but by the context in
which the verb is used and the depth of thinking required. Webb’s Depth of
Knowledge is a scale of cognitive demand.
Suggested Strategies for instructors:
 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 formats.
 Use and develop questions for class discussions and tests that are of the
same cognitive rigor as the tests.
Questions may be designed using multiple levels:
Standard
DOK Assessed
Analyze texts in order to DOK3
identify, understand, infer
or synthesize information
Apply knowledge of
DOK2
sentence structure in
composing or editing
Predict trends based on
DOK3
graphical representation
Simplify and evaluate
numerical and algebraic
expressions
Maribel Ojeda
DOK Needed
DOK1 (read)
DOK2 (understand)
DOK3 (apply)
DOK1 (know parts)
DOK2 (write sentence/
edit sentence)
DOK1 (determine how
many)
DOK2 (compare)
DOK3 (make decisions)
DOK1 (solve)
DOK1
Last Updated January 2013
7
Assessment Guide for Educators
In November of 2012, GED® Testing Service released an updated version of this
document. It includes:
 More specifics on math assessment targets
 More specifics on calculator
 Reworded Science practices
 Science indicators remapped to the revised practices to ensure
consistency
 Enhanced 2014 science content topics
 Introduction to explain content knowledge expectations
 Enhanced 2014 social studies content topics
 Intro to explain content knowledge expectations
 Connections between GED® and National Content Standards documents
 Clear overview of differences between 2002 and 2014 versions
 A guide on scoring - Holistic vs. Analytical (for extended responses)
 Revision of extended response rubric for RLA and SS
Critical Skills Assessed (General)
 Knowledge of content vocabulary
 Summarization skills
 Math reasoning and thinking skills
 Self-editing (in writing)
 Data interpretation
 Identifying relationships and specific organization methods
 Comparing and contrasting skills
 Analysis of arguments and using evidence from source text
 Organization, structure, elaborating on details (writing)
 Clear focused set of conventions and usage skills (writing)
 Technology- cut, copy, paste, redo, undo; working with tabs and split
screens
 Critical thinking skills and application in all content areas
 Content competency
Maribel Ojeda
Last Updated January 2013
8
Skills by Subtest
Reasoning Through Language Arts Skill Topics
1. Determine central ideas or themes of texts and analyze their development;
summarize the key supporting details and ideas
2. Analyze how individuals, events and ideas develop and interact over a
course of a text
3. Interpret words or phrases that appear frequently in texts from a wide
variety of disciplines including determining connotative and figurative
meanings from context and analyzing how specific word choices shape
meaning or tone.
4. Analyze the structure of texts, including how specific sentences or
paragraphs relate to each other and the whole
5. Determine an author's purpose or point of view in a text and explain how it
is conveyed and shapes the content and style of a text.
6. Delineate and evaluate the argument and specific claims in a text,
including the validity or the reasoning as well as the relevance and
sufficiency of the evidence.
7. Analyze how two or more texts address similar topics
Writing Skill Topics
1. Determine the details of what is explicitly stated and make logical
inferences or valid claims that square with textual evidence.
2. Produce an extended analytical response in which the writer introduces
the idea(s) or claim(s) clearly; creates an organization that logically
sequences information; develop the idea(s) or claim(s) thoroughly with
well-chosen examples, facts, or details from the text; and maintains a
coherent focus.
3. Write clearly and demonstrate sufficient command of standard English
conventions.
4. Edit to correct errors involving frequently confused words and homonyms
including contractions.
5. Edit to correct errors in straightforward subject-verb agreement.
6. Edit to correct errors in pronoun usage, including pronoun-antecedent
agreement, unclear pronoun references and pronoun case.
7. Edit to eliminate non-standard or informal usage.
8. Edit to eliminate dangling or misplaced modifiers or illogical word order.
9. Edit to ensure parallelism and proper subordination and coordination
10. Edit to correct errors in subject-verb or pronoun antecedent agreement in
more complication situations (e.g. / with compound subjects, interceding
phrases or collective nouns).
11. Edit to eliminate wordiness or awkward sentence construction.
12. Edit to ensure effective use of transitional words, conjunctive adverbs, and
other words and phrases that support logic and clarity.
Maribel Ojeda
Last Updated January 2013
9
Mathematical Reasoning Skill Topics
1. Number Sense and Computation
2. One-step and multi-step word problems
3. Rate, Ratio, and Percent word problems
4. Quantitative problems in geometric measurement
5. Quantitative problems in statistical measurement
6. Transforming Expressions
7. Solving Equations
8. Lines in the coordinate plane
9. Function concepts
Science and Social Studies use essentially the same assessment targets as
Reasoning Through Language Arts but require in-depth content knowledge in the
following topics:
Science Topics
1. Life Science 40%
2. Physical Science 40%
3. Earth/ Space Science 20%
Social Studies Topics
1. Civics and Government 50%
2. Economics 15%
3. Geography and the World 15%
4. US History 20%
Resources:
www.gedtestingservice.com
Maribel Ojeda
Last Updated January 2013
10
GED® Test Differences At-a-Glance
(www.gedtestingservice.com)
2002
2014
Item types: multiple-choice, essay, and grid
format questions.
Item types: hot spot, drag-and-drop, short answer, extended
response, fill-in-the-blank, multiple choice.
Assessment is informed by Bloom’s Taxonomy.
Assessment is informed by Webb’s Depth of Knowledge model and
the Common Core State Standards.
Test can be administered using paper and
pencil.
$75
Multiple choice items have five answer
options.
Test-takers are allowed to use scratch
paper.
A Spanish language version of the test is
currently available.
Test is computer based only.
$120
Multiple choice items have four answer options.
Test-takers will be given a small dry-erase board with Expo
markers.
An operational release of the Spanish version is scheduled for
2014.
Two performance standards
 High-school equivalency
 Career & college readiness
Four content areas:
(1) Literacy (2) Mathematics
Studies
(3) Science
(4) Social