Donna Escobedo – Anoka-Hennepin ABE
Vicki Estrem – Minneapolis AE

Compare and contrast 2002 and 2014 GED tests

Explore and “unpack” RLA assessment targets

Review sample test items and digital literacy related to this
module

Discuss strategies to integrate with current instruction
practices

Q&A

Complete personal PD plan
GED 2014
GED 2002

Paper Based





Bloom’s Taxonomy/Depth
of Knowledge

Computer Based Skills:
Mouse Skills
Basic Keyboarding
Tools imbedded in testing
software
Webb’s Depth of Knowledge
Level 1: Recall
Level 2: Skills and Concepts
Level 3: Strategic Thinking
Level 4: Extended Thinking
(not assessed)

2 separate tests (Reading &
Writing)

1 Integrated
Reading/Writing Test



GED 2002
Question types: Multiple
choice/5 Paragraph Essay

Types of reading: 25% nonfiction/75% fiction

Passage Lengths 200-400
words
GED 2014
Multiple choice, fill-in the
blanks, Drag & Drop, Drop down
selection, Extended response

75% non-fiction/25% fiction
Readings from “Great American
Conversation”

Passage Lengths 400-900 words

New writing skills include
responding to informational text
and developing an argument
that is supported with text based
evidence.
GED 2002
Holistic scoring with one
rubric





Response to the prompt
Organization
Development and details
Conventions of Edited
American English
Word Choice
GED 2014
Extended Response:
Three Rubrics that evaluates 3
traits from common core
standards. Each trait will be
scored on a 0-4 scale with a
possibility of 12pts total.
•
•
•
For more details about the scoring
of the RLA extended response:
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
Refer to Chapter 3 – Assessment
Guide for Educators at
www.gedtestestingservice.com
“Points that test-takers earn in each category will contribute to subscores from each content area. The primary purpose of these subscores will be to give guidance to both test-takers and instructors so
that each test-taker can successfully achieve his or her GED test
credential.” – chapt. 3 Assessment Guide for Educators
RLA Reporting Category Descriptions:
1.
Analyzing and creating text features and technique (35%)
2.
Using evidence to understand, analyze, and create arguments (45 %)
3.
Applying knowledge of English language conventions and usage (20 %)
READING ANCHOR STANDARDS
“ The reading comprehension component of the GED® RLA Test
is intended to measure two overarching reading standards that
appear in the Common Core State Standards as Anchor Reading
Standards 1 and 10 respectively:
 Determine the details of what is explicitly stated and make
logical inferences or valid claims that square with textual
evidence.
 Read and respond to questions from a range of texts that are
from the upper levels of complexity, including texts at the
career-and college-ready level of text complexity.”
Source: GED Testing Service
Assessment Guide for Educators – Chapter 2, p. 2.13
1.
2.
3.
4.
5.
6.
Determine central ideas or themes of texts and analyze their development;
summarize key supporting details and ideas.
Analyze how individuals, events, and ideas develop and interact over the
course of a text.
Interpret words and phrases that appear frequently in texts from a wide
variety of disciplines to include connotative and figurative meaning as well
as analyze how word choice shape meaning and tone.
Analyze text structure including how specific sentences or paragraphs
relate to each other and the whole.
Determine author’s point of view, explain how it is conveyed and shapes
content and style of text.
Explain and evaluate argument and specific claims in text, including
validity of reasoning, relevance and sufficiency of evidence.
7. Analyze two or more texts for similar themes/topic.
DOK 1 – Recall & Reproduction
• Recall, recognize, or locate basic facts, details or ideas explicit in texts
• Define terms – use “obvious” context clues
• Identify or describe literary elements
• Identify specific information contained in graphic representations
DOK 2 - Basic Application of Skills/Concepts
• Specify, explain, show relationships, explain why, cause-effect
• Summarize results, concepts, ideas
• Make basic inferences or logical predictions from data or texts
• Locate information to support explicit-implicit central ideas
• Compare literary elements
• Use multiple context clues to identify word/phrase meaning
• Distinguish; relevant-irrelevant information; fact/opinion
DOK 3 - Strategic Thinking /Reasoning
• Apply a concept in a new context
• Explain, generalize, or connect ideas using evidence from text
• Make more complex inferences supported by reasoning and evidence
• Analyze author’s point of view, bias, and literary devices
• Critique conclusions drawn and develop alternative solution
- from Karin K. Hess: Hess' Cognitive Rigor Matrix www.nciea.org
Let’s take a closer look at the
reading assessment targets!
Using the worksheet at your table,
work together to:
1. Rephrase target in “user friendly” language
(if needed)
2. Identify activities learner can experience to
demonstrate target proficiency.
3. Identify what are you doing NOW in your
classroom that addresses these targets
Report to large group
Dr. Martin Luther King – “Letter from
Birmingham Jail”
Henry David Thoreau – “On the Duty of Civil
Disobedience”
WRITING ANCHOR STANDARDS
“The writing component integrates reading and writing into
meaningful tasks that require the candidate to support their
written analysis with evidence drawn from a given source text(s)
of appropriate complexity provided in the test.”
Common Core Anchor Standards:
 Draw relevant and sufficient evidence from a literary or
information text to support analysis and reflection.

Use technology to produce writing, demonstrating sufficient
command of keyboarding skills.
GED Testing Service
Assessment Guide for Educators – Chapter 2, p. 2.17
1.
2.
3.
4.
Determine details of what is explicitly stated and
make logical inferences or valid claim that is
supported with evidence from text.
Produce extended analytical response in which writer
clearly introduces ideas, writes in logical sequence,
develops ideas using evidence from text and
maintains coherent focus.
Demonstrate command of the conventions of
standard English grammar and usage when writing.
Demonstrate command of the conventions of
standard English capitalization and punctuation when
writing.
DOK 1 – Recall & Reproduction
•
Describe /define facts, details, and terms
•
Select appropriate words when intended meaning /definition is stated
•
Write simple sentences
•
Apply rules of basic spelling, grammar, punctuation, conventions, word use
•
Demonstrate use of basic spelling, grammar, punctuation, conventions, and word
use
•
Decide appropriate text structure according to audience and purpose
DOK 2 - Basic Application of Skills/Concepts
•
Explain, show relationships, explain why, cause-effect
•
Summarize concepts and ideas
•
Identify main idea and generalizations of text
•
Use context to identify meaning of words/phrases
•
Develop one paragraph text
•
Distinguish relevant-irrelevant information; fact/opinion
•
Generate hypotheses based on observations, prior knowledge, and experience.
DOK 3 - Strategic Thinking /Reasoning
•
Explain using supporting evidence
•
Write multi-paragraph composition for specific purpose
•
Demonstrate consistent text organization and structure
•
Analyze interrelationships among concepts, issues, problems
•
Cite evidence; describe, compare, and contrast solution methods
•
Justify or critique conclusions
- from Karin K. Hess: Hess' Cognitive Rigor Matrix www.nciea.org

1.
2.
Issue: Should chocolate milk be allowed in
school cafeterias?
Read/scan articles
Brainstorm
 Ways to help learners “mine” the texts
 Pre-writing strategies
 Use of graphic organizers
Mouse Skills: click, scroll, drag and drop, toggle between
pages
Word Processing Skills: basic keyboarding, cut, copy,
paste, undo/redo, insert, enter & hard return, spacing,
backspace, highlight
Online Tools that will be available to test takers:
directional tools, flagging for further review, item review
screen
Navigation Skills for the CBT : Previous, next, close, and
page tabs
“These tools have been designed with adult educators in
mind, to provide examples of the types of test questions
that will be incorporated into the new test, and to help
you better understand the knowledge and skills that will
be measured on the test. Using these resources should
help you to prepare adults to take and succeed on the
2014 GED® test.” – GED Testing Service
Item Sampler Download
Even though there are big changes ahead, many of
these skills are already being taught!
1.
2.
3.
Integrate reading and writing which is closer to the way
learners will use these skills on the job or in academics.
Build critical thinking skills by practicing the reading and
writing connection. Many of the current materials can used,
but it will take some additional activities that focus on
integrating the two areas.
Design questions that allow opportunities for learners to
analyze and evaluate a reading and then develop an
argument supported by texts.
Since it is a computer based test, learners must be
comfortable working on a computer. Provide
opportunities for keyboard and Microsoft Word
practice.
Practice basic computer skills and encourage
learners to work on an additional distance learning
program to increase computer skills and comfort.
RESOURCES
Minneapolis Adult Education
2014 GED test statewide professional development planning
http://abe.mpls.k12.mn.us/ged_2014_2
GED Testing Service
www.gedtestingservice.com
GED Testing Service Assessment Guide for Educators:
http://www.gedtestingservice.com/educators/assessment--‐guide--‐for-‐educators
GED Testing Service Item Sampler
http://www.gedtestingservice.com/educators/itemsampler
Common Core State Standards
http://www.corestandards.org
Texas College and Career Readiness Standards
http://www.thecb.state.tx.us/collegereadiness/crs.pdf
Virginia Standards of Learning
http://www.doe.virginia.gov/testing/sol/standards_docs/index.shtml
Project Gutenberg (Public Domain)
http://www.gutenberg.org/
Donna Escobedo
Anoka-Hennepin Adult Basic Education
Donna.Escobedo@anoka.k12.mn.us
Vicki Estrem
Minneapolis Adult Education
victoria.estrem@mpls.k12.mn.us
Thank you for attending this overview of the GED® 2014
Reasoning Through Language Arts.
Feel free to contact us with questions.