Prepare Your Students for the GED Test Extended Response

Prepare Students for the

GED® Test Extended Response

Meagen Farrell

The Literacy Cooperative

March 20, 2015

Meagen Farrell

Teacher Trainer

Instructional Designer

@farrellink

Facebook.com/farrell.ink

Farrellink.com

http://www.farrelink.com/

http://www.farrelink.com/

http://www.newreaderspress.com/Items.aspx?hierId=3207


http://www.passged.com/educators


Agenda

1. Anatomy of the GED® Test Extended Response (ER).

2. Dissecting the Rubric: Three Traits.10 MIN BREAK

3. He Writes, He Scores! Reasoning through Language Arts (RLA)

4. She Writes, She Scores! Social Studies

5. Teaching How to Support an Argument with Specific Evidence.

Rules for the Road

• Stay with the group! Don’t get

distracted by your mobile

device or side conversations.

• Questions? Yes, please! Just

raise your hand.

Anatomy of the

GED® Test

Extended Response (ER)

Photo Source: Flickr User Hey Paul Studios

https://flic.kr/p/bRJTbT

FREE Resources:

http://www.gedtestingservice.com

/educators/constructedresponse

http://www.gedtestingservice.com/educators/constructedresponse



Depth of Knowledge

Measures

cognitive

complexity of

a task.

Which level

measured by

Extended

Response?

1

• Verbatim Recall

• Paraphrasing

2

• Main point, patterns

• Identify relationships

3

• Inference & synthesis

• Prediction, elaboration

4

• Generating hypotheses

• Complex analysis

Writing Constructed Responses

Reasoning through

Language ArtsScience

Social StudiesMathematical

Reasoning

RLA ER Item Sampler

Source: GED Testing Service

http://www.gedtestingservice.com/educators/2014testresources

Content from Where?

Reasoning through


Social Studies

Mathematical Reasoning

Content from Where?

Reasoning through


Social StudiesMathematical

Reasoning

What technology skills needed?



TECHNOLOGY SKILLS

Test-takers must:

• Use a mouse to click & scroll.

• Navigate between tabs to read pages.

• Draft and type an organized response to the task within 45 minutes.

• Use basic word processing tools:

• Cut

• Copy

• Paste

• Undo

• Redo

3 Erasable 8.5”x14” Noteboards

Photo Source: GED Testing

Service

Similar products for

prep:

• Dry erase sheets.

• Fine point erasable

markers.

http://www.gedtestingservice.com/testers/noteboards

http://www.amazon.com/s/?_encoding=UTF8&bbn=490746011&camp=1789&creative=390957&linkCode=ur2&qid=1404753675&rh=n:1064954,n:!1084128,n:1069242,n:1069664,n:1069704,n:490746011&tag=farink-20&linkId=W6KQDX3WZBPK5245

http://www.amazon.com/s/?_encoding=UTF8&camp=1789&creative=390957&keywords=dry erase markers&linkCode=ur2&qid=1404753889&rh=n:1064954,n:1069242,n:1069784,n:1069794,n:1069796,k:dry erase markers,p_n_location_browse-bin:2726



What is the TASK?



What are test takers asked to DO?

“The article presents arguments from both supporters and critics of Daylight Saving Time who disagree about the practice’s impact on energy consumption and safety.

“In your response, analyze both positions presented in the article to determine which one is best supported. Use relevant and specific evidence from the article to support your response.

“Type your response in the box below. You should expect to spend up to 45 minutes in planning, drafting, and editing your response.”

Read the ER PROMPT

ER Prompts: 550-650 words.

• How long did it take YOU to read?

• How long do you think it would take

your STUDENTS?

If you finish early, SILENTLY consider

how you would respond to this task.

Take 5-7 minutes to

discuss the ER prompt:

• What reading skills do test takers

need to “analyze both positions”?

• What writing skills do test takers

need to “use relevant and specific

evidence” in their responses?

• What instructional activities can

you lead to build these skills?

Questions?

Dissecting the Rubric:

Three Traits

RLA ER Scoring Rubric

TRAIT POINTS

Analyzing Arguments

and Citing Evidence

2

Development of Ideas

and Structure

2

Clarity and Convention 2

TOTAL 6 x 2 =

12

SS ER Scoring Rubric

TRAIT POINTS

Analyzing Arguments

and Citing Evidence

2


and Structure

1


TOTAL 4 x 2 = 8

Quick Review

How much time does a test taker have to “plan, draft and edit” their extended response?

What are the FIVE word processing buttons available for test takers?

Where does GED Testing Service get the content for the extended response prompt?

What are the THREE traits scored on the extended response?

On RLA, each trait receives ___ points x2 for a total of ___.

On SS, traits 2 & 3 receive ___ point x2 for a final total of ___.

Twelve Volunteers Needed

for Part Two!

15 MINUTE BREAK

WELCOME BACK TO

Preparing for the ER! Part Deux!

Scoring and Teaching GED®

Reasoning through Language Arts

Test Extended Responses

Reasoning through Language Arts

“He Writes,

HE SCORES!”

RLA ER Scoring Rubric

TRAIT POINTS

Analyzing Arguments

and Citing Evidence

2


and Structure

2


TOTAL 6 x 2 =

12

Trait 1: Analyzing Arguments

& Citing EvidenceDESCRIPTION SCORE

Generates a text-based

argument, analyzing the validity

of claims in the text, referencing

specific evidence

2

Generates an argument with

some evidence, simple or partial

analysis

1

Lack analysis (only summary),

cites minimal evidence, copies

0

It’s Time to Play…

INTRODUCING

our JUDGES!

Let’s Welcome Our Contestants!

Test-Taker Anchor Response 2

What do the

JUDGES say?


Score &

Annotations from

the GED® Testing

Service Subject

Matter Expert!


What do the

JUDGES say?


Score &

Annotations from

the GED® Testing

Service Subject

Matter Expert!


What do the

JUDGES say?


Score &

Annotations from

the GED® Testing

Service Subject

Matter Expert!

THANK YOU VOLUNTEERS!

Now it’s YOUR turn!

Trait 2: Development of Ideas and

Organizational Structure

DESCRIPTION SCORE

Well developed ideas, clear

connections with transitions,

formal style, precise words

2

Some ideas elaborated, vague

terms and structure, disjointed

details

1

Little elaboration on main idea,

informal style

0

Find a Partner

• Re-read Anchor Response 7.

• Take a few minutes silently to score the passage ONLY on TRAIT 2: Development of Ideas and Organizational Structure.

• Once both partners have finished scoring, compare your scores and cite specific evidence to support your choice.

What Score Did You Give?

WHY?

Trait 3: Clarity & Command of

Standard English Conventions

DESCRIPTION SCORE

Varied and correct sentence

structure, errors do not distract

from comprehension

2

Inconsistent use of sentence

structure, repetitive, awkward

1

Consistent flaws that interfere

with comprehension

0

Find a Partner

• Re-read Anchor Response 4.

• Take a few minutes silently to

score the passage ONLY on TRAIT

3: Clarity and Command of

Standard English Conventions.

• Once both partners have finished

scoring, compare your scores and

cite specific evidence to support

your choice.

What Score Did You Give?

WHY?

Social Studies

“She Writes,

SHE SCORES!”

Read the SS PROMPT

If you finish early, SILENTLY consider

how you would respond to this task.

SS ER Scoring Rubric

TRAIT POINTS

Analyzing Arguments

and Citing Evidence

2


and Structure

1


TOTAL 4 x 2 = 8

Trait 1: Analyzing Arguments

& Citing EvidenceDESCRIPTION SCORE

Makes an argument on an

enduring social issue connecting

the passages, with textual &

related historical evidence

2

Makes connections with simple or

partial analysis

1

Lack analysis (only summary),

cites minimal evidence, copies

0

It’s Time to Play…

INTRODUCING

our JUDGES!

Let’s Welcome Our Contestants!


What do the

JUDGES say?


Score &

Annotations from

the GED® Testing

Service Subject

Matter Expert!


What do the

JUDGES say?


Score &

Annotations from

the GED® Testing

Service Subject

Matter Expert!


What do the

JUDGES say?


Score &

Annotations from

the GED® Testing

Service Subject

Matter Expert!

THANK YOU VOLUNTEERS!

FREE Resources:

http://www.gedtestingservice.com/

educators/constructedresponse




Teaching How to Support an

Argument with Evidence

Remember Your Ideas?

• What reading skills do test takers

need to “analyze both positions”?

• What writing skills do test takers

need to “use relevant and specific

evidence” in their responses?

• What instructional activities can

you lead to build these skills?

Developing Strong Support

Specific Timely

Relevant Accurate

Source: Essential Writing & Language Skills, pp. 213-216

http://www.amazon.com/gp/product/1940532027/ref=as_li_tl?ie=UTF8&camp=1789&creative=390957&creativeASIN=1940532027&linkCode=as2&tag=farink-20&linkId=EO6GFBC3F22LJWD3

Source: Teaching Adults: 2014 GED® Test Resource Book, pp. 66-67

Activity 24: Main Idea Map

Main Idea

Detail Detail Detail

Based on the details,

is the argument

convincing?

Why or why not?

Final Questions?

Thank You!

PassGED.com/educators

Essential Writing & Language Skills

Teaching Adults: 2014 GED® Test from

NewReadersPress.com

GED® is a registered trademark of the American Council on Education and

may not be used without permission. The GED® and GED Testing Service®

brands are administered by GED Testing Service LLC under license.


http://www.amazon.com/gp/product/1940532027/ref=as_li_tl?ie=UTF8&camp=1789&creative=390957&creativeASIN=1940532027&linkCode=as2&tag=farink-20&linkId=EO6GFBC3F22LJWD3


Prepare Your Students for the GED Test Extended Response

Education

Transcript of Prepare Your Students for the GED Test Extended Response