webinar Exploring the Reasoning through Language...

[The text provided within the notes page is designed to include all major talking points to be covered within this webinar. However, due to differences in audiences, additional information regarding Reasoning through Language Arts and the 2014 GED® test many need to be added for further clarification/understanding.]

Good (morning/afternoon). Welcome to the GED Testing Service’s® webinar series. Today’s webinar on Exploring the Reasoning through Language Arts Module of the 2014 GED® test is part of a series of webcasts that will assist you in transitioning to the 2014 GED® test.

1 © Copyright 2013 GED Testing Service LLC. All rights reserved. GED® and GED Testing Service® are registered trademarks of the American Council on Education (ACE). They may not be used or reproduced without the express written permission of ACE or GED Testing Service. The GED® and GED Testing Service® brands are administered by GED Testing Service LLC under license from the American Council on Education.

Today’s learning objectives are to:

• share updates on the 2014 GED® test, as well as to focus on the area of Reasoning through Language Arts, specifically in identifying similarities and differences between the 2002 Series and 2014 GED® tests • explore the content and structure of the Reasoning through Language Arts Test, as well as the new multi-dimensional scoring rubric • discuss a few beginning strategies for integrating science instruction into the adult education classroom


As we move forward to transitioning to the 2014 GED® test, it is important to remember that this new assessment will:

Align with college and work expectations Rigorous content and application of knowledge Performance standards supported by validity evidence

Provide evidence of readiness An indicator of readiness to enter workforce training programs or postsecondary education Actionable information about a candidate’s academic strengths and weaknesses

Provide information about a candidate’s strengths and areas of developmental need through a holistic framework focused on adult learners that facilitates the transition to college and careers.

And of course, ensure that the new 2014 GED® test credential remains meaningful for adult learners, employers, and institutions.


The skills of reading and writing are universally required in all professions. Reading opens the door to learning about math, history, science, literature, geography, technology, the workplace, and much, much more. Writing in the workplace is often viewed as a “threshold skill” for hiring and promotion.

The relationship among reading, writing, and understanding is clear. Students engaged in reading-to-learn will also be prepared to write well. In turn, students who are engaged in writing-to-learn will become more effective readers. Through both approaches, students will gain a better understanding of material and a greater ability to demonstrate that understanding.

Today, as we explore the Reasoning through Language Arts module of the 2014 GED® test, think about how you can integrate the reading and writing process in your program, in your classroom, and with each of your students.

4

Academic Managers' Conference

© Copyright 2013 GED Testing Service LLC. All rights reserved. GED® and GED Testing Service® are registered trademarks of the American Council on Education (ACE). They may not be used or reproduced without the express written permission of ACE or GED Testing Service. The GED® and GED Testing Service® brands are administered by GED Testing Service LLC under license from the American Council on Education.

In November, the GED Testing Service® posted an updated Assessment Guide for Educators, which includes a Content Comparison between the 2002 Series GED® test and the 2014 GED® test, as well as an updated Item Sampler.

As we work through today’s webinar, we will be referencing these important tools. You will learn how to access these resources at the end of the webcast.


As we transition to the Next Generation GED® test, it is important to take a closer look at how the 2002 Series and 2014 GED® tests are similar and the important changes that are being made. One of the most important differences is the integration of reading and writing into one test instead of two separate tests. This will result in a Reasoning through Language Arts test that is 165 minutes in length. We do not separate reading and writing in real-world situations or in high-school level classrooms, so it makes sense to integrate the two in the GED® assessment process.

Think for a moment about what you read this past week. If you are like most of us, the majority of your time was spent in reading non-fiction documents. From the World Wide Web to the newspaper to memos to manuals to research materials, we read non-fiction items on a daily basis. In the new test, 75% of the excerpts will be non-fiction and 25% fiction. Non-fiction will include excerpts from different content areas, as well as excerpts from speeches, biographies, etc. You probably noticed that the passage length, as well as the complexity of the excerpts, has also increased with the new test. Although there is not a specific readability level for the new test, expect readings that are indicative of those read by high school students.

Then, of course, there are the changes in item types and a new rubric which we will discuss a little later in the webinar.


Let’s look at the different item types on the new test. We are all aware that the 2014 GED® test will be a computer-based assessment. Instead of just multiple choice questions, the new assessment will implement technology-enhanced items, such as multiple choice, fill-in-the-blank, hot-spot items, drag-and-drop, drop-down selection items, and an extended response item. The use of technology-enhanced items allows test items to more accurately assess a test-taker’s knowledge. We’ll take a look at the interactivity of these items later in the webinar as well as how the extended response question type is different from the current essay that we use.


Another difference is the use of Webb’s Depth of Knowledge in the development of assessment items. Remember from a previous webinar that Webb’s Depth of Knowledge (DOK) is about complexity, not difficulty. As you look at different assessment items on the Item Sampler, you will have access to the DOK level for each item. Take a few moments to review why certain items are more complex than others. Developing instruction and classroom assessments that reflect the appropriate DOK level for the intended learning outcome is an important part of transitioning to a standards-based instruction model.


Many of us have found construction shift questions on the current test to be confusing to students. Construction shift questions require that test-takers revise text in a multiple-choice format. Look at how a similar skill is assessed on the 2014 Reasoning through Language Arts test. Instead of “seeing” the change in one’s mind, the test-taker can use a drop-down menu to select a choice and then “see” whether it is correct. Technology-enhanced items allow for different ways of assessing a skill that are not available through a paper and pencil format.

It’s difficult to see how a technology-enhanced item works on a static PowerPoint, so let’s go to the Reasoning through Language Arts Item Sampler and take a look.


[Go to the Item Sampler to show how the drop-down menus work on the test to assess different types of revision and editing skills.]


Let’s spend a few minutes reviewing some of the similarities in reading content between the 2002 Series and 2014 GED® test.

As you review each column, it’s evident that there are many skills in reading that transition from one version of the test to the next. Remember, that although the skills appear similar, there are differences in passage length, readability, complexity of assessment tasks, and the types of responses allowable through a technology-enhanced assessment tool.

[Review a couple of the similarities and point out differences, such as: explain implications of text versus infer implied ideas and identify cause and effect relationships and infer relationships between ideas in a text.]


So, now that we’ve looked at similarities between the two assessment tools, what is new in the reading content domain? The 2014 Reasoning through Language Arts test requires that test-takers are able to: • Analyze how individuals, events, and ideas develop and interact over the course of a text. • Analyze the structure of texts, including how specific sentences or paragraphs relate to each other and the whole. • Determine the 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. • Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. • Analyze how two or more texts address similar themes or topics.

Each of these new assessment targets require higher-order reasoning skills than those previously assessed.


Besides reading, there are also assessment targets focusing on the test-takers ability to edit using standard English skills. As you review the comparison chart, it is clear that similar types of language, or grammar skills, are assessed by both tests. Like on the 2002 Series GED® test, test-takers must edit to eliminate errors, such as: • run-on sentences, fused sentences, or sentence fragments • dangling or misplaced modifiers, illogical word order, improper parallelism • subject-verb agreement or pronoun antecedent agreement • pronoun usage • capitalization and punctuation • incorrect usage of homonyms and possessives


There are a few new assessment targets in the Language content area. Test-takers will need to have the skills to: complete item types that simulate real-life editing tasks. This is made possible through the use of technology-enhanced items, as well as through the extended response item where test-takers integrate the reading and writing process.

Test-takers will also be required to edit documents to eliminate non-standard or informal usage. An example would be the following phrase - try to win the game instead of try and win the game. The first phrase “try to win the game” uses standard English, whereas the second phrase “try and win the game” uses an informal or incorrect use of language.

Within the Reasoning through Language Arts test, test-takers will also be asked to develop an argument or thesis and support their ideas with text-based evidence and to identify the audience and purpose of the task when writing.


We’ve been referring to the Extended Response item throughout this webinar, but how exactly does this type of writing differ from the current essay?

First, it’s writing about “something,” instead of writing about “nothing.” Today’s essay is often composed of a list of ideas that students generate, rather than based on evidence that supports their ideas.

An extended response question requires that test-takers read an excerpt(s) and then respond to the question by developing an argument. Often, we refer to this as developing a thesis or thesis statement. The argument or thesis statement must be supported with ideas from the excerpts and may also require support based on background knowledge.

This type of writing integrates both the writing and reading process and is similar to the type of writing tasks that we encounter daily in the workplace and in postsecondary education. Think about a time when you were asked to develop a summary or a report on a topic of importance to your job. First, you probably completed research and accessed materials related to the topic. Next, you took a stance and identified information or evidence that supported your argument. Finally, you began drafting your summary or report. That’s evidence-based writing – the type of writing that will be integrated into the 2014 GED® test.


Let’s look at what an Extended Response item looks like in real time by accessing the Item Sampler.

[Go to the Item Sampler to show what an extended response format looks like in real time and discuss the different parts of the prompt.]


Let’s take a closer look at a prompt for an essay and an extended response.

[Review each of the prompts and what each asks of the test-taker.]


You can clearly see that we are facing a different type of prompt. It will be important for our students to practice unpacking a prompt prior to planning the writing process. Sharing with students that unpacking a prompt is as simple as stating “do – what.”

This prompt states that the writer should:

18

Do What

Analyze Both positions

Determine Best supported position

Use Evidence from the article

Type Response in box

Take 45 minutes


Now that we know what is expected of test-takers with the new writing sample, how will it be scored? This rubric should look familiar. It’s the one that we have been using since 2002. Test-takers are scored holistically on this four-point rubric based on their: • Response to the prompt • Organization • Development and details • Conventions of Edited American English • Word choice

Remember, holistic scoring is a method through which readers evaluate a test-taker’s writing as a whole, based on set criteria.

19



The 2014 Extended Response Scoring Rubric looks very different. Candidate responses will be scored based on three traits that are adapted from Anchor Standards in the Common Core State Standards for English Language Arts. The traits are:

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

These three traits in the rubric explicitly identify the qualities of test-takers’ writing that are to be evaluated. Each of the traits are scored from 0 – 4 with 12 points possible for an extended response in the Reasoning through Language Arts test.

Chapter 3 of the Assessment Guide provides details on each of these traits and how each is assessed.

20



In this webinar, we are going to take a quick look at the “big” ideas of the scoring rubric. In Trait 1, we are looking for three main qualities in test-takers’ writing samples: • how well the test-taker establishes an argument and uses information from given source texts to support that stance, • how well the test-taker analyzes the issue and/or validity of the argument presented in the source texts, and • how well the test-taker integrates evidence from the source text with his or her own ideas about the topic.

Each of the three dimensions are taken together to determine a score for Trait 1 on a 1 to 4 scale.


No two responses are the same. However, let’s look at an excerpt from one extended response sample that shows the argument being made and a piece of supporting evidence for that argument.

[Read the highlights of the argument and why the evidence supports the argument.]

This is an example of the type of writing that would answer the prompt’s question through taking a stance and supporting it with evidence. This is a very different type of writing that what is currently being taught for the essay.


Trait 2 also has multiple dimensions that readers must weigh in order to determine a score. No one dimension is weighted more than any other. Rather, these dimensions are considered together to determine the score of an individual response. Many of the dimensions or traits look familiar as they are also assessed on the current essay.

Effective writing is based on: • Ideas and the development of elaboration of these ideas • Logical progression or flow of ideas • Organization so that the reader can easily follow the message conveyed • Word choice that is appropriate to high school writing • Awareness of the audience and purpose of the writing


These are excerpts from a writing sample that show the progression of ideas through organizational skills, appropriate word choice, and an awareness of the audience and purpose. Although these sentences are taken from the beginning of paragraphs within the writing sample, it is clear that the test-taker is effective in developing ideas and providing a strong organizational structure.


For many students, standard English usage can be confusing. There are so many rules and so many exceptions to those rules.

However, it’s important that a test-taker exhibit clarity in writing, as well as a command of stand English conventions. This includes such things as: • the application of standard English conventions (e.g., homonyms/ contractions, subject-verb agreement, pronoun usage, placement of modifiers, capitalization, punctuation); • effective sentence structure (e.g., variety, clarity, and fluency - correct subordination, avoidance of wordiness, run-on sentences, awkwardness, usage of transition words, appropriate usage for formal structure) and • ensuring few or no errors (mechanics and conventions and comprehension based on errors)

Again, this trait is scored from a non-scorable response (0) to a 4 point response.


Let’s take a look at one more excerpt that exhibits the use of standard English (look at the use of quotation marks around quote), sentence variety (use of phrases, sentence length, fluidity), clarity of thoughts (specific words, logical order), and few errors. This would be an example of the type of writing that would score well on Trait 3.

Remember, test-takers will be scored on all three traits when completing an extended response. For example, a test-taker may receive a 2 on Trait 1; a 2 on Trait 2; and a 3 on Trait 3 to obtain a total score of a 7 out of a possible 12 points.

A set score for “passing” Reasoning through Language Arts will not be established until the norming study is completed in the spring of 2013. At this time, how well a test-taker needs to do on any part of the Reasoning through Language Arts test, or the extended response, is not known.


Now that we have an overview of the new Reasoning through Language Arts test, let’s spend a few minutes on some beginning strategies for integrating reading and writing.


Steve Graham is well known for his extensive research on the reading and writing process. You may be familiar with such resources as Reading Next or Writing Next or the research completed through Vanderbilt University. Although there are many different strategies that assist students in becoming more effective readers and writers, today, let’s just look at a couple.

As we move towards a new assessment and implement new strategies (or use effective ones currently in place), it’s important to follow a few basic steps when teaching any strategy : • Activate background knowledge • Discuss the strategy • Model the strategy • Have students memorize the steps for the strategy • Support students learning to implement (scaffolding) • Establish independent practice to gain mastery (practice makes perfect)

Ok, let’s look at a quick at sentence combining, summarization, strategy instruction, and the process approach to writing.


29

What is sentence combining? It is the act of making one smoother, more detailed sentence out of two or more short, choppy sentences.

Sentence combining can be completed at the: • sentence level • paragraph level • document level


Many of our students create very simple sentences when writing. To assist them in constructing more complex and sophisticated sentences (but also effective), provide exercises where two or more basic sentences are combined into a single sentence. When incorporating sentence combining activities into your integrated reading/writing program, introduce it along with the writing process. Many teachers that we have worked with use a sentence combining activity each class period, providing a short, but frequent, activity for learning. Like any effective lesson, it’s important to model the activity before having students try it with support and then on their own. As students share their crafted sentence, have the class discuss what they like about each and evaluate the completed writing for effectiveness. Evaluative questions can be as simple as [review a few of the following]: • Which of the versions do you think is the best? Why? • In what major ways do the versions differ:

•  Which begins the best? •  Which has the most logical organization? •  Which version has the most effective conclusion? •  Which version seems to be the most understandable to you? Why? •  Which version do you believe the intended audience will enjoy the most? Why? •  Which versions offer the most variety in sentence structure? •  Which has included the most remarkable or interesting structures? •  Which is the most rhythmically effective version? How is this effectiveness achieved?

And finally, have fun with the activity.


To begin, use two to three sentence kernels (sentences that are in their most basic or simplest form). Have students practice combining the sentences and share their versions with the class. Help students to evaluate the effectiveness of the different combinations, such as “A diligent employee, Nina applied for a job to earn additional money.”

[Discuss how the sentence is more fluid and uses basic revision skills necessary for more effective writing.]


32

Summarization is an important skills for both reading and writing. However, many of our students merely restate the first sentence of the first paragraph in a text and call it a summary.

Teaching summarization skills can include different types of strategies for summarizing text or instructional activities designed to improve students’ text summarization skills.


Reading to Learn

33

One strategy that is often used for teaching summarization skills is the GIST. GIST is an acronym that stands for “generating interaction between schemata and text.” A beginning strategy is to have students read a short excerpt. Make sure that a pre-reading strategy introduces the material to be read.

After they have read the excerpt, have students then turn over or cover the text so they can not refer to the text. Ask the 5 Ws and H questions and record their answers. Next, have each student use the information generated from the 5Ws and H questions to craft a sentence of 20 words or less. This often requires that students revise and edit their work to remain with the limits of the directions. Have students share their summary sentence and discuss whether or not each sentence captured the “gist” or main idea of the text.

Having students think about what they read, rather than referring to the printed page, assists them in better comprehension skills.


34

When integrating reading and writing to develop a constructed response, you will want to ensure that students have specific strategies to use, as well as a writing process to follow.

When we discussed the new type of prompt, we discussed that an important step is understand what the prompt is asking the test-taker to do – often referred to as “unpacking the prompt.” However, there are other steps in the process as well.


When teaching students how to write a constructed response, you will want to ensure that they have strategies for each step of the process.

Students need: • reading strategies for different types of text – including before, during, and after reading strategies • a process for unpacking the prompt where key words are identified • skills and practice in developing thesis statements • practice in identifying relevant details in the excerpt(s), using quotations, and paraphrasing • methods for organizing their ideas and details logically • strategies for drafting an effective answer • skills in editing and revising

Although the steps for drafting a constructed response may look simple, the process requires numerous skills (and strategies) to produce effective writing. Often, instructors use a graphic organizer to assist students in drafting the information necessary to complete their answer.


We are used to seeing materials on the five-paragraph essay, but what is the structure for an extended response? Simply, it is similar to what is often referred to as the structure for college writing (or any other type of writing).

First, a beginning that sets the stage. Next, the middle which may be one or more paragraphs. Finally, the ending which summarizes the position taken and restates the thesis statement.

It’s important that our test-takers review each of the traits so that as they evaluate their own writing they can assess whether or not each trait has been adequately addressed.


There are many materials and many different types of graphic organizers to help you get started with as you transition towards evidence-based writing. As you get started integrating strategies for the reading and writing process, it is important that you model, explain, and provide guided assistance. However, the goal is to move learners towards self-regulation. Remember, this is not done by merely showing students a strategy once or twice, but rather through the modeling and scaffolding process. Teach often to the whole class, in small groups, and one-on-one.

An effective writing program involves students in various forms of writing, not just evidence-based writing. Good writing is good writing, whether it’s writing business letters and resumes or essays and journals or reports and constructed responses.

Treat writing as a process. Effective writing does not occur in one setting. Spend time on each part of the process. Everyone can learn to write and write well. It’s often said that we get what we expect. Expect to have effective writers in your program.

Don’t forget the resources provided through the GED Testing Service® website. Develop questions for class discussion and teacher-created assessment tools that are of the same cognitive rigor as the 2014 GED® test. A good place to begin is a thorough review of the Assessment Guide and the Item Samplers.


It’s easy to access this information. Just go to gedtestingservice.com and click on the 2014 GED® test.

[If time permits, access the website to show participants the materials.]


It’s easy to access information that supports the transition to the next generation assessment. Just go to gedtestingservice.com and click on the 2014 GED® test.

[If time permits, access the website to show participants the materials.]


Now that you have an introduction to the 2014 GED® test, any questions, insights, or suggestions?

[Provide Q and A time period.]


A special thanks to each of you for being with us today. As we leave, just a few housekeeping items. To obtain a copy of today’s presentation, please [insert process to download presentation, webinar, materials.]

Watch your email for an invitation to our next Webinar. [If date and topic are determined, include it on the slide.]

Thank you again for joining us at today’s webinar. If you have any questions, please contact us at: gedtestingservice.com. Have a great rest of the day.


webinar Exploring the Reasoning through Language...

Documents

Transcript of webinar Exploring the Reasoning through Language...