GED 2014 Orientation Steve Schmidt, ABSPD, abspd.appstate.edu, schmidtsj@appstate.edu GED 2014 Overview - About half of all test items are multiple choice with four answer options - Other test items will be technology related and include drop down menus, hot sports, drag and drop, and fill in the blank with a number Subject Time # of ?’s Content Other Mathematics 1 Hour 30 Minutes 46 Quantitative problem solving with - rational numbers 25% - measurement 20% Algebraic problem solving with - expressions/equations 30% - graphs/functions 25% - TI 30 XS on screen calculator - First 5 questions are calculator inactive - New formula sheet - Webb’s DOK 1 – 20% Level 2 – 50% Level 3 – 30% Reasoning Through Language Arts 2 Hours 30 Minutes (with one 10 minute break) 51 Reading - Close reading of 400 to 900 word passages, each with 6 to 8 questions - 75 % informational (science, social studies, workplace contexts ) - 25 % literature Writing - 45 minute separately timed extended response Language - Grammar, usage, capitalization, and punctuation in context - The extended response focuses on evaluating arguments, creating arguments, and backing them with evidence - The extended response is 18.5% of the total score -Webb’s DOK 1 – 20% Levels 2/3 – 80% Science 1 Hour 30 Minutes 34 Life science – 40% Physical science – 40% Earth and space science – 20% - Two 10 minute short answers are 15% of total score -Webb’s DOK 1 – 20% Levels 2/3 – 80% Social Studies 1 Hour 30 Minutes 35 Civics and Government – 50% US History – 20% Economics – 15% Geography – 15% - 25 minute separately timed extended response (18% of the total score) -Webb’s DOK 1 – 20% Levels 2/3 – 80%
The Really Big Reason Not to Worry about GED 2014 is ______________________ ! “The passing standard for high school equivalency was normed on graduating high school seniors, and the pass rate on the individual content area tests is comparable to what it was for the 2002 series.” - Martin Kehe, VP Product Development, GED Testing Service Name These State Capitals: Alabama: Florida: Kentucky: Nebraska: Colorado: Georgia: Michigan: Confusion: Webb’s Depth of Knowledge Level Descriptors for Social Studies Level 1 Recall of Information Level 2 Basic Reasoning Level 3 Complex Reasoning Recall or recognition of: fact, term, concept, trend, generalization, event, or document Identify or describe features of places or people Identify key figures in a particular context meaning of words Describe or explain: who, what, where, when Identify specific information contained in maps, charts, tables, graphs, or drawings Describe of particular events Describe or explain: how (relationships or results), why, points of view, processes, significance, or impact Identify patterns in events or behavior Categorize events or figures in history into meaningful groups Identify and summarize the major events, problem, solution, conflicts Explain, generalize, or connect ideas, using supporting evidence from a text/source Apply a concept in other contexts Make and support inferences about implied causes and effects Draw conclusions or form alternative conclusions Analyze how changes have affected people or places Use concepts to solve problems Webb’s Depth of Knowledge Webb’s is about _________________ , not difficulty. effect
Chunking breaks a large, overwhelming text into manageable sections. Look where natural breaks are where the author shifts focus. Tell students where to group at first (as in the example above) and then allow them to group on their own over time. 4. Circle key terms Have students circle key words in the text. Key words could be: Words that are repeated throughout the text - if you only circle 5 key words in a text, you should have a good idea what the reading is about. 5. Underline the claims Instead of asking students to underline “the important stuff,” have them underline the author’s claims, the specific belief statements the author makes. Authors usually make several belief statements in a paper. 6. Left Margin: Summarize In the left margin, have students summarize each chunk (step 3) in 10 words or less. 7. Right Margin: Text Marking In the right margin, have students do some text marking such as: ✔- I knew this before ! – This is new to me ? – Not sure what this means Close Reading Strategy Practice 1. Number the paragraphs 4. Underline claims 2. Chunk paragraphs: 1 / 2 / 3 5. Left margin: Summarize 3. Circle key words 6. Right margin: Text marking Video Used for Context: Truman’s Ultimatum Regarding Hiroshima (Youtube) The Atomic Bombing of Japan in August 1945 It was very necessary to drop the atomic bomb on Japan to end World War II. During the Pacific island hopping military campaigns leading up to
☐ Point to an area or word on screen? ☐ Left click, right click, double click? ☐ Highlight and select text? ☐ Cut, copy, and paste text? ☐ Select an object or window by clicking on it? ☐ Drag an object to a new location? ☐ Open/close a pop-up window? ☐ Select one or more radio and/or check buttons? ☐ Scroll horizontally and vertically? Navigation Can your students: ☐ Use the screen navigation commands previous/next? ☐ Navigate multiple windows? ☐ Navigate toolbars and drop-down menus? ☐ Navigate screen tabs? ☐ Use the undo and redo operations? ☐ Mark a section/question as a “Flag for Review” and return to section/question as needed? Free Technology Resources GCF Learn Free This free site guides students in learning how to use a mouse and computer basics as well as helping students learn Microsoft Office applications like Word and Excel. Google: gcf learn free or www.gcflearnfree.org Typing Web This free site helps students learn keyboarding. Instructors can register students to monitor their progress Google: typing web or www.typingweb.com GED 2014 Extended Response/Short Answer Overview The extended responses ask students to unpack a prompt, read source material, plan their response, type it, and then edit/revise. Students should be able to keyboard about 25 words per minute. Test Time Given Where Found Other Info Reasoning through Language Arts 45 minutes End of first half of test - Separately timed - 18.5% of total test score Social Studies 25 minutes Last item - Separately timed - 18% of total test score
Teaching Using Models: Social Studies The excerpt from Article 6 of the United States Constitution says the Constitution is “the supreme law of the land.” This shows the enduring principle that the United States government is founded based on laws as spelled out in the Constitution. In his 1974 speech, President Ford supports this enduring principle that the United States is a country founded on laws. Ford’s speech was given just after President Nixon resigned because of Watergate. President Ford makes it clear that “our great Republic is a government of laws and not of men” and that even the President of the United States is not above the law. The Constitution is our country’s law and political power rests in it, not any one person. Also, President Ford further supports this enduring principle when he says “our Constitution works.” This means that the United States government has continued for 200 years in spite of all the challenges we have had as a country. Even a President resigning and a new one taking office does not change does not change how the Constitution works. Finally, President Ford goes on to say that he was appointed based on laws made by people “acting under the Constitution.” People were not acting on their own authority but were directed by the laws in the Constitution. So, President Ford supports the enduring principle that the Constitution is the law of the land in the United States in his 1974 speech when he became President. The enduring principle is explained in bold The underlined shows the connection between the enduring principle and the later speech. Personal information on the historical context is in the first sentence of the second paragraph. Specific evidence from the text is shown in italics Transition words like also and finally connect paragraphs together The paragraphs bring in evidence from both passages and explain how they support the enduring principle
Assessment Targets (Content Guidelines) Are Available! Here are the content topics (for the full list that includes subtopics, see the GED 2014 Assessment Guide at gedtestingservice.com or go to Q.1 Apply number sense concepts, including ordering rational numbers, absolute value, multiples, factors and exponents Q.2 Add, subtract, multiply. divide, and use exponents and roots of rational, fraction and decimal numbers Q.3 Calculate and use ratios, percentages and scale factors Q.4 Calculate dimensions, perimeter, circumference, and area of two-dimensional figures Q.5 Calculate dimensions, surface area, and volume of three-dimensional figures Q.6 Interpret and create data displays Q.7 Calculate and use mean, median, mode and weighted average Q.8 Utilize counting techniques and determine probabilities A.1 Write, evaluate, and compute with expressions and polynomials A.2 Write, manipulate, and solve linear equations A.3 Write, manipulate, solve, and graph linear inequalities A.4 Write, manipulate, and solve quadratic equations A.5 Connect and interpret graphs and functions A.6 Connect coordinates, lines, and equations A.7 Compare, represent, and evaluate functions Some Thoughts about Math: 1. There is a new focus on algebra. It is 55% of GED 2014. The reason: algebra is a gatekeeper skill for postsecondary success! 2. There is a focus on application, specifically problem solving in real world situations. Students should be comfortable with using a method for problem solving like the Polya method. 3. The new formula sheet assumes they know how to find basic area and perimeter. There is a bigger focus on surface area and volume. 4. Data analysis is very important. Students should be comfortable seeing various graphs/charts.