cite it right! scoring and teaching ged reasoning through language arts test extended responses

Cite It Right!

Scoring and Teaching GED® Reasoning through Language Arts Test Extended Responses

VAILL, Radford UniversityJuly 16, 2014

Meagen Farrell

Author, consultantGED® Test prep instructor trainer

@farrellinkFacebook.com/farrell.inkFarrellink.com

My Two Cents on Teaching AdultsFarrellink.com/blog

Agenda

1. Anatomy of the Reasoning through Language Arts (RLA) Extended Response (ER).

2. Dissecting the Rubric: Three Traits.15 MIN BREAK

3. He Writes, He Scores!4. 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 Reasoning through Language Arts

(RLA) Extended Response (ER)

Photo Source: Flickr User Hey Paul Studios

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

Depth of Knowledge

Measures cognitive complexity of a task.

GED test items:• 20% level 1• 80% levels 2 & 3

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 Studies Mathematical Reasoning

Other Constructed Responses

Reasoning through

Language ArtsScience

Social Studies Mathematical Reasoning

Block 7:Friday, 9:45-11:15

Science Short Answer

Block 4:Thursday, 10:15-11:45SS Extended Response

RLA ER Item Sampler

Source: GED Testing Service

Content from Where?

Reasoning through

Language ArtsScience

Social Studies Mathematical Reasoning

Content from Where?

Reasoning through

Language ArtsScience

Social Studies Mathematical Reasoning

Real World Scenariosfrom College &

Workforce Contexts

What technology skills needed?

Source: GED Testing Service

TECHNOLOGY SKILLSTest-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

Want to Teach Digital Literacy?Block 3: Thursday, 8:30-10:00amFun Ways to Teach New

Technology-Enhanced Items

Blocks 5 & 6: Thursday, 3:00-6:15pmTeaching Your Students Technology 101

for Computer-Based GED® Testing

Erasable 8.5”x14” Noteboard

Photo Source: GED Testing Service

Similar products for prep:• Dry erase sheets. • Fine point erasable mar

kers.

What is the TASK?

Source: GED Testing Service

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.

Find a Partner!Take 5-7 minutes to discuss your

observations about 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

Extended Response Scoring RubricTRAIT POINTS

Analyzing Arguments and Citing Evidence

2

Development of Ideas and Structure

2

Clarity and Convention 2

TOTAL 6 x 2 = 12

Quick Review of the RLA ER

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 RLA extended response?

Each trait receives ___ points x2 for a total of ___.

Six Volunteers Needed for Part Two!

15 MINUTE BREAK

WELCOME BACK TOCite It Right! Part Deux!

Scoring and Teaching GED® Reasoning through Language Arts Test Extended

Responses

“He Writes,HE SCORES!”

Extended Response Scoring RubricTRAIT POINTS

Analyzing Arguments and Citing Evidence

2

Development of Ideas and Structure

2

Clarity and Convention 2

TOTAL 6 x 2 = 12

Trait 1: Analyzing Arguments & Citing Evidence

DESCRIPTION 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, lacks purpose

0

It’s Time to Play…

INTRODUCING our JUDGES!

SCORE

Let’s Welcome Our Contestants!

SCORE

Test-Taker Anchor Response 2

What do the JUDGES say?

SCORE

Test-Taker Anchor Response 2

Score & Annotations from the GED® Testing Service Subject Matter Expert! SCOR

E

Test-Taker Anchor Response 4

What do the JUDGES say?

SCORE

Test-Taker Anchor Response 4

Score & Annotations from the GED® Testing Service Subject Matter Expert! SCOR

E

Test-Taker Anchor Response 7

What do the JUDGES say?

SCORE

Test-Taker Anchor Response 7

Score & Annotations from the GED® Testing Service Subject Matter Expert! SCOR

E

THANK YOU VOLUNTEERS!

SCORE

Now it’s YOUR turn!

Trait 2: Development of Ideas and Organizational Structure

DESCRIPTION SCORE

Well developed ideas, clear connections with transitions, formal style, chooses precise words

2

Some ideas elaborated, vague terms and structure, disjointed details

1

Little elaboration on main idea, unclear progression, 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, some errors in mechanics do not distract from comprehension

2

Inconsistent use of sentence structure, repetitive or awkward, some errors

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?

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

Teaching How to Support an Argument with Specific 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?

• Use a graphic organizer labeled “Main Idea” on the top, with boxes for “Details” underneath.

• Ask students to summarize the main idea of a non-fiction text and identify supporting details.

• Analyze the strength of the details: Are they relevant? convincing?

• Based on the details, do students believe the argument presented? Why or why not?

Activity 24: Main Idea Map

Activity 21: Pros & Cons

• Identify one or two passages that describe a position for or against a topic. Make it fun by letting your students choose the topic!

• Ask learners to create a Pros & Cons chart and ask learners to name the reasons given in the text for & against the decision.

• Lead a discussion of the reasons on each side.• Ask learners to vote on which decision they

would make in the scenario.

• Provide a non-fiction article as a prompt. Make it fun by letting your students choose the topic!

• Ask students to write sentences that properly quote from the text. Example: The author claims that “many studies have investigated the benefits and costs of DST.”

• Next ask students to put the same information in their own terms (paraphrase). Example: The author refers to several studies on the impact of DST.

• Use (non-identified) student examples to correct as a class for: proper punctuation, specific wording, varied sentence structure, etc.

Quote and Paraphrase

Final Questions?

Thank You!

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