Cite It Right! Scoring and Teaching GED Reasoning Through Language Arts Test Extended Responses
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The document outlines a training session focused on teaching and scoring the GED® Reasoning Through Language Arts extended responses, detailing the rubric, necessary technology skills, and strategies for instructing adults. Key components discussed include the anatomy of the extended response, analysis of arguments using evidence, and instructional activities to enhance reading and writing skills. The session includes practical exercises to help educators understand the scoring framework and improve student performance.
Cite It Right! Scoring and Teaching GED Reasoning Through Language Arts Test Extended Responses
- 1. Cite It Right! Scoring and Teaching GED® Reasoning through Language Arts Test Extended Responses VAILL, Radford University July 16, 2014
- 2. Meagen Farrell Author, consultant GED® Test prep instructor trainer @farrellink Facebook.com/farrell.ink Farrellink.com
- 3. My Two Cents on Teaching Adults Farrellink.com/blog
- 4. 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.
- 5. 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.
- 6. Anatomy of the Reasoning through Language Arts (RLA) Extended Response (ER) Photo Source: Flickr User Hey Paul Studios
- 8. 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
- 9. Writing Constructed Responses Reasoning through Language Arts Science Social Studies Mathematical Reasoning
- 10. Other Constructed Responses Reasoning through Language Arts Science Social Studies Mathematical Reasoning Block 7: Friday, 9:45-11:15 Science Short Answer Block 4: Thursday, 10:15-11:45 SS Extended Response
- 11. RLA ER Item Sampler Source: GED Testing Service
- 12. Content from Where? Reasoning through Language Arts Science Social Studies Mathematical Reasoning
- 13. Content from Where? Reasoning through Language Arts Science Social Studies Mathematical Reasoning
- 14. What technology skills needed? Source: GED Testing Service
- 15. 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
- 16. Want to Teach Digital Literacy? Block 3: Thursday, 8:30-10:00am Fun Ways to Teach New Technology-Enhanced Items Blocks 5 & 6: Thursday, 3:00-6:15pm Teaching Your Students Technology 101 for Computer-Based GED® Testing
- 17. Erasable 8.5”x14” Noteboard Photo Source: GED Testing Service Similar products for prep: • Dry erase sheets. • Fine point erasable markers.
- 18. What is the TASK? Source: GED Testing Service
- 19. 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.”
- 20. 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.
- 21. 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?
- 22. Questions?
- 23. Dissecting the Rubric: Three Traits
- 24. Extended Response 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
- 25. 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 ___.
- 26. Six Volunteers Needed for Part Two!
- 27. 15 MINUTE BREAK
- 28. WELCOME BACK TO Cite It Right! Part Deux! Scoring and Teaching GED® Reasoning through Language Arts Test Extended Responses
- 30. Extended Response 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
- 31. 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
- 32. It’s Time to Play… INTRODUCING our JUDGES!
- 33. Let’s Welcome Our Contestants!
- 34. Test-Taker Anchor Response 2 What do the JUDGES say?
- 35. Test-Taker Anchor Response 2 Score & Annotations from the GED® Testing Service Subject Matter Expert!
- 36. Test-Taker Anchor Response 4 What do the JUDGES say?
- 37. Test-Taker Anchor Response 4 Score & Annotations from the GED® Testing Service Subject Matter Expert!
- 38. Test-Taker Anchor Response 7 What do the JUDGES say?
- 39. Test-Taker Anchor Response 7 Score & Annotations from the GED® Testing Service Subject Matter Expert!
- 41. Now it’s YOUR turn!
- 42. 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
- 43. 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.
- 44. What Score Did You Give? WHY?
- 45. 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
- 46. 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.
- 47. What Score Did You Give? WHY?
- 49. Teaching How to Support an Argument with Specific Evidence
- 50. 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?
- 51. • 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
- 52. 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.
- 53. • 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
- 54. Final Questions?
- 55. Thank You! NewReadersPress.com Virginia Sales Representative: Valencia Smith Ph: 410.381.6477 nrp.vsmith@gmail.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.
Editor's Notes
- #3: Why did New Readers Press ask me to write this book? They want an instructional perspective.
- #10: Why not math? “Great strides have been made in automated scoring over the last decade, [but]…is not fully developed enough to result in reliable scoring in the area of mathematics.” (p. 53)
- #12: “Logistically, the ER item in RLS is in its own separately-timed section of the test at the end of the first half of the RLS module (prior to a 10-minute break).” (p. 53)