2014 GED® Test: The Content, Context and
Cognitive Demands of the Language Arts
Test Participant Worksheet
Provide a definition for the following terms:
1.
AnchorStandards _____________________________________________________________________
2.
Assessment Targets ___________________________________________________________________
3.
Indicators ___________________________________________________________________________
What are three Assessment Targets for the 2014 GED Literacy Test?
1.________________________________________________________________________________________
2.________________________________________________________________________________________
3.________________________________________________________________________________________
What three language arts content areas are measured on the 2014 GED Literacy Test?
1.
____________________ 2.__________________________3.__________________________
Record the three traits for scoring the extended item response
1.________________________________________________________________________________________
2.________________________________________________________________________________________
3.________________________________________________________________________________________
Ready. Test. Go.
Copyright 2012 Wonderlic - 10.12.1
800.323.3742 | www.wonderlic.com
2014 GED® Test: The Content, Context and
Cognitive Demands of the Language Arts
Test Participant Worksheet
One thing I will implement……
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Two questions I have……
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Three things I learned in this webinar……
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Ready. Test. Go.
Copyright 2012 Wonderlic - 10.12.1
800.323.3742 | www.wonderlic.com
2014 GED® Test: The Content, Context and
Cognitive Demands of the Language Arts
Webb’s Depth of Knowledge
English Language Arts
Subject
Level 1
Level 2
Level 3
Requires candidates to
recall, observe question,
or represent facts or
simple skills or abilities.
Requires only surface
understanding of text,
often verbatim recall or
slight paraphrasing. Use
conventions of standard
English.
Requires processing
beyond recall and
observation. Requires
both comprehension
and subsequent
processing of text.
Involves ordering,
classifying text as well
as identifying patterns,
relationships, and main
points. Connect ideas
using simple
organizational
structures. Requires
some scrutiny of text.
Requires candidates to
go beyond text.
Requires candidates to
explain, generalize, and
connect ideas. Involves
inferencing,
predicting,
elaborating, and
summarizing. Requires
candidates to support
positions using prior
knowledge and to
manipulate themes
across passages.
Candidates develop
compositions with
multiple paragraphs.
Examples
Examples
Examples
• Support ideas by
reference to specific
details in text
• Use dictionary to
find meaning
• Use punctuation
marks correctly
• Identify figurative
language in passage
• Identify correct
spelling or meaning
of words
• Use contextual
clues to identify
unfamiliar words
• Predict logical
outcome
• Construct or edit
compound or
complex sentences
• Identify and
summarize main
points
• Apply knowledge
of conventions of
standard American
English
• Compose accurate
summaries
Level 4
No DOK Level 4 items
appear on the GED
Literacy Test
• Determine effect of
author’s purpose on
text elements
• Summarize
information from
multiple sources
• Critically analyze
literature
• Edit writing to
produce logical
progression
• Compose focused,
organized,
coherent,
purposeful prose
Ready. Test. Go.
Copyright 2012 Wonderlic - 10.12.1
800.323.3742 | www.wonderlic.com
2014 GED® Test: The Content, Context and
Cognitive Demands of the Language Arts
Reference to
CCS
Reading Assessment Targets and Indicators
2014 GED Test of Literacy
R. 1: Determine the details of what is explicitly stated and make logical inferences or valid claims
that square with textual evidence
R.2: Determine central ideas or themes of texts and analyze their development. Summarize the key
supporting detail
R.2.1
R.2.2
R.2.3
R.2.4
R.2.5
R.2.6
R.2.7
R.2.8
Comprehend explicit details and main ideas in text.
Summarize details and ideas in text.
Make sentence-level inferences about details that support main ideas.
Infer implied main ideas in paragraphs or whole texts.
Determine which detail(s) support(s) a main idea.
Identify a theme, or identify which element(s) in a text support a theme.
Make evidence-based generalizations or hypotheses based on details in text, including clarifications,
extensions, or applications of main ideas to new situations.
Draw conclusions or make generalizations that require mixing several main ideas in text.
R.3: Analyze how individuals, events, and ideas develop and interact over the course of a text.
R.3.1
R.3.2
R.3.3
R.3.4
R.3.5
Order sequences of events in texts
Make inferences about plot/sequence of events, characters/people, setting, or ideas in texts.
Analyze relationships within texts, including how events are important in relation to plot or conflict;
how people, ideas, or events are connected, developed, or distinguished; how events contribute to
theme or relate to key ideas; or how a setting or context shapes structure and meaning.
Infer relationships between ideas in text (e.g., an implicit cause and effect; parallel, or contrasting
relationship).
Analyze the roles that details play in complex literacy or informational texts.
R.4.2; L.4.2: Interpret words and phrases that appear frequently in texts from a wide variety of
disciplines, including determining connotative and figurative meanings from context and analyzing
how specific word choices shape meaning or tone.
R.4.1/L.4.1
R.4.2/L.4.2
R.4.3/L.4.3
Determine the meaning of words and phrases as they are used in a text, including determining
connotative and figurative meanings from context.
Analyze how meaning or tone is affected when one word is replaced with another.
Analyze the impact of specific words, phrases, or figurative language in text, with a focus on an
author’s intent to convey information or construct an argument.
Ready. Test. Go.
Copyright 2012 Wonderlic - 10.12.1
800.323.3742 | www.wonderlic.com
2014 GED® Test: The Content, Context and
Cognitive Demands of the Language Arts
Reference to
CCS
Reading Assessment Targets and Indicators
2014 GED Test of Literacy
R. 5: Analyze the structure of texts, including how specific sentences or paragraphs relate to each
other and the whole.
R.5.1
R.5.2
R.5.3
R.5.4
Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text
and contributes to the development of the ideas.
Analyze the structural relationships between adjacent sections of text (e.g., how one paragraph develops or refines a key concept or how one idea is distinguished from another.
Analyze transitional language or signal words (words that indicate structural relationships, such as consequently, nevertheless, otherwise) and determine how they refine meaning, emphasize certain ideas,
or reinforce an author’s purpose.
Analyze how the structure of a paragraph, section, or passage shapes meaning, emphasizes key ideas,
or supports an author’s purpose.
R.6: Determine an 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.
R.6.1
R.6.2
R.6.3
R.6.4
Determine an author’s point of view or purpose of a text.
Analyze how the author distinguishes his/her position from that of others or how an author acknowledges and responds to conflicting evidence or viewpoints.
Infer an author’s implicit and explicit purposes based on details in text.
Analyze how an author uses rhetorical techniques to advance his/her point of view or achieve a specific purpose (e.g., analogies, enumerations, repetition and parallelism, juxtaposition, qualifying statements).
R.8: Define and evaluate the argument and specific claims in a text, including if the reasoning was
valid, as well as the relevance and sufficiency of the evidence.
R.8.1
R.8.2
R.8.3
R.8.4
R.8.5
R.8.6
Define the specific steps of an argument the author puts forward, including how the argument’s claims
build on one another.
Identify specific pieces of evidence an author uses in support of claims or conclusions.
Evaluate the relevance and sufficiency of evidence offered in support of a claim.
Distinguish claims that are supported by reason and evidence from claims that are not.
Assess whether the reasoning is valid; identify false reasoning in an argument and evaluate its impact.
Identify an underlying premise or assumption in an argument and evaluate the logical support and
evidence provided.
Ready. Test. Go.
Copyright 2012 Wonderlic - 10.12.1
800.323.3742 | www.wonderlic.com
2014 GED® Test: The Content, Context and
Cognitive Demands of the Language Arts
Reference to
CCS
Reading Assessment Targets and Indicators
2014 GED Test of Literacy
R.7 & R.9: Analyze how two or more texts address similar themes or topics.
R.9.1/R.7.1
R.9.2
R.9.3
R.7.2
R.7.2
R.7.2
Draw specific comparisons between two texts that address similar themes or topics, or between
information presented in different formats (e.g., between information presented in text and
information or data summarized in a table or timeline).
Compare two passages in a similar or closely related genre that share ideas or themes, focusing on
similarities and/or differences in perspective, tone, style, structure, purpose, or overall subject.
Compare two argumentative passages on the same topic that present opposing claims (either main or
supporting claims) and analyze how each text emphasizes different evidence or advances a different
interpretations of facts.
Analyze how data or quantitative and/or visual information extends, clarifies, or contradicts
information in text, or determining how data supports an author’s argument.
Compare two passages that present related ideas or themes in different genre or formats (e.g., a
feature article and an online FAQ) in order to evaluate differences in scope, purpose, emphasis,
intended audience, or overall impact when comparing.
Compare two passages that present related ideas or themes in different genre or formats in order to
synthesize details, draw conclusions, or apply information to new situations.
R. 10: Read and respond to questions from a range of texts that are from the upper levels of
complexity, including texts at a college-and career-readiness level of complexity.
Ready. Test. Go.
Copyright 2012 Wonderlic - 10.12.1
800.323.3742 | www.wonderlic.com
2014 GED® Test: The Content, Context and
Cognitive Demands of the Language Arts
Reference to
CCS
R.1
Writing Assessment Targets and Indicators
2014 GED Test of Literacy
W.1: Determine the details of what is explicitly stated and make logical inferences or valid claims
that square with textual evidence.
W.1./
W.2/W.4
W.2: Produce an extended analytical response in which the writer introduces the idea(s) or claim(s)
clearly; create an organization that logically sequences information; develop the idea(s) or claim(s)
thoroughly with well-chosen examples, facts, or details from the text; and maintain a coherent
focus.
W.5/L.1/
L.2/L.3
W.3: Write clearly and demonstrate sufficient command of standard English conventions
Ready. Test. Go.
Copyright 2012 Wonderlic - 10.12.1
800.323.3742 | www.wonderlic.com
2014 GED® Test: The Content, Context and
Cognitive Demands of the Language Arts
Reference to
CCS
Language Assessment Targets and Indicators
2014 GED Test of Literacy
L.1: Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking
L.1.1
L.1.2
L.1.3
L.1.4
L.1.5
L.1.6
L.1.7
L.1.8
L.1.9
Edit to correct errors involving frequently confused words and homonyms, including contractions
(passed, past; two, to, too; there, their, they’re; knew, new; it’s, its)
Edit to correct errors in straightforward subject-verb agreement
Edit to correct errors in pronoun usage, including pronoun-antecedent agreement, unclear pronoun
references and pronoun case.
Edit to eliminate non-standard or informal usage (e.g., correctly use try to win the game instead of try
and win the game).
Edit to eliminate dangling or misplaced modifiers or illogical word order (correctly use to meet almost
all requirements instead of to almost meet all requirements).
Edit to ensure parallelism and proper subordination and coordination.
Edit to correct errors in subject-verb or pronoun antecedent agreement in more complicated situations
(e.g., with compound subjects, interceding phrases, or collective nouns).
Edit to eliminate wordiness or awkward sentence construction.
Edit to ensure effective use of transitional words, conjunctive adverbs, and other words and phrases
that support logic and clarity.
L.2: Demonstrate command of the conventions of standard English capitalization and punctuation
when writing
L.2.1
L.2.2
L.2.3
L.2.4
Edit to ensure correct use of capitalization (e.g., proper nouns, titles, and beginnings of sentences).
Edit to eliminate run-on sentences, fused sentences, or sentence fragments.
Edit to ensure correct use of apostrophes with possessive nouns.
Edit to ensure correct use of punctuation (e.g., commas in a series or in appositives and other nonessential elements, end marks, and appropriate punctuation for clause separation).
Ready. Test. Go.
Copyright 2012 Wonderlic - 10.12.1
800.323.3742 | www.wonderlic.com
2014 GED® Test: The Content, Context and
Cognitive Demands of the Language Arts
Seeds of Change: How Humans Can Benefit from
Influencing the Weather
Dr. Kathleen Silverton, meteorologist, speaking at a
town hall meeting in Edwardsville, Iowa, July 17, 2010
1) It might seem more like science fiction than
science, but a process called cloud seeding really
can increase rainfall. Since 1946, scientists have
been researching technology to
change precipitation.
2) We are faced with water shortages, droughts,
and increasing human populations. In response,
many communities in the United States rely upon
cloud seeding to increase rain and snowfall. Cloud
seeding involves spreading silver iodide into
existing clouds. The silver causes moisture to
condense more effectively, making bigger clouds
and more rain.
5) Cloud seeding can also help reduce moisture in
the air. It is used in Texas and here in the Midwest,
for example, to reduce the size of hail, which
decreases summer storm crop damage.
6) There are people who oppose cloud seeding.
Some experts are concerned about the health and
environment risks of exposure to ammonium
nitrate and silver iodide because they can be
poisonous in large quantities. However, numerous
studies have found no significant ill effects. The
amount of silver oxide found in cloud-seeded rain
and snow is well below the risk level set by the U.S.
Public Health Services.
3) Studies conducted by the Weather Modification
Association and the American Meteorological
Institute have shown increases in precipitation
ranging from five to 100 percent! Coastal ranges
have seen the highest increases.
4) Cloud seeding can provide new sources of
drinkable water. It can also provide water to grow
crops in areas where drought has decreased food
production. Hydroelectric dams need water to
produce power, and cloud seeding is a costeffective way to increase water supplies. As
growing populations create higher demand for both
water and power, this provides an optimal solution.
Ready. Test. Go.
Copyright 2012 Wonderlic - 10.12.1
800.323.3742 | www.wonderlic.com
2014 GED® Test: The Content, Context and
Cognitive Demands of the Language Arts
Cloud Seeding Too Risky a Response to Drought
Glass County Gazette editorial, July 20, 2010
7) Last Thursday evening, Dr. Kathleen Silverton
spoke about cloud seeding and the ways she thinks
people can benefit from it. Unfortunately, she
failed to detail the many reasons why people
oppose cloud seeding, nor did she discuss the
dangers of this technology.
8) Humankind has long sought to change the
environment to fit our needs without
considering the consequences. For years we have
allowed industries to pollute our water and air. We
use up limited oil reserves, causing instability as
regions fight for dwindling fossil fuels. Then we
burn these fossil fuels into the atmosphere,
causing the polar ice caps to melt and polluting our
environment. Now we want to control the weather
with cloud seeding? Do we fully understand the
long-term effects of this any more than people
understood burning fossil fuels or living in a
polluted environment in past eras?
environmental buildup of silver iodide and indium
trioxide was both crucial and unknown. If the
poison is in the dose, not one yet knows what the
dose of harmful chemicals from cloud seeding is.
10) Cloud seeding can sometimes provide a
short-term remedy to water shortages. Given the
lack of long-term studies on human environmental
safety, however, cloud seeding may not be a
practice we can afford to pursue.
9) Cloud seeding uses chemicals to increase rain
and snowfall. Some of these chemicals are
poisonous to humans and the planet. Private
corporations such as the Weather Modification
Association have conducted studies and found the
levels of exposure to silver iodide and ammonium
nitrate is safe. One study from the University of
Michigan suggested that, though there appears to
be little short-term risk from these chemicals, it will
be important to monitor the levels of chemical
build-up over time. Unfortunately, there are no
long-term studies that do this. An Australian study
from 2010 suggested that the long-term
Ready. Test. Go.
Copyright 2012 Wonderlic - 10.12.1
800.323.3742 | www.wonderlic.com
2014 GED® Test:
The Content, Context and Cognitive Demands of
the Language Arts Test
Presented by Bill Walker
Common Core Standards Link
The strongest predictor of career and college
readiness is the ability to read and to comprehend
complex texts, especially non-fiction.
The Literacy Test
• 3-hour test with break
• 75% informational texts, 25% literature texts
• Range of complexity DOK 1-3
• Text length 400-900 words
 Cloze item editing passages range: 350-450 words
 Extended response passages range: 550-650 words
• 1 extended item response & 2 short answer responses
Extended Item Response
A Sample Prompt:
While Dr. Silverton’s speech outlines the benefits of cloud
seeding, the editorial identifies drawbacks of this process.
In your response, analyze the speech and the editorial to
determine which position is best supported. Use relevant and
specific evidence from both sources to support your response.
Type your answer in the box. This task may require
approximately 45 minutes to complete.
Short Answer Reponses
Literacy Test MC Item
Literacy Test SA Item
Which statement (out of
four listed) reflects a
conclusion from a
nonfiction passage
about the judicial branch
of the U.S. government?
Write a statement
describing a conclusion
you have formulated using
evidence from the
passage.
Advantage: Short Answer items allow test developers to access a higher level of
cognitive complexity because they require candidates to express a response in their
own words.
Focus on Vocabulary
Candidates must have prior knowledge of words
that appear frequently in a wide variety of
disciplines.
Examples:
• relative, vary, formulate, specificity, accumulate
• calibrate, itemize, periphery,
• misfortune, dignified, faltered, unabashedly
Literacy Assessment Targets
The ability to:
• Read closely
• Write clearly
• Edit and understand the use of standard written
English in context
Assessment Targets
Anchor
Standards
www.corestandards.org
Assessment
Targets
Indicators
Literacy Assessment Targets
Reading
Anchor
Standards
Assessment
Targets Reading
Writing
Anchor
Standards
Assessment
Targets Writing
Language
Anchor
Standards
Assessment
Targets Language
Indicators
Indicators
Indicators
Reading Assessment Targets
Candidates will be measured on their ability to
determine the main idea, point of view, the meaning
of words and phrases, and other inferences and
claims.
Reading Comprehension on the
GED Literacy Test
Assessment Targets:
Reading Comprehension
Assessment Targets with
Indicators Reading Comprehension
Writing Assessment Targets
The writing component integrates reading and
writing into meaningful tasks that require
candidates to support their written analysis with
evidence drawn from given source text(s).
Assessment Targets: Writing
Language Assessment Targets
The language component of the Literacy Test
measures a candidate’s ability to demonstrate
command of grammar, usage, capitalization, and
punctuation.
Candidates will edit items in authentic context in
which highlighted words or phrases appear in
drop-down menus offering alternatives.
Assessment Target with
Indicators: Language
Assessment Target with
Indicators: Language
Extended Response
Scoring Rubrics
Three-Trait Rubric
• Analysis of arguments and use of evidence
• Development of ideas and structure
• Clarity and command of standard English conventions
Reporting Categories: 4 Points Each
• Analyzing and creating text features and technique
• Using evidence to understand, analyze, and create
arguments
• Applying knowledge of English language conventions
and usage
Extended Response Item
Scoring Rubric
Extended Response Item
Scoring Rubric
Extended Response Item
Scoring Rubric
Short Answer Scoring Guides
• Three point scale
• Empirical and holistic scoring
• Two pronged approach to developing guides:
Test developer input
Rangefinder sample responses
• Field testing scoring guides scored by humans
• Scoring guides used to train automated engine
What Can We Do Now?
• Join the Closeout Campaign www.gedtestingservice.com/jointhecampaign
• Lobby for infrastructure
• Plan and execute professional development
• Ask publishers about their plans
What Can We Do Now?
• Review the material supplied with this webinar
• Download the 2014 GED® Resources:
 Test Item Sampler
 Tutorial
 Assessment Guides Chapters 1-3
• Review the CCS for English/Language Arts
The GED Community
Title
Web Site
GED Testing Service
http://gedtest.org
GED Testing Service
www.gedtestingservice.com
Assessment Guide for Educators
http://www.gedtestingservice.com/
educators/assessment-guide-foreducators
Item Sampler
http://www.gedtestingservice.com/
educators/itemsampler
GED 2014 Tutorial
http://www.gedtestingservice.com/
GEDTS%20Tutorial.html
Twitter
www.gedtest.org/twitter
Facebook
www.gedtest.org.facebook
You Tube
www.gedtest.org/youtube
Common Core Standards
http://corestandards.org
Bill Walker
512.777.8963
[email protected]
View our other webinars at www.wonderlic.com/webinars
Visit our blog at blog.wonderlic.com