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Understanding the 2014 GED

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YouthBuild Denver

on 19 March 2013

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Transcript of Understanding the 2014 GED

There's more than meets the eye! Understanding the 2014 GED Reasoning Through Language Arts Extended Response (Essay) Webb's Depth of Knowledge DOK DOK is a demonstration of higher order thinking skills, not about difficulty and it is not a taxonomy Social Studies Practices Themes: 2014 GED - What's New? Four Modules instead of five Mathematical Reasoning New calculator - TI 30XS Science Practices Visual Literacy 2014 Social Studies 2002 Social Studies Level 4: High cognitive demand and is very complex (Not on GED 2014) Level 2: includes mental processing beyond recalling or reproducing a response. Items require students to make some decisions about how to approach the question or problem Level 1: requires recall of information such as fact, definition, term or performance of a simple process or procedure Level 3: requires deep understanding as exhibited through planning, using evidence, and more demanding cognitive reasoning. 2014 RLA 2002 Writing and Reading 165 min 90 min 75 min 75 min Reasoning Through Language Arts
was Language Arts:Reading & Language Arts: Writing The test is on the computer! Technology Enhanced items:
Fill in the blank
Hot Spot items
Drag and Drop items
Drop Down Selection Items It will be harder High School Seniors are held to a higher standard than they were in 2002, so should GED recipients. 2002 Science 2014 Science 2002 Math 2014 Math Provides real-world opportunity for test takers to develop an argument and support ideas with text based evidence In the past the essay has been writing for the sake of writing. This year aims to create arguments and support them with facts from readings. Not just a five paragraph essay! 2002 prompt What is one important goal you would like to achieve in the next few years? In your essay, identify that one goal and explain how you pan to achieve it. Use your personal observations, experiences, and knowledge to support your essay. 2014 prompt The article presents arguments from both supporters and critics of Daylight Savings 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 the best supported. Use relevant and specific evidence from the article to support your response. Scoring Rubric Analysis of arguments and use of evidence Argument
Validity
Integration Development of ideas and structure Ideas
Progression
Organization
words
Awareness Clarity and command of Standard English conventions Conventions
Sentence Structure
Errors Reading: Analyze how individuals, events, and ideas develop and interact.
Analyze the structure of texts
Determine the author’s purpose or point of view.
Delineate and evaluate the argument and specific claims in a text.
Analyze how two or more texts address similar themes or topics. Language: Complete item types that simulate real life editing tasks
Edit to eliminate non-standard or informal usage
Develop an argument and support ideas with text-based evidence
Strategically apply awareness of audience and purpose of the task. What's new? What's new? Ability it interpret, negotiate and make meaning from information presented in the form of - a chart, graph, map, editorial cartoon, photograph, or artifact. Development of modern liberties and democracy Dynamic responses in societal systems Extended response •Explores current ideas about democracy and human and civil rights from ancient civilizations to the present
•Examines contemporary thinking, policies, structures and major events that have shaped democratic values
•Examines major thinkers who have made contributions to American ideas of democratic government Explores how systems, structures, and policies that people have created respond to each other, conditions and events 25 min Example:
In your response, develop an argument about how Senator Kennedy’s position in his speeches reflects the enduring issue expressed in the quotation from the Mass. Constitution of 1780. Incorporate relevant and specific evidence from the quotation, the speech, and your own knowledge of the enduring issue and the circumstances surrounding Kennedy’s run for the presidency to support your analysis This task requires that a test taker read one or more excerpts, unpack the prompt, develop a response supported by evidence, and then type that response. Civics and government individuals rights and the civic responsibilities, political parties, campaign and elections The test will include: US history – civil rights, world wars I & II, the cold war, foreign policy since 9/11 Relationship between environment and societal development Economics – key economic events that shaped American government and policies Evaluating reasoning and evidence Understanding and applying tools, techniques, and units in scientific investigations Describing patterns in a dataset Calculating the average Calculating a weighted average Designing investigations Understanding and applying scientific theories Expressing scientific information An example Physical Science Conservation, transformation, and flow of energy
Work, motion, and forces
Chemical properties and reactions related to living systems Life Science Human body and health: transmission of disease/pathogens; effects of disease or pathogens on populations; and disease prevention methods.
Relationship between life functions and energy intake
Energy flows in ecologic networks (ecosystems)
Molecular basis for heredity Earth and Space Science Interactions between earth’s system and living things
Earth and it’s system components and interactions
Structures and organization of the cosmos Short Answer 2 short answer responses on the test Short answer items allow for assessment of higher level of cognitive complexity because this type of item requires test-takers to express a response in their own words. This is a more authentic type of scenario as tasks in daily life do not offer multiple choice solutions. 10 min time frame The calculator! It's not just for math anymore Number operations
Geometric thinking What is new on the 2014 test? What is not on the new test? Represent or identify a function in a table or graph. Select the appropriate operations to solve problems Ways to prepare Identify absolute value of a rational number Determine when a numerical expression is undefined Factor polynomial expressions Solve linear inequalities Identify or graph the solution to one variable linear inequality Solve real world problems involving inequalities Write linear inequalities to represent context Test takers will use a computer based calculator. The formula sheet WILL NOT INCLUDE: Foundational formulas including: Total cost Area of Square or Rectangle Perimeter Circumference Measure of central tendency Distance The following skills will be used for the 2014 test but not directly assessed, they will be employed in the process of problem solving that is being assessed on a higher level Recognize and use direct and indirect variation Compare and contrast different sets of data on the basis of measures of central tendency. Read and interpret scales, meters, and gauges Identify and select appropriate units of metric and customary measures Use estimation to solve problems and assess the reasonableness of an answer Relate basic arithmetic operations to one another Building solution pathways and lines of reasoning
Abstracting problems
Furthering lines of reasoning
Mathematical fluency
Evaluating reason and solution pathways
Building the foundation Mathematical practices
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