Presented at VAILL 2014 in Radford, Virginia. Explanation of scoring with practice, plus instructional activities to prepare your students to write an extended response on the GED RLA Test.

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

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

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

29. “He Writes,
HE SCORES!”

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!

40. THANK YOU VOLUNTEERS!

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?

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

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!
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