College Ready Career Ready National Adult Education College and Career Readiness Training Design...
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- Slide 1
- College Ready Career Ready National Adult Education College and
Career Readiness Training Design Initiative Next Generation
Assessment Presenters Bonnie Goonen -
bv73008@aol.combv73008@aol.com Susan Pittman-Shetler -
skptvs@aol.comskptvs@aol.com
- Slide 2
- Rationale underlying new assessment tools Key points for
discussion during training sessions Webbs Depth of Knowledge (DOK)
and related tasks Insight into how you can begin to apply the
information to build on instructional approaches Resources for
trainer use during future sessions Focus of the Train-the-Trainer
Session Part 1 2
- Slide 3
- Changes occurring in the landscape of education and the
workforce require a new kind of test All to ensure that the adult
education high school credential remains meaningful for adult
learners, employers, and institutions A new test in 2014: Why?
3
- Slide 4
- The Task Ahead Steps I Can Take New Standards New Assessment
2014
- Slide 5
- What are you doing to prepare for the implementation of college
and career readiness standards? How are you preparing instructors
for the increased rigor of the new assessment? What are your
programmatic goals for change in 2013? 2014? What do you need to
help you move forward? How will you make the difference?
- Slide 6
- Its All in the Planning! Time FrameObjective to Meet Concern
ActivitiesCompletedAdditional Information April June 2013 Plan for
professional development system for transitioning instructors to
college and career ready standards-based instruction July December
2013 January June 2014 July December 2014
- Slide 7
- NEW REALITY #1 OUR WORLD HAS CHANGED 7
- Slide 8
- Postsecondary education and training Academic knowledge and
skills Practical literacies: The ability to use and apply the
knowledge of math, language arts, science, civics etc. to meet
real-world challenges. Broader competencies: Critical thinking and
problem solving, communications and collaboration, creativity,
self-sufficiency etc. More Important in the 21st Century
- Slide 9
- 63% of all jobs will require some college or better by 2018
Labor force Labor force 91 million 129 million 154 million 166
million Projections of Jobs and Education Requirements Through
2018. Center on Education and the Workforce (June 2010)
- Slide 10
- Education, Job Openings, and Unemployment in Metropolitan
America. (2012). Brookings Institute http://www.brookings.edu/resea
rch/papers/2012/08/29- education-gap- rothwell#M10420 Further
evidence to support the need to educate adults so that they are
well prepared for postsecondary education so that they can succeed
in todays workplace. What does the workplace need?
- Slide 11
- Time Out for a Video 11
- Slide 12
- For the workplace by connecting skills required for entry-level
positions in the 21st century workplace to our curriculum For
postsecondary education by connecting concepts learned to concepts
necessary for successful entrance For real-world situations by
actively engaging students in contextualized reading, mathematics,
problem-solving, and communication activities Our Goal: Preparing
Students
- Slide 13
- 60% of enrollees at community colleges need remediation (70% of
those need math remediation) National studies have shown that
two-thirds of students who take remedial classes never graduate
Students needing one or more remedial math classes have a 90%
drop-out rate Employers estimate that 39% of high school graduates
who have no further education are not prepared for their current
job and that 45% are under prepared for advancement. Michael Kirst,
Stanford University Study Rising to the Challenge: Are high school
graduates prepared for college and work? Achieve, Inc., 2005 Are
Students Prepared?
- Slide 14
- Connections There is a strong correlation between education,
training, career success, satisfaction in life,... and personal
income.
- Slide 15
- 1.To provide results leading to the award of a high school
equivalency credential 2.To provide evidence of readiness to enter
workforce training programs or postsecondary education 3.To provide
actionable information about a candidates academic strengths and
weaknesses Purposes of the new GED test 15 Improved
- Slide 16
- What is the role of state staff in determining career and
workplace needs? What is the role of the program manager in
determining how the needs of the workplace will be met through
instruction? What is the role of the teacher? What is the role of
the student? Next Steps - Different Roles 16
- Slide 17
- NEW REALITY #2 TECHNOLOGY IS ESSENTIAL 17
- Slide 18
- How many gadgets do you have? mp3 or iPod E-book reader Tablet,
such as an iPad Laptop computer Smart phone Cell phone New
Realities 18
- Slide 19
- Would you really want to go back? 19
- Slide 20
- Technology is EVERYWHERE! Today Most job postings are
exclusively online Most job applications are completed online Most
job responsibilities have a technology component built in In the
next decade Career opportunities will be created by technological
advances Todays Realities 20
- Slide 21
- Earning differentials of workers who use computers 21 Source:
Rainie, L. Digital differences and money. Pew Research Center
(2012)
- Slide 22
- Enables measurement of concepts and/or skills that cannot be
fully or appropriately captured by paper based tests (Bennett 2002;
Parshall, Harmes, Davey, & Pashley, 2010) Improves measurement
by increasing the precision or efficiency of the measurement
process (Parshall, Spray, Kalohn, & Davey, 2001; van der Linden
& Glas, 2000; Wainer, 1990) Computer-based assessment...
22
- Slide 23
- New Realities: Question Types 23 GED testHiSETTASC Constructed
Response Extended Response Short Answer Multiple choice
Technology-Enhanced Items Fill-in-the-blank items Hot-spot items
Drag-and-drop items Drop-down selection items Essay Persuasive
Multiple choice Writing Prompt Informative/explanatory Multiple
choice Gridded response items
- Slide 24
- Computer Skills Basic keyboarding Cut Copy Paste Undo/Redo
Insert Enter hard return Spacing Backspace Highlight Directional
Tools Previous/Next Close Minimize Page tabs Resource Tools Virtual
Calculator Calculator Reference Page Formula Page AE Symbol Item
Review/Flagging Word Processing Skills
- Slide 25
- Helps motivate students, especially Millennials and Gen Xers
Builds collaboration skills for students Requires higher-order
thinking and problem- solving skills Develops skills for
postsecondary education and the workplace Assists students in being
successful on the high school completion assessment Why Integrate
Technology? 25
- Slide 26
- Teaching technology is no more optional than teaching students
how to use a pencil. Technology in Todays Classroom 26
- Slide 27
- 27 If a teacher today is not technologically literate - and is
unwilling to make the effort to learn more - it's equivalent to a
teacher 30 years ago who didn't know how to read and write. Karl
Fisch (2007) In order to teach it, we have to do it!
- Slide 28
- Teach mouse and keyboarding skills Integrate technology as a
normal part of the curriculum Look at technology as more than just
an ability to use a computer E-readers Tablets Smart phones
Incorporate different question types using the technology of the
2014 GED test and other computer-based assessment tools A Few
Strategies to Get Started
- Slide 29
- What is the role of state staff in supporting the integration
of technology state-wide? What is the role of the program manager
in integrating technology into the adult education program? What is
the role of the teacher? What is the role of the student? Next
Steps - Different Roles 29
- Slide 30
- NEW REALITY #3 DIVERSE GENERATIONS 30
- Slide 31
- Slide 32
- Our current GED test candidates 32 Millennials (16-30) 75% Gen
Xers (30-47) 21% Others (47+) 4% 2011 GED Testing Program
Statistical Report
- Slide 33
- What is a generation? Traditionalists Baby Boomer Generation X
Generation Z between 1965 & 1982 between 1927 & 1945
between 1945 & 1964 between 1982 & mid 2000s Millennial G.
I.s between 1901 & 1926 between mid 2000s 2020?
- Slide 34
- ~40% of the population under 25 95% of 18-29 year olds use the
Internet 81% of teens play games online 76% of online teens get
news online 53% have made purchases online 41% use the web to get
health information Pew Research Center (2009) Coming to a Center
Near You!
- Slide 35
- New Realities 35 Source: Zickuhr, K. & Smith, A. Digital
differences. Pew Research Center (2012)
- Slide 36
- New Realities 36 Source: Zickuhr, K. & Smith, A. Digital
differences. Pew Research Center (2012)
- Slide 37
- Teachers tend to teach in their personal learning style by the
methods by which they were taught by the generation in which they
were born Students prefer teachers who teach the way they (the
students) learn by the techniques of the generation in which they
were born What We Know
- Slide 38
- What is the role of state staff in supporting the integration
of differentiated instructional methods state-wide? What is the
role of the program manager in determining what differentiated
curriculum/ strategies/methods are most effective for different
generations? What is the role of the teacher? What is the role of
the student? Next Steps - Different Roles 38
- Slide 39
- NEW REALITY #4 STUDENTS MUST HAVE HIGHER-ORDER THINKING SKILLS
39
- Slide 40
- From Bloom to Webb Cognitive Rigor 40 Cognitive Rigor: Blending
the Strengths of Bloom's Taxonomy and Webb's Depth of Knowledge to
Enhance Classroom- level Processes http://standardsco.co
m/PDF/Cognitive_Rig or_Paper.pdf
- Slide 41
- What is Depth of Knowledge (DOK)? 41 Adapted from the model
used by Norman Webb to align standards with assessment Focuses on
content standards in order to successfully complete an assessment
item/task Descriptive, not a taxonomy Not the same as ability
levels
- Slide 42
- Webbs Depth of Knowledge Model 42 Level 1: Recall Level 2:
Skills and Concepts Level 3: Strategic Thinking Level 4: Extended
Thinking Depth of Knowledge Level 1: Recall A. Focus is on specific
facts, definitions, details, or using routine procedures (measure,
divide, follow recipe, etc.) B. Explaining that C. Can be difficult
without requiring deep content knowledge to respond to item
(memorize a complex theory without being able to explain its
meaning or apply it to a real work situation) D. Combination of
level ones does NOT = level 2. E. One right answer Level 2: Skill
Concept A. Focus is on applying skills and concepts (in a
familiar/typical situation), relationships (compare, cause-effect),
main ideas. B. Requires deeper knowledge than definition C.
Explaining how or why D. Making decisions E. Estimating,
interpreting in order to respond F. One right answer Level 3:
Strategic Reasoning A. Focus is on reasoning & planning in
order to respond (e.g., write an essay or constructed response,
apply in new/novel situation). B. Complex and abstract thinking is
required. C. Often need to provide support for reasoning or
conclusions drawn. D. More than one correct response or approach is
often possible. Level 4: Extended Reasoning A. Requires complex
reasoning, planning, and thinking (generally over extended periods
of time) for the investigation. B. Assessment activities have
multiple steps with extended time provided. C. Students may be
asked to relate concepts within the content area and among other
content areas. D. Students make real-world applications in new
situations.
- Slide 43
- DOK is not about difficulty Difficulty is a reference to how
many students answer a question correctly. How many of you know the
definition of exaggerate? DOK 1 recall If all the students know the
answer, then it is easy. How many of you know the definition of
pellucid? DOK 1 recall If most do not know the definition, this
question is difficult, but that alone does not change the DOK
level.
- Slide 44
- The intended student learning outcome determines the DOK level.
Instruction and classroom assessments must reflect the DOK level of
the intended learning outcome. DOK is about complexity
- Slide 45
- DOK 1 requires recall of information, such as a fact,
definition, term, or performance of a simple process or procedure.
Answering a Level 1 item can involve following a simple, well-
known procedure or formula. Recall: DOK Level 1 45
- Slide 46
- Recall facts Apply a formula Describe features or
characteristics Perform a process or set of procedures DOK Level 1
Examples
- Slide 47
- Sample Level 1 GED Question 47 List Recall
- Slide 48
- DOK 2 includes mental processing beyond recalling or
reproducing a response. Items require students to make some
decisions as to how to approach the question or problem. These
actions imply more than one mental or cognitive process/step.
Skills/Concepts: Level 2
- Slide 49
- Identify and summarize information from a text Compare and
contrast Explain cause-effect Predict a logical outcome Classify
geometrical figures Retrieve information from a graphic and use it
to solve a problem requiring multiple steps DOK Level 2
Examples
- Slide 50
- Sample Level 2 GED Question 50 Comprehend Synthesize Describe
(why)
- Slide 51
- DOK 3 requires deep understanding as exhibited through
planning, using evidence, and more demanding cognitive reasoning.
The cognitive demands at Level 3 are complex and abstract. An
assessment item that has more than one possible answer and requires
students to justify the response they give would most likely be a
Level 3. Strategic Thinking: Level 3
- Slide 52
- Analyze or evaluate the effectiveness of literary elements
Solve a multiple-step problem and provide support Compare actions
and analyze their impact Develop a model for a complex idea Propose
and evaluate solutions Explain, generalize, or connect ideas, using
supporting evidence DOK Level 3 Examples
- Slide 53
- Sample level 3 GED test question 53 Synthesize Reason Evaluate
Support
- Slide 54
- DOK 4 requires high cognitive demand and is very complex.
Students are expected to make connections - restate ideas with the
content or among content areas- and have to select or devise one
approach among many alternatives on how the situation can be
solved. Due to the complexity of cognitive demand, DOK 4 often
requires an extended period of time. Extended Thinking: Level
4
- Slide 55
- DOK Level 4 Examples Gather, analyze, organize, and interpret
information from multiple sources to draft a reasoned report
Analyze authors craft (e.g., literary techniques, point of view,
etc.) Analyze and explain multiple perspectives or issues within or
across time periods, events, or cultures Specify a problem,
identify solution paths, solve the problem, and report the results
Write and produce an original work
- Slide 56
- DOK Levels Can Be Cumulative StandardDOK AssessedDOK Needed
Analyze text(s) in order to identify, understand, infer or
synthesize information DOK 3DOK 1 (read) DOK 2 (understand) DOK 3
(apply information) Apply knowledge of sentence structure in
composing or editing DOK 2DOK 1 (know parts) DOK 2 (write
sentence/edit sentence) Predict trends based on graphical
representation DOK 3DOK 1 (determine how many) DOK 2 (compare) DOK
3 (make decisions) Simplify and evaluate numerical and algebraic
expressions DOK 1DOK 1 (solve)
- Slide 57
- Remember DOK is... 57 a scale of cognitive demand descriptive
NOT the same as difficulty NOT the same as Blooms Taxonomy
- Slide 58
- Can you identify the complexity of each of the following tasks?
Check Your Webb Knowledge
- Slide 59
- At what level would you be assessing students knowledge, if you
had them... Identify and summarize the major events, problem,
solution, conflicts in a literary text. Determine the area of a
triangle given a drawing or labels. Gather, analyze, organize, and
interpret data from multiple sources to draft a reasoned report.
Analyze or evaluate the effectiveness of literary elements (plot,
setting, conflict, point-of-view). Whats the DOK Level? 59 2 1 4
3
- Slide 60
- Use questions that require students to explain their answers
Have students apply reading, writing, and mathematical skills using
challenging content from all subject areas Use open-ended question
formats Use and develop questions for class discussion and tests
that are of the same cognitive rigor as the 2014 GED test A Few
Strategies to Get Started
- Slide 61
- What is the role of state staff in supporting the integration
of DOK in both assessments and instruction? What is the role of the
program manager in determining how DOK will be implemented in the
classroom? What is the role of the teacher? What is the role of the
student? Next Steps - Different Roles 61
- Slide 62
- NEW REALITY #5 MORE RIGOROUS CONTENT THAT MIRRORS THE
REAL-WORLD NEEDS OF STUDENTS 62
- Slide 63
- New Realities Assessments Curriculum Design Lesson Planning
Instruction Student Learning College and Career Readiness Standards
for Adult Education
- Slide 64
- 2014 GED test Overview
- Slide 65
- HiSET Overview 65 TestTimeNumber of Questions Language Arts
Reading65 minutes40 questions Language Arts WritingPart 1 75
minutes Part 2 45 minutes 51 questions Essay question Mathematics90
minutes50 questions Science80 minutes50 questions Social Studies70
minutes50 questions
- Slide 66
- Shift 1: Complexity Regular practice with complex text and its
academic language Shift 2: Evidence Reading, writing, and speaking
grounded in evidence from text, both literary and informational
Shift 3: Knowledge Building knowledge through content-rich
nonfiction Shifts in CCR ELA/Literacy Standards 66
- Slide 67
- Shift 1: Focus Focusing strongly where the standards focus
Shift 2: Coherence Designing learning around coherent progressions
level to level Shift 3: Rigor Pursuing conceptual understanding,
procedural skill and fluency, and application all with equal
intensity Shifts in CCR Mathematics Standards 67
- Slide 68
- Lets Take a Closer Look 68
- Slide 69
- Creating a Master Curriculum Framework Evidence of Learning
Content Areas and Topics Essential Skills Alignment Instructional
Plan Delivery Method(s) Materials Content Areas/Topics
- Slide 70
- KYAE Common Core State Standards Unpacking Chart for Standards
Standards-in-Action: Innovations for Standards-Based Education,
Unit 1, MPR Associates, Inc., Prepared for U.S. Department of
Education, Office of Vocational and Adult Education, 2009 Unpack
the Standards 70 1 Standards 2 Skills Included in Standard 3
Concepts Included in Standard 4 Through a Particular Context 5
Cognitive Demand/ Levels of Thinking 6 Sample Activity
Standard:
- Slide 71
- Developing Lessons
- Slide 72
- What is the role of state staff in supporting the more rigorous
College and Career Readiness Standards for Adult Education? What is
the role of the program manager in determining how the College and
Career Readiness Standards for Adult Education will be implemented
in the classroom? What is the role of the teacher? What is the role
of the student? Next Steps - Different Roles 72
- Slide 73
- NEW REALITY #6 RESOURCES PROVIDE SUPPORT FOR THE CLASSROOM
73
- Slide 74
- GEDTS - www.GEDtestingservice.com 74
- Slide 75
- Resources, Resources, Resources 75
- Slide 76
- Additional Resources 76 Online tutorials and training
Test-taker resources One-stop shop for practice materials
Multimedia outreach Video profiles of success Brand resources for
local programs Research on adult learners
- Slide 77
- HiSET - http://hiset.ets.org/ 77
- Slide 78
- HiSET - http://hiset.ets.org 78
- Slide 79
- TASC
- Slide 80
- 80 High achievement always occurs in the framework of high
expectation. Charles F. Kettering (1876-1958)
- Slide 81
- Our students need and deserve A college and career ready
credential An educational environment where learning is
accelerated; contextualized; results-oriented; and leads students
toward a career! Remember, its all about our students...
- Slide 82
- Questions, insights, suggestions 82
- Slide 83
- 83 Presenters Bonnie Goonen Trainer/Consultant bv73008@aol.com
Susan Pittman-Shetler Trainer/Consultant skptvs@aol.com This
workshop developed courtesy of GED Testing Service .