College Ready Career Ready National Adult Education College and Career Readiness Training Design...
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College Ready Career Ready National Adult Education College and Career Readiness Training Design Initiative Next Generation Assessment Presenters Bonnie
College Ready Career Ready National Adult Education College and
Career Readiness Training Design Initiative Next Generation
Assessment Presenters Bonnie Goonen -
[email protected]@aol.com Susan Pittman-Shetler -
[email protected]@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
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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
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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
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
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
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GEDTS - www.GEDtestingservice.com 74
Slide 75
Resources, Resources, Resources 75
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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
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HiSET - http://hiset.ets.org 78
Slide 79
TASC
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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 [email protected]
Susan Pittman-Shetler Trainer/Consultant [email protected] This
workshop developed courtesy of GED Testing Service .