hello and welcome to the ged testing service’s webinar series....

Hello and welcome to the GED Testing Service’s® webinar series. Today’s webinar entitled Exploring the Science Module of the 2014 GED® test is part of an ongoing series of webcasts that will assist you in transitioning to the 2014 GED® Test.

1 © Copyright 2013 GED Testing Service LLC. All rights reserved. GED® and GED Testing Service® are registered trademarks of the American Council on Education (ACE). They may not be used or reproduced without the express written permission of ACE or GED Testing Service. The GED® and GED Testing Service® brands are administered by GED Testing Service LLC under license from the American Council on Education.

Today’s learning objectives are to:

• share updates on the 2014 GED® test, as well as to focus on the area of science, specifically in identifying similarities and differences between the 2002 Series and 2014 GED® tests • explore the new science practices as questions on the 2014 GED® test are aligned with both content and science practices • review a new item – the short answer and discuss a few beginning strategies for integrating science instruction into the adult education classroom


As we move forward to transitioning to the 2014 GED® test, it is important to remember that this new assessment will: First, Align with college and work expectations

Rigorous content and application of knowledge Performance standards supported by validity evidence

Next, Provide evidence of readiness to enter workforce training programs or postsecondary education

And finally, provide Actionable information about a candidate’s academic strengths and weaknesses through a holistic framework focused on adult learners that facilitates the transition to college and careers.

And of course, all this is being done to ensure that the new 2014 GED® test credential remains meaningful for adult learners, employers, and institutions and reflects the changing employment and educational environment in which we all live and work today.


To get us started with our discussion of the 2014 GED(R) test Science module, I’d like to turn the presentation over to Susan Pittman. Susan?

Science is an integral part of each of our lives. In fact, everywhere you look – there is science.

Physics, for example, teaches us how mirrors work, how glasses can aid one’s vision, and how heat can provide a safe and clean environment in our homes. Chemistry discusses the principles of matter, like atoms, molecules, and compounds. These atoms, molecules, and compounds make up the water we drink, the food we eat, the air we breathe, and even the medicines that we take. Life science teaches us how all living things are categorized and why we need what we need to survive in our world.

Teaching the concepts of science in our classrooms is an important part of a complete education – one needed by our students as they enter postsecondary education and the workplace. The importance of science in today’s world is overwhelming. During today’s webinar, we will look at how the 2014 GED® Science test is addressing the practices and knowledge-base of science in today’s world.


In November, the GED Testing Service® posted an updated Assessment Guide for Educators, which includes a Content Comparison between the 2002 Series GED® test and the 2014 GED® test, as well as an updated Item Sampler.

As we work through today’s webinar, we will be referencing these important tools. You will learn how to access these resources at the end of the webcast.


It’s hard to believe that it has been over ten years since the 2002 Series GED®

test was implemented. With that series test came changes in test content, as well as the implementation of the National Science Education Standards. There were eight categories of content standards: • Unifying concepts and processes in science • Science as inquiry • Physical science • Life science • Earth and space science • Science and technology • Science in personal and social perspectives • History and nature of science

However, as we compare the 2002 Series GED® test to the 2014 GED® test, there continue to be some similarities. Life science, physical science, which includes physics and chemistry, and earth and space science continue to be the content areas assessed with only a minor change to the percentage of questions in each area. Graphic literacy also continues to be an integral part of both assessment tools. However, there are also differences as the 2014 GED® test transitions to a computer-based test. Each question is aligned to both a content standard, as well as a science practice. Complexity of test questions, use of scenarios, and the readability of the new test are also changes.


We are all aware that the 2014 GED® test will be a computer-based assessment. Instead of just multiple choice questions, the new assessment will implement technology-enhanced items, such as multiple choice, fill-in-the-blank, hot-spot items, drag-and-drop, and two short answers. The use of technology-enhanced items allows test items to more accurately assess a student’s knowledge. We’ll take a look at the interactivity of these items later in the webcast.


As we move forward and look more closely at science, it is important to realize that there are three dimensions that underline each test question: • Core Ideas (content standards) • Crosscutting Themes • Science Practices

We noted earlier that the National Science Education Standards from the National Research Council (NRC) and Benchmarks for Science Literacy from the American Association for the Advancement of Science (AAAS) guided the development of state science standards and the 2002 GED® Series Test. However, these documents are over 15 years old. Needless to say, major advances have since taken place in the world of science and in our understanding of how students learn science effectively. Therefore the Next Generation Science Standards have been developed that identify content and science and engineering practices that all students should learn from kindergarten to high school. It is from this document that practices and content have been integrated into the GED® assessment targets for science.


We’ve been talking about science practices, but what specifically is a science practice? It’s important to understand that the GED® Science test will focus on the fundamentals of scientific reasoning, as well as the areas we often refer to as content. That is why each item on the GED® Science test will be aligned to both one science practice and one content practice.

But what is a science practice? Simply put, science practices are those skills that are necessary to scientific reasoning, sometimes referred to as inquiry. The practices describe behaviors that scientists engage in as they investigate and build models and theories about the natural world and the key set of engineering practices that engineers use as they design and build models and systems. The term “practices” is used instead of “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice.


The basic scientific practices that are assessed on the 2014 GED® test include: • Comprehending scien0fic presenta0on

• Designing inves0ga0ons • Reasoning from data

• Evalua0ng conclusions with evidence • Working with findings

• Expressing scien0fic informa0on

• Understanding and applying scien0fic theories • Using probability and sta0s0cs in a science context

Remember, each question on the new assessment is aligned with a science practice, as well as content.


Let’s go the next step and look at a question from the Item Sampler.

[Review what the question is showing and asking.]

This question is clearly from the area of Earth and space science. That is the content area. However, the science practice or indicator asks a student to express scientific information or findings – the logical conclusion that can be reached from information gleaned from the map.


Let’s look at another question from the Item Sampler. This question is clearly in the area of physical science. However, this question also assesses a test-taker’s ability to apply formulas from the science practice of being able to use a scientific theory. When looking at the Item Sampler, you’ll also notice that you are provided with the DOK, or Depth of Knowledge, for each question. This question is at the lowest level of complexity of Webb’s Depth of Knowledge – a Level 1 – because the item provides the conversion formula and the data necessary to calculate the answer.


Ok, now that we know about science practices, let’s spend a few minutes looking at the science content of the test.

The science content topics describe key concepts that are widely taught in a variety of high school-level courses and are relevant to the lives of GED® test-takers. As in the 2002 Series GED® test, the primary focus of the test continues to be the measurement of essential reasoning skills applied to scientific context. Although test-takers are not expected to have an in-depth knowledge of each subtopic, they should be familiar with each of the basic concepts in the areas of physical, life, and Earth and space science. Often referred to as core ideas, it’s clear that in the area of physical science, energy, work, and chemical properties as they relate to living systems are the main content areas. This is very similar to what had been assessed on the 2002 Series GED® test. However, remember that the level of cognitive complexity and the pairing of a science practice with each content assessment target creates a very different looking assessment.


Life science continues to be an integral part of the science test. It’s important to note that the listing provided includes the basic topics. Within the Assessment Guide, subtopics are included to provide additional information on the types of content that could be assessed. For example: a subtopic of human body and health is the transmission of disease and pathogens (e.g. airborne, blood borne), effects of disease or pathogens on populations (e.g. demographics change, extinction), and disease prevention methods (e.g. vaccination, sanitation).


Earth and space science incorporates the world around us, from natural hazards to characteristics of our Earth to how our solar system impacts our world through tides and eclipses. Like in the other two content areas, subtopics for each of the three broader topics are included in the Assessment Guide.


One last area when looking at the 2014 GED® Science test is the use of focusing themes. These two themes have application across all domains of science. As such, they are a way of linking the different content areas of science that are assessed by the 2014 GED® test. The two focusing themes are human health and living systems and energy and related systems. Each science content topic is assessed using one of these focusing themes. So, each question on the 2014 GED® Science test is aligned with both a content area and a science practice and focuses on one of two crosscutting themes.


So, what’s new in Science? Lots!

[Review each of the bullets listed to summarize what is new.]


But there is more. A calculator isn’t just for math anymore. The 2014 GED® test presents a real integration of the different content areas. Questions dealing with statistics and data are often viewed on the Science and Social Studies tests, rather than primarily in the area of Mathematics. Graphics continue to be integrated throughout the different content areas.


Because of this integration, there is sometimes a need for the use of the calculator on the new Science test, such as seen on this question. Remember, the calculator is the Texas Instruments TI-30-XS Multiview scientific calculator and is accessed on-screen within the computer-testing software.

Let’s take a quick look at the skills test-takers need to use in order to accurately respond to this science question. This question requires test-takers to describe a data set statistically. A test-taker must first complete a series of mathematical calculations, using the given equation. Then they must complete a second series of mathematical calculations which will provide them with the average of the data set. Because of it’s complexity, this item is a DOK 2. Test-takers do have the option of using a calculator in order to compute the density and then the average or mean. However, unless a test-taker has the mathematical reasoning skills necessary to determine how to complete the correct calculation trail, he/she will not be successful in answering this question from the physical science content area.


For those of you who attended the Reasoning through Language Arts webinar, this type of question may look familiar. The GED® 2014 Science test includes two short answers. Similar in appearance to extended response in both Reasoning through Language Arts and Social Studies, this type of questions requires that a test-taker read the excerpt, unpack the prompt, and then keyboard a response to the question. Test-takers are expected to complete a short answer question in approximately 10 minutes.


Why short answers in science? There are many advantages to using short answer formats to assess a test-taker’s knowledge in science. Look at how a multiple-choice question would be drafted regarding a scientific process as compared to a similar type of content question with a short answer response.

Short answer items allow assessment of a 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.


Each short answer (SA) item on the 2014 GED® Science test assessment will be scored on a three-point scale. For some items, the three points will be accumulated when the test-taker identifies or analyzes up to three specific details or correct answers. One point would be given for each “correct” response. However, scoring guides will also represent the variety of answers that are drawn from the various responses obtained when the short answer items are field tested. Test-takers are creative and may come up with correct responses that use different words or ideas than initially noted. The use of these exemplars plus the scoring guides will provide an accurate assessment of the writing samples provided by test-takers in short answers.


Time out for a quick poll. How many of you are currently teaching science in your program?

Throughout the years, Susan and I have polled instructors regarding the teaching of science and much of the time we have been told that science is taught through the reading of a book or independently. When we further asked whether or not a program had a science lab, well, let’s just say we received either a chuckle or a comment such as “you have got to be kidding me.”

With all of the resources that we have today via the internet and various forms of media, the teaching of basic science concepts and principles should be an integral part of each and every one of our adult education programs.


How do you get started? First it’s important to make science real. Be explicit about how activities and content relate to the nature and process of science, as well as students daily lives. Ask students what they have done today that is connected to science. Sometimes the better question is to ask whether there is anything that any of us do that is not connected to science.

[Review remaining bullets.]


Creating “hands-on” activities, a better word than experiments, is often viewed as challenging in our adult education programs. However, it doesn’t have to be. This is a simple activity that provides students with an opportunity to hypothesize and then to discuss why their prediction was correct or incorrect. More importantly, it illustrates a key scientific concept = all objects fall at the same rate.

There is a fable that Galileo discovered this "rule" by dropping different mass objects from the leaning Tower of Pisa. This was controversial and quite contrary to ideas of Aristotle. Galileo knew that a feather and an anvil would not fall together and explains his reasoning in his book "Dialogue Concerning Two New Sciences." He knew that for extremely light objects, such as feathers, the air resistance is an important factor, but it makes only a tiny difference for dense, compact objects. Galileo goes on to give a detailed analysis of falling bodies. It was not until Newton performed the experiment of dropping a coin and a feather down a tube in which all the air was removed that his reasoning was confirmed. Apollo 15 Commander David R. Scott reconfirmed Galileo's hypothesis when he dropped a hammer and a falcon feather toward the surface of the airless Moon. They reached the surface of the Moon at the same time.


Need another activity in the area of life science? This activity (or experiment) shows how crumpling paper is not always as easy as it seems and how the disuse of muscles affects the human body.

Simply ask for volunteers from your classroom who feel that they can easily crumple a piece of newspaper. Have each member of the class predict who they feel will be able to crumple the most sheets of newspaper and why.

Ask each volunteer whether they are left- or right-handed. If the person is right-handed, they will use their left-hand; left-handed individuals will use their right-hand only. Now it’s time for fun. Tell each volunteer to hold his/her arm out straight and to use only the hand indicated to crumple each piece of newsprint into a tiny ball. As each participant finishes crumpling a piece of paper and drops it on the floor, give the person another piece. What happens? Well, let’s just say that one’s non-dominant hand does not last very long.

The important thing when conducting activities in the classroom is to get students to reason through the process, discuss why their predictions were correct or incorrect, and connect the information to their lives.


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Visual (sometimes referred to as graphic) literacy continues to be an integral part of various types of texts, as well as media. It’s often said that one picture is worth a thousand words. Think for a moment about all of the different types of graphs and charts we have seen throughout this webinar on sample GED® test items.

One strategy for improving visual literacy is QAR (Question and Answer Relationships). This strategy is often used to improve reading comprehension skills, but it can also be used in analyzing different visuals.

© Copyright 2013 GED Testing Service LLC. All rights reserved. GED® and GED Testing Service® are registered trademarks of the American Council on Education (ACE). They may not be used or reproduced without the express written permission of ACE or GED Testing Service. The GED® and GED Testing Service® brands are administered by GED Testing Service LLC under license from the American Council on Education.

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The Question-Answer Relationships framework was first developed by Taffy E. Raphael (1982, 1986). QAR helps students increase reading comprehension by recognizing different types of questions and understanding where the answers to those questions can be found. When adapting the framework to graphics, students analyze the visual and ask themselves questions about where to find specific information.

For example, some information is found “right there” in the graphic. Students ask themselves – “What do I see?” However, some times students need to think about how certain details in a visual relate to one another or to the visual as a whole. Think and search requires that students ask themselves summarizing questions on how the details add to the visual as a whole.

Information in a visual may need to be inferred or obtained through background knowledge. Questions in this area are often referred to as “In My Head.” Students may need to make inferences regarding a visual, especially visuals such as photographs. What was the author’s purpose in presenting information in a particular way?

Sometimes, students need to focus on making personal connections to the visual based on experiences and knowledge. “On my own” requires that students draw conclusions and make inferences based on what they see and what they know. Although there are numerous strategies for interpreting visuals, QAR is one that can be used both when reading text and visuals.

© Copyright 2013 GED Testing Service LLC. All rights reserved. GED® and GED Testing Service® are registered trademarks of the American Council on Education (ACE). They may not be used or reproduced without the express written permission of ACE or GED Testing Service. The GED® and GED Testing Service® brands are administered by GED Testing Service LLC under license from the American Council on Education.

So, what are some ways that you incorporate the teaching of science into your program? First identify the “Big Ideas” of science, including both content and practices. For these items, use hands-on demonstrations and experiments to help students “see” science concepts at work. Don’t forget that the World Wide Web is a wonderful resource to provide students with real-world experiences in science. From science museums to following extinct species via webcams to researching the latest information on a topic of interest, it’s important for students to connect to the science of everyday life.

Of course, don’t forget graphic literacy. Have students conduct surveys and construct tables and graphs as well as interpreting those already created.

Just like in our workplaces and daily lives, sometimes there is not just “one answer” to a science-oriented problem. Provide students with a current problem, e.g., how to clean up oil spills in the gulf. Use open-ended questions within the classroom and have students share the evidence or rationale that was used to develop a reasonable answer.

Don’t forget to integrate writing as a tool for reading comprehension and of course, don’t forget the resources provided through the GED Testing Service® website. Develop questions for class discussion and teacher-created assessment tools that are of the same cognitive rigor as the 2014 GED® test. A good place to begin is a thorough review of the Assessment Guide and the Item Samplers.


It’s easy to access this information. Just go to gedtestingservice.com and click on the 2014 GED® Test.

[If time permits, access the website to show participants the materials.]


It’s easy to access information that support the transition to the next generation assessment. Just go to gedtestingservice.com and click on the 2014 GED® Test.

[If time permits, access the website to show participants the materials.]


Thanks to each of you for taking the time to listen to and view this webcast today.

As we close, I want to mention just a few housekeeping items. The web page from which you launched this webinar includes

a link to a printable cer0ficate of par0cipa0on a link to the downloadable slides that you can reference and use aCer the webinar.

Although this recorded webinar did not provide you with an opportunity to ask your ques0ons directly you can email us with your ques0ons at [email protected].

I’d also like to give my special thanks to Bonnie and Susan for sharing their perspective and expertise with us today. And we look forward to your participation in future webinars and training events sponsored by GED Testing Service. Have a great rest of your day.


hello and welcome to the ged testing service’s webinar series....

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