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GED 2002

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    1. GED 2002 What do we know so far? Presentation by Claire Ludovico at Tucson AALL Conference based on PowerPoint presentation at COABE by Marie Hassett and information supplied by Joan Auchter

    2. Whats happening with the new GED?

    3. Percent who passed: Overall on GED 2002: 64% Overall on 1988 version of GED: 69%

    4. Passing Percentages

    5. Passing Percentages by Age

    6. Average Scores

    7. Average Score Disparities

    8. Re-Test Passing Percentages

    9. Average Scores

    10. Non-Passers v. Retesters

    11. Passers, Non-Passers & Retesters

    12. 18-24 year olds (53%) Primary Language English (97%) Eleven or more years of school (43%) Out of school 2 or fewer years (47%) Who Passes the GED?

    13. 20-39 year olds (53%) Ten or fewer years of school (63%) Primary Language? Years out of school? Who Takes the GED?

    14. Personal Satisfaction Better Job Further Education Why do they take the GED?

    15. Top 5 reasons for leaving school given by those with 8th grade education or less: Did not like school Needed money to help at home Bored Poor teaching Teachers did not help enough

    16. Top 5 reasons for leaving school given by those with 9th grade education or more: Poor teaching Did not like school Needed money to help at home Teachers did not help enough Parents did not support my education

    17. Top reasons for leaving school given by those who passed the test: Absent too many times Bored Got a job

    18. Top reasons for leaving school given by those who did not pass the test: Didnt get it Didnt understand math Teacher didnt help

    19. Low Writing Scores (467/296) Low Math Scores (485/327) What do Passers & Non-Passers Have in Common?

    20. Language Arts, Writing

    21. Essay Scores

    22. Mathematics

    23. Percent Correct: Math

    24. Social Studies

    25. Science

    26. Language Arts, Reading

    27. Average Scores of passers, non-passers, and retesters: and heres the bad newsbut note the large gains in scores in writing and mathand heres the bad newsbut note the large gains in scores in writing and math

    28. Why do Writing & Math scores improve on retest, while Content Area scores do not?

    30. Components of Reading

    31. *d*nt*f* th* w*rds *n th*s l*st: d*ff*d*l, W*sh*ngt*n, c*mp*t*r, qu*t*, r**d. L**rn*ng *s th* *nd*sp*ns*bl* *nv*stm*nt r*qu*r*d f*r s*cc*ss *n th* *nf*rm*t**n *g* w* *r* *nt*r*ng. Why Reading Matters

    32. Strategies to Improve Learner Performance

    33. Daily exposure to a variety of texts. Vocabulary instruction that includes a variety of complementary methods designed to explore the relationships among words and the relationships among word structure, origin, and meaning. Comprehension strategies that include prediction of outcomes, summarizing, clarification, questioning and visualization. Frequent writing to enable deeper understanding of what is said.

    34. Problems with social studies, science, and reading: SOCIAL STUDIES: reading a passage and understanding the gist of it, then applying that concept to a different situation SCIENCE: understanding basic science concepts (especially in physics) and applying those to concrete situations READING: questions that require the integration of new information about the piece or about the author with the passage on the test

    35. Some suggestions for social studies, science, and reading Try scaffolding: have students determine: Literal understanding of passage (restate ideas, check focus statement [title] of passage) Interpretive understanding:what else does student know about this writer or this piece: who, where, when, attitude? Applied understanding: how do these fit with answers to question? Try some simple science experiments or discuss science principles in terms of everyday activities.

    36. How about the math test? Biggest problem is application: can they choose the correct procedure to answer question? Real world problems are often missed

    37. Suggestions for improving math Discuss how to solve problems Discuss relevant words in the problem Use realia to create real world problems

    38. Suggestions for improved scores on writing skills multiple choice: Practice construction shift questions: have student read stem and each choice of ending together Students need to be given authority to remove non-relevant sentences from text: try taking realia and polluting it. Have students check each statement against focus statement (title of passage) for relevancy

    39. Any thoughts? Thanks for coming! Special thanks to Brite Lee and Marie Hassett, Ph.D. Steck-Vaughn Publishers And to Joan Auchter, GEDTS