science is awesome! scoring and teaching ged science test short answer responses
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Six Volunteers Needed for a Game!
Science is Awesome!
Scoring and Teaching GED® Test Short Answer Responses
VAILL, Radford UniversityJuly 18, 2014
Meagen Farrell
Author, consultantGED® Test prep instructor trainer
@farrellinkFacebook.com/farrell.inkFarrellink.com
My Two Cents on Teaching AdultsFarrellink.com/blog
Agenda
1. Anatomy of the Science (Sci) Short Answer Responses (SA) & Rubric.
2. He Writes, He Scores!3. Teaching Timed Writing with a Prompt.
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.
Anatomy of the Science (Sci) Short Answer
Response (SA)
Photo Source: Flickr User Hey Paul Studios
FREE Resources:http://www.gedtestingservice.com/educators/constructedresponse
Writing Constructed Responses: Two Short Answers in Science
Reasoning through
Language ArtsScience
Social Studies Mathematical Reasoning
Science SA Item Sampler
Source: GED Testing Service
Content from Where?
Reasoning through
Language ArtsScience
Social Studies Mathematical Reasoning
Content from Where?
Reasoning through
Language ArtsScience
Social Studies Mathematical Reasoning
Real World Scenariosfrom College &
Workforce Contexts
Erasable 8.5”x14” Noteboard
Photo Source: GED Testing Service
Similar products for prep:• Dry erase sheets. • Fine point erasable mar
kers.
What is the TASK?
Source: GED Testing Service
What are test takers asked to DO?Example 1:“Deforestation, or clearing trees, is occurring in
tropical rainforests.“Explain how deforestation could disrupt the
lifecycle of Ophiocordyceps unilateralis in tropical rain forests. Include multiple pieces of evidence from the text to support your answer.
“Type your response in the box. This task may require approximately 10 minutes to complete.”
What are test takers asked to DO?Example 2:“Design a controlled experiment that the farmer
can use to test this hypothesis. Include descriptions of data collection and how the farmer will determine whether his [or her] hypothesis is correct.
“Type your response in the box. This task may require approximately 10 minutes to complete.”
Three (Unofficial) Short Answer Response Scoring Levels
TRAIT POINTS
Clear, logical response (with complete support from passage)
3
Adequate, logical response (with partial support from passage)
2
Minimal or implied explanation (and support from passage)
1
No explanation or support 0
Try It: Short Answer Response
Try to read and respond within10 minutes!
If you finish early, SILENTLY consider:• How long do you think it would take your
students?• What skills are required for this task?• How would you teach these skills?
Find a Partner!Take 5 minutes to discuss your
observations about the SA question:• What science content and vocabulary
do test takers need to respond?• What writing skills do test takers need
to complete their responses?• What instructional activities can you
lead to build these skills?
Questions?
Quick Review of the Sci SA
How much time is recommended for test takers to “plan, draft and edit” their short answer responses?
Where does GED® Testing Service get the content for the short answer stimulus?
What are the THREE (unofficial) score levels for the Science short answer response?
How many short answer responses are included in the GED® Science Test?
“He Writes,HE SCORES!”
It’s Time to Play…
INTRODUCING our JUDGES!
SCORE
Let’s Welcome Our Contestants!
SCORE
Test-Taker Anchor Response 1
What do the JUDGES say?
SCORE
Test-Taker Anchor Response 1
Score & Annotations from the GED® Testing Service Subject Matter Expert! SCOR
E
Test-Taker Anchor Response 2
What do the JUDGES say?
SCORE
Test-Taker Anchor Response 2
Score & Annotations from the GED® Testing Service Subject Matter Expert! SCOR
E
Test-Taker Anchor Response 3
What do the JUDGES say?
SCORE
Test-Taker Anchor Response 3
Score & Annotations from the GED® Testing Service Subject Matter Expert! SCOR
E
THANK YOU VOLUNTEERS!
SCORE
Now it’s YOUR turn!
Three (Unofficial) Short Answer Response Scoring Levels
TRAIT POINTS
Clear, logical response (with complete support from passage)
3
Adequate, logical response (with partial support from passage)
2
Minimal or implied explanation (and support from passage)
1
No explanation or support 0
Find a Partner• Share your response with your partner.• Take a few minutes silently to score the
passage.• Once both partners have finished scoring,
compare your scores and cite specific evidence to support your choice.
Who Gave a Score of Three? WHY?
FREE Resources:http://www.gedtestingservice.com/educators/constructedresponse
Teaching Timed Writing with a Prompt
Remember Your Ideas?
• What writing skills do test takers need to complete their responses?
• What instructional activities can you lead to build these skills?
• Give students an index card or half sheet of paper with a pen or pencil.
• Provide a short prompt: “Shoshana went to the beach. What are some living organisms she might encounter? Describe their relationship on the food chain.”
• Direct students to write for five or ten minutes without concern for spelling, grammar, punctuation, etc.
• After writing, ask students to share their ideas (they don’t have to read their actual writing).
Activity 31: Focused Freewriting
Activity 32: Unpacking a Prompt
• Find or write a stimulus and prompt for a short answer constructed response.
• Briefly read and discuss the stimulus to check for comprehension.
• Ask students to identify three parts of the prompt:– 1. Summary or statement about the stimulus.– 2. Directions on what to do and what their response should include.– 3. Instructions for completing the task.
• Focus on each part and answer student questions. Pay particular attention to part 2: they must follow the directions and respond to the prompt.
• 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 states that the fungus “disperses spores on the forest floor.”
• Next ask students to put the same information in their own terms (paraphrase). Example: The author explains how spores are dispersed and grow within the carpenter ant.
• Use (non-identified) student examples to correct as a class for: proper punctuation & capitalization, clear explanation, logic.
Activity: Quote and Paraphrase
Final Questions?
Thank You!
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