Before everyone jumps on the bandwagon of having students take each of
the GED subtests individually, you should check with your state GED
administrator.  Some states have a provision for taking all the subtests
before retesting on any subtest.  The GED Tests are considered a body of
knowledge and while they be divided for testing purposes the intent is
to master the entire body and not concentrate on one at a time.
Secondly, if taken one by one the student may not achieve the overall
average and then will have to go back to each test and improve the
scores. There is a big difference in the minimum score of 410 and 450.  

 

From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov]
On Behalf Of Forrest Chisman
Sent: Tuesday, February 03, 2009 10:47 AM
To: 'The Assessment Discussion List'
Subject: [Assessment 1585] Re: Assessment Digest, Vol 41,Issue 1--
Transitions: Resources, Obstacles, Etc.

 

A very interesting idea. Anything to increase motivation! I wonderif it
can be applied in some form outside the GED.

 

Forrest Chisman

 

From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov]
On Behalf Of Coyle, Av
Sent: Monday, February 02, 2009 4:47 PM
To: The Assessment Discussion List
Subject: [Assessment 1566] Re: Assessment Digest, Vol 41, Issue 1--
Transitions: Resources, Obstacles, Etc.

 

Dear Maria,

 

Thank you for describing your very insightful and sensitive approach to
the power of motivation and support.  

 

I'm interested in others' experience and views, and perhaps relevant
research and data, on the motivational effect of prompt feedback of
assessment results and the discouraging effect of delayed feedback   I
teach GED Distance Learning in a California adult school with a very
tight budget, and one of our ways of saving money is to send in a
student's GED reading, social studies and science tests together for
scoring, not singly as the student takes them.  This means that a
student might start out taking the reading test, then do preparation in
science and take that one, and finally prepare for the social studies
test and take that one.  Only then are the students' 3 tests sent off
for scoring.  The rationale is that this saves on the cost of answer
sheets, postage, fees and handling.  The result is that a student might
wait several weeks or a month or even several months before getting any
results at all.  

 

While I have regretted this practice, I now have subjective and
anecdotal evidence of the very positive motivational effect of feedback.
In December of 2008 we were required to send in all GED tests for the
year for scoring, whether or not a student had taken the "big three."
Every one of my students who received results in January was enormously
happy and motivated to realize that s/he had received passing scores.
Already, in less than a month, I observe renewed commitment and
perseverance on the part of those students who now realize that they
have passed one or two tests, and know that they CAN pass others.
Receiving those passing scores, sometimes after a wait of several
months, has been a major incentive to students to keep their
appointments and persevere in their GED preparation.

 

As I prepare to lobby for sending in students' tests for
scoringindividually as they take them rather than waiting until they
taken the 3, even if it means a slightly increased fee, I would be
grateful for your input on this topic. 

 

 

Ann Veronica Coyle

Watsonville/Aptos Adult Education

294 Green Valley Road

Watsonville, California 95076

av_coyle at pvusd.net

831-786-2160

831-786-2100, Ext. 2528

831-786-2193 FAX

 

 

 

 

From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov]
On Behalf Of Charlene Salazar
Sent: Monday, February 02, 2009 11:14 AM
To: assessment at nifl.gov
Subject: [Assessment 1561] Re: Assessment Digest, Vol 41, Issue 1--
Transitions: Resources, Obstacles, Etc.

 


Maria - 

I went over your questions for the subscribers and I hope that the
information that I provide you with will help. I am the Transitions
Liaison for the Del Mar College Department of GED Instruction. When I
was hired for this position there were no guidelines. I was given the
opportunity to design it in any fashion that I wished just as long as
the job was successful and it got done. As a former GED graduate, I
thought to myself what were the things that helped me move into
post-secondary education. The first 2 things were motivation and
support. 

When students step into a different educational arena it can be very
intimidating for them; scary. Fear can make students turn and run in a
different direction. A direction that will often not include a college
education. So I told myself that when I met with a student, I was going
to do everything in my power to motivate, support, and encourage these
students. I try to make my students feel comfortable and confident and I
do that by informing them of my educational journey of GED student to
college graduate. I don't sugar coat anything and let them know that it
will be tough and challenging, but so very rewarding in the end. 

Changing a student's "I can't" mind set to an "I can" allows them to
start peeling away the layers of fears they have developed. I tell my
students that there is no way they can move forward if they have one
foot stuck in the past. Whatever it was that led them to this GED
program doesn't matter anymore. They are here to get a GED, enter
college, and/ or workforce and they must focus on the here and now. 

Another thing that works for me is making sure all our students know who
I am. I teach new student orientation, attend awards assemblies, do
classroom visits, and eat lunch with them whenever my schedule permits.
So by the time a student comes in for a transitioning appointment, they
already know me and feel comfortable talking to me. 

Knowledge is my best resource. I must be knowledgeable about everything
the transtioner is going to have to deal with: 

1. Knowing all the key people in every department on campus(s) 
2. College Majors - does Del Mar College have associate and certificate
programs in the students field of interest 
3. Admissions requirements and placement tests such as the THEA and
COMPASS 
4. Tuition Costs 
5. Financial Aid - What is it and how do I apply for it? 
7. College Advising - Placement test scores and will the student have to
enroll in remedial courses, degree plans and class schedules. 
8. Registration 

Availability is also key. I have an open door policy and make myself
available to all our students day or night. For example: If a student is
trying to register and doesn't know where to go or who to talk to, they
can call me on their cell phones and I will walk them through the whole
process over the phone. You have to let your students know that you care
and you are there. 

If you ahve any other questions, please send them my way. 

Charlene Salazar

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