Ged Preparation Science   (#9900133)

Version Description

PURPOSE
The GED® Preparation Program consists of four content-area assessments: Reasoning through Language Arts, Mathematics Reasoning, Science, and Social Studies. The purpose of the program is to prepare students to obtain the knowledge and skills necessary to pass the Official GED® Tests and be awarded a State of Florida High School Diploma. An additional performance level will certify that the student is career and college ready. This program strives to motivate students not only to obtain a GED® diploma, but to continue their education to earn a postsecondary degree, certificate, or industry certification.

The purpose of the Science course of the GED® program is to prepare students to pass the GED® Science test. The framework includes science practices and content standards. Science practices are described as skills that are important to scientific reasoning in both textual and quantitative contexts. The science practices are based on skills included in the Florida Standards for Literacy in Science and Technical Subjects and practices from A Framework for K-12 Science Education, found at http://www7.nationalacademies.org/bose/Standards_Framework_Homepage.html.

THE GED® 2014 ASSESSMENT
Information on the GED® 2014 Assessment and the performance targets and content topics are derived from the Assessment Guide for Educators provided by GED Testing Service®. The manual can be downloaded at http://gedtestingservice.org.

The standards in this framework are based on the knowledge and skills that will be measured on the new assessment launched in January, 2014. This test will focus on the fundamentals of science reasoning, striking a balance of deeper conceptual understanding, procedural skill and fluency, and the ability to apply these fundamentals in realistic situations. Three major content domains will be addressed: life science, physical science and Earth and space science. The test will include items that test textual analysis and understanding, data representation and inference skills, as well as problem solving with science content. Approximately 50 percent of the items will be presented in item scenarios, in which a single stimulus (which may be textual, graphic or a combination of both) serves to inform two to three items. The rest of the items will be discrete.

Instruction on Science Content Topics

The content topics are designed to provide context for measuring the skills defined in the science practices listed in this framework.

As in the previous version of the GED® Science Assessment Targets, the science practices maintain a close relationship with the science content topics. More specifically, the primary focus of the GED® science test continues to be the measurement of essential reasoning skills applied in scientific context. However, test-takers should still be broadly and generally familiar with each of the basic concepts enumerated in the science content topics and subtopics, and they should be able to recognize and understand, in context, each of the terms listed there. Rather, the stimuli about which each question pertains will provide necessary details about scientific figures, formulas, and other key principles. For example, a question may include answer options and stimuli that contain specific terms drawn from the content subtopics; however, test-takers will never be asked to formulate their own definition of a term without the item providing sufficient contextual support for such a task.

Science Content Topics Matrix
The Science Content Topics Matrix below identifies the major topics in science and shows the relationship between each content topic and each focusing theme. The percentage of test questions on each content topic is listed.

	Science Content Topics
Focusing Themes	Life Science (L) 40%	Physical Science (P) 40%	Earth & Space Science (ES) 20%
Human and Health Living Systems	a. Human body and health b. Organization of life (structure and function of life) c. Molecular basis for heredity d. Evolution	a. Chemical properties and reactions related to human systems	a. Interactions between Earth’s systems and living things
Energy & Related Systems	e. Relationships between life functions and energy intake f. Energy flows in ecologic networks (ecosystems)	b. conservation, transformation, and flow of energy c. Work, motion, and forces	b. Earth and its system components and interactions c. Structure and organization of the cosmos

Webb’s Depth of Knowledge (DOK) Model
Bloom’s Taxonomy was used to guide the development of test items for the GED® 2002 series. The GED Testing Service® is using Webb’s Depth of Knowledge model to guide test item development for the GED® assessment. In Bloom’s Taxonomy, different verbs represent six levels of cognitive processes. However, unlike Bloom’s system, the DOK levels are not a taxonomical tool that uses verbs to classify the level of each cognitive demand. The DOK is the cognitive demand required to correctly answer test questions. The DOK level describes the kind of thinking involved in the task. A greater DOK level requires greater conceptual understanding and cognitive processing by the students. The DOK model includes 4 levels: (1) recall, (2) basic application of skill/concept, (3) strategic thinking, and (4) extended thinking. Roughly 80 percent of the items across all four tests will be written to DOK levels two and three, and roughly 20 percent will require test-takers to engage level one DOK skills. Level four entails skills required to successfully complete long-term research projects. Therefore, DOK level four is beyond the scope of this assessment.

PROGRAM STRUCTURE
The GED® program is non-graded and characterized by open-entry/open-exit and/or managed enrollment, self-paced instructional modules, differentiated instruction, flexible schedules, and performance-based evaluation. Agencies are awarded one LCP (V-Y) per test passed by the student.

Program procedures include the following:

1. Determining eligibility for enrollment: 
   1. Must be 16 years of age or older. 
   2. Legal withdrawal from the elementary or secondary school with the exceptions noted in Rule 6A-6.014, FAC. 
   3. Student does not have a State of Florida diploma. 
   4. Student must be functioning at or above a 9.0 grade level
2. Diagnosing learning difficulties as necessary. 
3. Prescribing individualized instruction. 
4. Managing learning activities. 
5. Evaluating student progress. 

Note: F.S. 1003.435 (4) states that “ a candidate for a high school equivalency diploma shall be at least 18 years of age on the date of the examination, except that in extraordinary circumstances, as provided for in rules of the district school board…..a candidate may take the examination after reaching the age of 16.”

Course Number	Course Title	Course Length	LCP Level
9900133	GED ® Prep Science	Varies	X

ACCOMMODATIONS
When a student with a disability is enrolled in an adult education class with modifications to the curriculum framework, the particular accommodations must be specified in the student’s Section 504 Accommodation Plan or any other accommodation plan. Federal and state legislation requires the provision of accommodations for students with disabilities to meet individual needs and ensure equal access. Students with disabilities in adult education programs must self-identify, provide documentation, and request accommodations, if needed. It is recommended that accommodations be identified on a Transition Individual Educational Plan (TIEP), a Section 504 Accommodations Plan, or the development of a plan with their service provider. Accommodations received in secondary education may differ from those received in adult education. Accommodations change the way the student is instructed. Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands, and schedules, learning environment, assistive technology and special communication systems. Documentation of the accommodations requested and provided should be maintained in a confidential file.

Special Notes: Career Development Standards The Adult Career Pathways System includes the following career development standards for students to achieve in their career exploration and planning. Students can access Florida CHOICES or a comparable system for career exploration and planning activities.  Agencies determine if the career plan is developed at intake or integrated into classroom instruction.  If the student is preparing for all four GED® tests, agencies determine in which course the career plan should be developed.    The following is the list of career development standards: CP.01   Develop skills to locate, evaluate, and interpret career information. CP.02   Identify interests, skills, and personal preferences that influence career and education choices. CP.03   Identify career cluster and related pathways that match career and education goals. CP.04   Develop and manage a career and education plan.