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40 Assessment Guide for Educators: RLA Chapter 4: Performance Level Descriptors RLA - GED® Pass / High School Equivalency Level Test-takers who score at this level are typically able to demonstrate satisfactory proficiency with the skills identified in the Below Passing level as well as to comprehend and analyze challenging passages similar to Sandra Cisneros’ “Eleven, ” John Steinbeck’s Travels With Charley: In Search of America, and Donald Mackay’s The Building of Manhattan. Test-takers who score in this performance level are typically able to demonstrate the following skills: • Analyzing and Creating T ext Features and T echnique – Order sequences of events in texts at a satisfactory level – Make inferences about plot/sequence of events, characters/people, settings, or ideas in texts at a satisfactory level – Analyze relationships within texts, including how events are important in relation to plot or conflict; how people, ideas, or events are connected, developed, or distinguished; how events contribute to theme or relate to key idea; or how a setting or context shapes structure and meaning – Analyze the roles that details play in complex literary or informational texts at a satisfactory level – Determine the meaning of words and phrases as they are used in a text, including determining connotative and figurative meanings from context – Analyze how meaning or tone is affected when one word is replaced with another, at a satisfactory level – Analyze the impact of specific words, phrases, or figurative language in text, with a focus on an author’s intent to convey information or construct an argument – Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of ideas – Analyze the structural relationship between adjacent sections of text at a satisfactory level – Analyze transitional language or signal words and determine how they refine meaning, emphasize certain