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43 Assessment Guide for Educators: RLA Chapter 4: Performance Level Descriptors In order to progress to the GED® College Ready level, test-takers need to:
- continue to strengthen the skills listed in the Below Passing and Pass/High School Equivalency levels and apply them to complex texts, such as Chinua Achebe’s Things Fall Apart, Martin Luther King Jr. ’s “Letter from Birmingham Jail, ” and Euclid’s Elements, with a particular focus on improving the following skills: – Infer relationships between ideas in a text – Analyze how the structure of a paragraph, section, or passage shapes meaning, emphasizes key ideas, or supports an author’s purpose – Identify specific pieces of evidence an author uses in support of claims or conclusions – Evaluate the relevance and sufficiency of evidence offered in support of a claim – Edit to eliminate wordiness or awkward sentence construction and
- develop the following additional skills: – Analyze how an author distinguishes his or her position or responds to conflicting viewpoints – Compare two passages that present related ideas or themes in different genres or formats in order to evaluate differences in scope, purpose, emphasis, intended audience, or overall impact – Delineate the specific steps of an argument the author puts forward, including how the argument’s claims build on one another – Distinguish claims that are supported by reasons and evidence from claims that are not – Assess whether the reasoning is valid; identify fallacious reasoning in an argument and evaluate its impact – Identify an underlying premise or assumption in an argument and evaluate the logical support and evidence provided – Edit to eliminate non-standard or informal usage – Edit to ensure parallelism and proper subordination and coordination