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45 Assessment Guide for Educators: RLA Chapter 4: Performance Level Descriptors – Identify specific pieces of evidence an author uses in support of claims or conclusions, at a strong level – Evaluate the relevance and sufficiency of evidence offered in support of a claim, at a strong level – Distinguish claims that are supported by reasons and evidence from claims that are not, at a strong level – Assess whether reasoning is valid; identify fallacious reasoning in an argument and evaluate its impact, at a strong level – Identify an underlying premise or assumption in an argument and evaluate the support, at a strong level • Applying Knowledge of English Language Conventions and Usage – Edit to eliminate non-standard or informal usage, at a strong level – Edit to ensure parallelism and proper subordination and coordination, at a strong level – Edit to eliminate wordiness or awkward sentence construction, at a strong level – Edit to ensure correct use of apostrophes with possessive nouns, at a strong level In order to progress to the GED® College Ready + Credit Level, test-takers need to:
- continue to develop the skills listed in the previous performance levels and apply them to even more complex texts, such as Toni Morrison’s The Bluest Eye, Thomas Jefferson’s The Declaration of Independence, and Malcolm Gladwell’s The Tipping Point: How Little Things Can Make a Big Difference, with a particular focus on strengthening the following skills: – Infer relationships between ideas in a text (e.g., an implicit cause and effect, parallel, or contrasting relationship) – Analyze how data or quantitative and/or visual information extends, clarifies, or contradicts information in text, or determine how data supports an author’s argument – Compare two argumentative passages on the same topic that present opposing claims (either main or supporting claims) and analyze how each text emphasizes different evidence or advances a different interpretation of facts