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9 Assessment Guide for Educators: RLA Chapter 1: Assessment Targets Writing on the GED® T est - RLA The writing component of the GED® RLA test integrates reading and writing in tasks that require candidates to support their written analysis with evidence drawn from given source texts. Given the growing demand and use of technology in all levels of postsecondary education and careers, the GED® test is administered by computer. As a result, the following two high-level standards, which correspond with national career- and college- readiness standards, broadly govern the writing tasks.
- Draw relevant and sufficient evidence from a literary or informational text to support analysis and reflection
- Use technology to produce writing, demonstrating sufficient command of keyboarding skills Candidate responses will be scored by a multi-dimensional rubric that focuses on three core elements (“traits”): • T rait 1: Creation of Arguments and Use of Evidence • T rait 2: Development of Ideas and Organizational Structure • T rait 3: Clarity and Command of Standard English Conventions More information about the rubrics can be found in Chapter 3. Writing Assessment Targets3 Range of Depth of Knowledge (DOK) Levels4 Common Core Connections: R�112 W.1 Determine the details of what is explicitly stated and make logical inferences or valid claim that square with textual evidence. 1-3 Common Core Connection: W�1� W�2 and W�4 W.2 Produce an extended analytic response in which the writer introduces the idea(s) or claim(s) clearly; creates an organization that logically sequences information; develops the idea(s) or claim(s) thoroughly with well-chosen examples, facts, or details from the text; and maintains a coherent focus. 2-3 Common Core Connection: W�5 and L�1, L�2� and L�3 W.3 Write clearly and demonstrate sufficient command of standard English conventions.5 1-2 3 See the Common Core State Standards for English Language Arts and Literacy at www.corestandards.org for more information on the reference codes listed at the beginning of each Writing Assessment Target. 4 The Depth of Knowledge (DOK) levels correspond with Norman Webb’s (University of Wisconsin) Depth of Knowledge model of cognitive complexity. 5 “Sufficient command of standard English conventions” is meant to signal that the assessment would seek “mostly correct use” by students, not “total correctness. ” See RLA Extended Response Scoring Rubric, Trait 3 (page 3.10) for more information. About the assessment Content specifications govern the proportions of content that appear on the test forms and ensure item distribution across the assessment targets.