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Assessment_Guide_For_Educators_Social_Studies (Page 27)
27 Assessment Guide for Educators: Social Studies Chapter 3: Performance Level Descriptors In order to progress to the Pass/High School Equivalency level, test-takers need to: – continue to strengthen the skills listed in the Below Passing level, including: – Determine the central ideas or information of a primary or secondary source document, corroborating or challenging conclusions with evidence – Cite or identify specific evidence to support inferences or analyses of primary and secondary sources, attending to the precise details of explanations or descriptions of a process, event, or concept – Describe people, places, environments, processes, and events, and the connections between and among them – Analyze cause-and-effect relationships and multiple causation, including the importance of natural and societal processes, the individual, and the influence of ideas – Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text – Analyze information presented in a variety of maps, graphic organizers, tables, and charts; and in a variety of visual – Interpret, use, and create graphs including proper labeling. Predict trends within a reasonable limit, based on the data. – Translate quantitative information expressed in words in a text into visual form (e.g., table or chart); translate information expressed visually or mathematically into words and develop the following additional skills: – Identify aspects of a historical document that reveal an author’s point of view or purpose – Compare treatments of the same social studies topic in various primary and secondary sources, noting discrepancies between and among the sources – Identify the chronological structure of a historical narrative and sequence steps in a process – Compare differing sets of ideas related to political, historical, economic, geographic, or societal contexts; evaluate the assumptions and implications inherent in differing position – Identify instances of bias and propagandizing – Analyze how a historical context shapes an author’s point of view