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Workshop Objectives\u003Cbr>|  |  |\n| --- | --- | --- |\n| \u003Cbr>\u003Cbr>\u003Cbr>~~2~~ | • Overview the performance expectations for CR items and scoring\u003Cbr>• Explore the teaching of key aspects of the constructed response\u003Cbr>• Present a structured approach to tackling a writing task |  |\n|  | • Share resources | |\n\n© Copyright GED Testing Service LLC. All rights  \nreserved 1  \nReasoning through Language Arts 09/2018  \n\n|  |  |  |\n| --- | --- | --- |\n| Reflection\u003Cbr>• Do you consider yourself a writer?\u003Cbr>• How comfortable do you feel writing?\u003Cbr>• How comfortable do you feel teaching writing? How comfortable do you feel |  | |\n| teaching writing at different levels of support?\u003Cbr>• What do you know about the GED® Performance Level Descriptors? The Florida Curriculum Frameworks for ABE and GED® Preparation? The College and Career Readiness Standards used for the TABE 11/12? |  |  |\n| 3 | |  |\n\n~~4~~  \nInquiring Minds Want to Know  \nRLA Extended Response  \n© Copyright GED Testing Service LLC. All rights  \nreserved 2  \nReasoning through Language Arts 09/2018  \n\n| Why Constructed Response?\u003Cbr>•CR is the best way of directly assessing\u003Cbr>• Writing skills\u003Cbr>• Higher-order thinking skills\u003Cbr>•RLA ER – 45 min. , ~20% of test (in terms of raw score points)\u003Cbr>•And, yes, it is a skill used in real-world situations, the workplace, and in postsecondary education.\u003Cbr>\u003Cbr>|  |\n| --- | --- |\n| ~~5~~ | |\n\n\n| The Urban Legends: Instructor Remix\u003Cbr>•Using “I” earns an automatic “0”.\u003Cbr>•The Automated Scoring Engine (ASE) must not be working properly with all those zeroes\u003Cbr>•“Show us some real student responses   There aren’t any real student responses available to use in the classroom”\u003Cbr>•There isn’t enough time to complete the task\u003Cbr>•Skipping the ER is good test strategy\u003Cbr>|  |\n| --- | --- |\n| ~~6~~ | |\n\n© Copyright GED Testing Service LLC. All rights  \nreserved 3  \nReasoning through Language Arts 09/2018  \n\n| The Urban Legends: Student Remix\u003Cbr>•NO ONE earns any points on the ER\u003Cbr>•You can game the system by using key words and phrases\u003Cbr>•Forty-five minutes isn’t enough time to read, plan, and write\u003Cbr>•The instructions don’t tell you what you have to do\u003Cbr>•There is definitely a “right” answer—they are just not admitting it\u003Cbr>|  |\n| --- | --- |\n| ~~7~~ | |\n\nCR Drivers (aka the Three Traits)  \nCR requires    \n1. “Use of Evidence” (Arguments and Use of Evidence)  \n2. “Ways of Expressing Meaning”(Ideas and Organizational Structure)  \n3. “Language Conventions and Usage”(Grammar & Sentence Structure)  \nto respond to the prompt    \n• “In your response, analyze both positions presented to determine which one is better supported. Use relevant and specific evidence from the article to support your response.”  \n~~8~~ ~~ ~~  \n© Copyright GED Testing Service LLC. All rights  \nreserved 4  \nReasoning through Language Arts 09/2018  \n~~9~~  \nA Few Insights to Improve Student Performance  \nWhat Earns Points  \n| Why Are Students Struggling?\u003Cbr>•Not utilizing an outline or plan from which to write\u003Cbr>•Not taking a structured approach to the task\u003Cbr>•Not writing enough to be scored (still!)\u003Cbr>•Not fully utilizing the available time (45 minutes)\u003Cbr>|  |\n| --- | --- |\n| ~~10~~ | |\n\n© Copyright GED Testing Service LLC. All rights  \nreserved 5  \nReasoning through Language Arts 09/2018  \n\n| What Earns Points\u003Cbr>•Going beyond merely stating which side is better supported\u003Cbr>•A single statement of a stance is considered insufficient\u003Cbr>•Needs to include the “why”\u003Cbr>•Doing more than just using quotations\u003Cbr>•Evidence cited must support the overall message and must be analyzed in some way\u003Cbr>|  |\n| --- | --- |\n| | |\n\n\n|  |  |\n| --- | --- |\n| Setting the Claim (statement of stance) |  |\n|  This . . . Instead of . . . \u003Cbr>|  |\n| In the argument for daylight savings time, the pro daylight savings position is better supported because the research is more timely an","cbCaijTeTvwcFoLs","https://ap.wps.com/l/cbCaijTeTvwcFoLs","pdf",3297338,33,"English","# Workshop Objectives\n## Performance expectations and scoring\n## Teaching key aspects of the constructed response\n# Reflection\n## Writer identity and comfort with writing\n## Familiarity with performance level descriptors and standards\n# Why Constructed Response?\n## CR as direct assessment\n## Timing and test weighting\n# The Urban Legends: Instructor Remix\n## Common misconceptions about scoring and timing\n# The Urban Legends: Student Remix\n## Common misconceptions about points and answers\n# CR Drivers (aka the Three Traits)\n## Use of Evidence\n## Ways of Expressing Meaning\n## Language Conventions and Usage\n# A Few Insights to Improve Student Performance\n## What earns points\n## Why students struggle\n# Setting the Claim (statement of stance)\n## Claim examples and contrast\n# Analyze, Evaluate, and Engage\n## Example response comparison\n# What to Avoid","[{\"question\":\"What are the main objectives of the workshop on the GED® RLA Extended Response?\",\"answer\":\"The workshop reviews performance expectations and scoring for CR items, explores how to teach key aspects of the constructed response, and presents a structured approach for tackling the writing task.\"},{\"question\":\"Why is the constructed response used in Reasoning through Language Arts (RLA)?\",\"answer\":\"Constructed response is described as the best way to directly assess writing skills and higher-order thinking, and the RLA ER is presented as a skill used in real-world contexts.\"},{\"question\":\"What are the three CR drivers that determine how students respond to the prompt?\",\"answer\":\"The three traits are use of evidence, ways of expressing meaning (ideas and organizational structure), and language conventions and usage (grammar and sentence structure).\"},{\"question\":\"What commonly causes students to struggle on the RLA Extended Response?\",\"answer\":\"Materials emphasize not using an outline or plan, not taking a structured approach, writing too little to be scored, and not fully using the available 45 minutes.\"}]","What Students Need to Know - Transitioning from ABE Writing Skills to the GED RLA Extended Response - Fall 2018 | PDF",83]