Implementing the 2014 GED exam and computer-based GED testing in correctional facilities: a guide for correctional educators and administrators.

Lockwood, Susan R. ; Nally, John M. ; Dowdell, John 等

Introduction

One of the most significant changes that will affect correctional education in the immediate future is the development of the new GED test and the 2014 change to computer-based testing only. In January 2014, a more rigorous General Educational Development (GED) test aligned to the Common Core State Standards (CCSS) will be implemented. Concurrent with the rollout of the new test, the GED Testing Service (GEDTS) plans to transition from a paper-based test (PBT) to a new test delivery model--computer-based testing (CBT).

Combined, these two changes have important implications for correctional education. Educators will need to be prepared to teach the CCSS and prepare students for a more rigorous GED test that will require students to demonstrate high-level thinking skills and exhibit deeper levels of knowledge in four subject areas. In addition, the new test delivery model will require educators to prepare students to have a level of computer literacy and skills necessary to successfully navigate the test using a computer. These changes, in turn, have implications when it comes to agency budgets and professional development needs of educators and present a number of logistical concerns when it comes to preparing to implement CBT. These changes also importantly will help push the growing role of computer technology in correctional education to the forefront.

This practice guide addresses some of the issues facing correctional educators as they implement CBT and prepare correctional educators and offenders for the more rigorous GED examination. Its goal is to offer suggestions for thinking through the issues to better identify solutions specific to the correctional educator's jurisdiction. Also, the guide explicitly addresses what is known about the process of implementing computer-based GED testing.

Specifically, we offer guidance in two major areas: preparing educators for the new GED test and preparing for CBT. Before discussing and providing guidance on each of these two areas, we provide a background discussion of the role the GED test plays in correctional education.

History of the Ged in Correctional Education

Providing access to GED preparation is a prevalent component of correctional educational programs throughout the criminal justice system; most local jails, lockups, and detention centers, state and locally operated juvenile centers, state adult facilities, and the federal prison system provide GED preparation courses and offer the GED test to incarcerated populations.

In early 2011, the American Council on Education (ACE) and Pearson created a new public--private partnership under the GED Testing Service name. Currently, GED testing centers in correctional education generally operate under the national GED policies and procedures through a State's designated jurisdiction office. Starting in January of 2014, GEDTS will transition from the current assessment to a new, more rigorous GED test aligned to the CCSS, which have been adopted by most states. The 2014 GED test will continue to provide adults with access to the only nationally recognized high school equivalency credential, while having the capacity to signal career- and college-readiness. The new GED assessment includes four content areas: Reasoning through Language Arts (RLA), Mathematical Reasoning, Science, and Social Studies.

Concurrent with the rollout of the new assessment, GEDTS will also transition from a paper-based test (PBT) to a new test delivery model--computer-based testing (CBT). Although computer-based, high-stakes, standardized testing is common in public education environments, it will be new and challenging to implement for most correctional education programs.

These recently announced changes--a more rigorous GED test, a new delivery model, and essentially a new vendor (PearsonVue, the GEDTS service provider)--have understandably led to frequent and widespread discussion among correctional education practitioners, who will need to adapt their GED programs accordingly.

This fifth generation of the GED test has been preceded by four previous generations: the original GED test (released in 1942), the 1978 series, the 1988 series, and the current series released in 2002. Each generation of the GED test has created anxiety for candidates, teachers, and administrators as the exams shifted to keep pace with the knowledge and skills required of the nation's high school graduates and the needs of society. Many current correctional education practitioners remember the adult educator and student concerns in 1988 and again in 2002, when the test included an expository essay. There was great concern then, just as there are now, about the changes coming with the 2014 GED Series Tests. The new assessment will continue to enable adults to earn a high school credential, but it will go further by measuring career- and college-readiness skills that are the focus of today's curriculum and tomorrow's success.

The use of CBT has several advantages for the public as well as the correctional setting. According to Bridgeman (2009, p.39), "Computer-based testing is now common, but not ubiquitous, in the United States." In correctional settings, however, access to any type of CBT is very limited. In fact, the lack of computer literacy among offenders is a major barrier in successfully implementing CBT. In 2007, The National Assessment of Adult Literacy (NAAL) reported data related to computer literacy and computer usage among incarcerated offenders. In 2009, Andrea Amodeo and colleagues referenced the results of the NAAL report:

 Approximately three-quarters of all inmates reported that they
 had not used a computer. This is considerably different from the
 household population, in which more than three-quarters reported
 they had used a computer. Similar to these results, the majority
 of incarcerated adults were not computer literate[;] ... a
 smaller percentage (30 percent) of adults in the household
 population was not computer literate (Amodeo, Jin, and Kling,
 2009, p.3).

Preparing for the New Ged Test

What plan should be in place to provide professional development to the staff who will prepare offenders for the CBT experience and the new GED 2014 test?

Making the shift from paper-based to computer-based examinations will require professional development for all involved. Specifically, education administrators will need training relevant to processes and protocols associated with the new delivery model. Additionally, teachers will need guidance in designing instruction that prepares students for the complexities of the GED 2014 exam and training to help them learn to integrate computer literacy into their curricula so students can master the necessary skills to access and take the computer-based examination. For example, as part of the computer-based testing experience, students will need to access tool bars, navigate "Hot Spots," use "Drag and Drop" and "Point and Click" skills, and perform basic, but essential, keyboarding tasks. And, undoubtedly, students will need the opportunity to practice these skills within the context of their instruction.

[FIGURE 1 OMITTED]

Moreover, education administrators will have responsibility for test security within the context of the technological realm, particularly if the school is a PearsonVue Testing Center. In the past, simply securing the exams in a locked file cabinet in a locked room was enough. Now, correctional education administrators will need to understand such terms such as "secure server," "administrative workstation," and "computer workstation." Additionally, they will have to learn how to schedule the exams and access the scores, as well as follow the protocols for students obtaining credentials upon successful completion of the exam.

The 2014 version of the GED exam will be aligned with the CCSS, adopted for use in K-12 schools by 45 of the nation's 50 states. According to "Common Core State Standards Initiative" (2012):

 The standards are designed to be robust and relevant to the real
 world, reflecting the knowledge and skills that our young people
 need for success in college and careers. With American students
 fully prepared for the future, our communities will be best
 positioned to compete successfully in the global economy
 (Mission Statement).

Teachers in K-12 schools across the nation are learning to design instruction that is aligned to the CCSS. A simple "Google" search of "Common Core Standards Materials" results in a plethora of businesses that are marketing materials to assist with these efforts. Teachers are also learning to develop instructional activities that engage students in practicing higher-level thinking skills and in writing objectives using such verbs as "propose, predict, justify, or evaluate" instead of "identify, discuss, report, or find." Accordingly, teachers in correctional education environments will need training to do these same things. And if students in correctional facilities are going to be successful in taking the 2014 GED test, they will need opportunities to practice proposing, predicting, justifying, and evaluating

Additionally, teachers will be working with students to address tasks that assess the student's depth of knowledge about a given topic. According to the research of Norman Webb, doing so requires students to complete tasks associated with four different levels: Recall and Reproduction, Skills and Concepts, Short-term Strategic Thinking, and Extended Thinking. The depth of knowledge level reflects the complexity of the cognitive processes demanded by the task rather than the task's difficulty. For example, instead of "describing" something at a simple "recall" level, the student would be asked to "describe a model" that might be used to represent it, which requires a deeper understanding of the content or topic.

Generally, correctional education administrators have demonstrated experience in providing professional development to teachers. They know how to assess and prioritize the need, establish the vision, and develop a plan that can be implemented within existing structures. The transition to a new model for test delivery--along with a new, more rigorous test--means that teachers have to design instruction that engages students in activities that provide the opportunity to practice higher-level thinking skills and exhibit deeper levels of knowledge. The Minnesota Department of Education has developed an extensive summary document as part of its comprehensive plan for providing professional development to its teachers and administrators. In the guide, Vickers (2012, p.14) writes that, "Effective PD [professional development] will provide clear paths for ABE [Adult Basic Education] teachers to identify and learn the knowledge and skills needed to effectively prepare ABE learners to pass this test." Education administrators must provide targeted professional development that engages the teacher at the same level as what is desired of the student. Professional development providers should use and model engaging instructional strategies that will support teachers as they prepare students for the new test.

Acknowledging the huge task of designing appropriate professional development for all those providing instruction in Adult Basic Education programs across the country, GEDTS partnered with the Correctional Education Association (CEA), the National Institute of Corrections (NIC), and the National Center for Family Literacy (NCFL) to ascertain professional development needs and design a standard training package for educators. This collaborative partnership was necessary to make sure that all teachers who prepare students for GED testing have access to comprehensive, relevant training that is specific to their educational environments. As the training is disseminated through a Train-the-Trainer model, states will be encouraged to attend training events at local, regional, and national conferences sponsored by these organizations in 2013.

Additionally, GEDTS published the Assessment Guide for Educators to guide individuals through the new assessment. It highlights item types and assessment targets and provides guidelines for how items will be scored. This is available at no charge by accessing the following web-site: http://www.gedtestingservice.com/educators/assessment-guide-for-educators

Preparing for Computer-Based Testing

Who needs to be involved in the discussions and planning for the implementation of computer-based GED testing?

As with any change, there are many people who need to be involved with the successful implementation of computer-based GED testing. Each state has a designated agency with responsibility for providing oversight in implementing the GED program for its citizens. This "jurisdictional oversight" might come from the state's Department of Labor, for example, as it does in Maryland; or from its Department of Workforce Development, as it does in Indiana; or from its Department of Education, as it does in Massachusetts. When correctional agencies establish their sites as official PearsonVue testing centers (which is a requirement for CBT), they must communicate directly with PearsonVue/GEDTS and still communicate with the staff from their states' departments that have jurisdictional oversight.

Additionally, a correctional agency's executive staff members, including its Chief Financial Officer, need to be apprised of processes and progress associated with the transition to CBT and the new exam. The executive staff has to assure that policies are revised and aligned to CBT's specifications. It must also rely on the Chief Financial Officer to manage the fiscal issues (addressed later in this guide) surrounding the transition to CBT and the new GED exam. The executive staff provides oversight to the facility wardens and can hold them accountable for supporting the transition.

As such, correctional facility wardens are instrumental in working with their technology staff to ensure that computer labs are installed at their sites. The wardens will provide teachers with the opportunity to attend professional development meetings to help them prepare students for the transition. Facility wardens are also instrumental in ensuring that their staff members facilitate the logistical aspects of overseeing offenders in computer labs and maintaining security for the GED test.

Finally, teachers and students need to be included in the transition preparation. Moving to a new version of the GED test is a cause for anxiety among those who prepare students for the exam. Teachers need to learn about and understand new testing protocols, new instructional strategies to use with their students, and new curriculum that integrates the explicit teaching of computer skills with instruction aligned to the CCSS.

How should the steps of the project implementation be ordered to establish an implementation timeline?

As correctional organizations make the transition to computer-based testing and the 2014 GED Test, they should consider establishing an implementation time-line. Instead of attempting to implement CBT and the 2014 GED Test at the same time, it is recommended to that correctional agencies establish the computer-based testing during 2013, prior to the new GED test beginning in 2014.

Because of the nature of creating secure environments for test delivery, most correctional organizations have to build the capacity for CBT by purchasing equipment and installing computer labs. The time-line for implementing CBT should include budget planning, technology acquisition and installation, and implementation phases.

The first priority for budget planning is to obtain equipment specifications provided by GEDTS/PearsonVUE and quotes from vendors. The cost analysis needs to include the price of equipment and installation, along with the cost of accessing and scoring the test. Additionally, the cost of obtaining the GED transcript and credential needs to be considered.

Once the budget has been prepared, it has to be presented and approved by the executive staff of the relevant organization. Once this is done, the equipment can be purchased and the computer labs can be installed. Depending on the size of the organization and the number of test sites, the procurement process can take time. The process requires collaboration among facility, technology, fiscal and education staffs.

While the equipment is being purchased and installed, education administrators should work on the implementation process. Licensing agreements between the education organization and PearsonVUE need to be established so the test can be loaded onto the secure server at the testing site. Protocols for billing and invoice payment need to be arranged.

Additionally, instructors need to be trained to integrate computer skills into their curriculum so students are ready to use the computer for the test. Finally, facility staff and education administrators need to learn the logistics for accessing the test and maintaining test security.

As soon as the computer labs are ready, the protocols for test acquisition and payments are arranged with PearsonVUE, and teachers and students are ready for the exam, CBT can be implemented. If an organization is large, with multiple test sites, the education administrator should consider implementing CBT one facility at a time, responding to any "glitches" as they occur and thus avoiding the necessity to trouble-shoot problems at multiple sites at once.

After the successful implementation of CBT, the correctional organization can begin to address the needs associated with preparing teachers and students for the 2014 GED Test. Developing a comprehensive professional development plan for instructors is the most critical piece to transitioning to the new test. Additionally, it is important that facility wardens and executive staff understand the need for professional development and agree with the plan so they can allow instructors time to participate in various training activities associated with preparing students for the test. A more extensive discussion of professional development is included later in this guide.

Where should the CBT lab be located within the correctional setting?

The testing room inside the facility needs to be in an easily accessible, dedicated education area and include secure access to download the exams from the administrative workstation or proctor laptop to the computer workstations. The testing room also needs to include a closet or physical space in which a server could be secured. The administrative workstation and all test delivery workstations must be connected and networked with one another during exam delivery. However, only the administrative workstation must have Internet access, and this can be done from another location before connecting the station to the student station network. This network must be a closed network dedicated to CBT and test preparation. For jurisdictions with a large number of examinees, an effective lab configuration might include one test station for every five monthly examinees. In addition, the classroom chosen as the GED testing lab must be secure to prevent unauthorized tampering with the equipment and server used for GED test access.

Another option would be to use laptops instead of workstations. Laptops could be stored in another area and used only as necessary for GED preparation and test taking, thus making the classroom available for other uses in the meantime. According to PearsonVue/GEDTS, offenders who use laptops to access the test must have an external keyboard and mouse and must be able to view the test on a 17" monitor. Doing this will remove any difficulties associated with the nuances of using a laptop. Laptops, however, will have to be connected to a closed local network.

What types of equipment and hardware are needed to establish a CBT lab?

Correctional agencies can choose to contract with a third-party vendor to provide the testing services or become an authorized PearsonVue Test Center. For those choosing the latter, PearsonVue provides technical requirements for equipment set-up, which can be accessed at http://www.pearsonvue.com/pvtc/technical_reqs.pdf. These specifications provide information about equipment, along with suggestions for set-up. It is very important to make sure that a technology specialist reviews the equipment specifications to ensure that all hardware can accommodate the GED software needed to access the test. It is also important to review agency policies to determine whether there are any practices that could impact CBT options.

Computer equipment and software should be installed through the cooperation of facility personnel and technical personnel. Most correctional sites can access the facility's broadband access as long as the test is downloaded to a secure server/administrative workstation.

How should the agency coordinate with other stakeholders to establish contracts and licensing agreements?

There are several different contracts and licensing agreements that need to be in place prior to the beginning of test administration. However, because of state laws and regulations, many State Jurisdictions face a dilemma in adhering to the responsibilities that come with following these laws and regulations. The tension occurs as jurisdictions become operational and current while correctional units are expected to establish a legal relationship with Pearson to access the software and a contractual relationship with GEDTS, LLC to for the purpose of establishing the fee structure and payment method. This lies outside of the scope of the correctional agency's jurisdiction.

The primary question for many correctional units is whether they have to go through their State's GED Jurisdiction to sign contracts or work directly with GEDTS, LLC and PearsonVUE to sign contracts and establish the legal relationship needed to conduct business. To date, Pearson VUE has addressed this by stating the following:

 For testing purposes, an authorized PearsonVUE Testing Center
 (PVTC) becomes part of the PVTC network and is under the
 oversight of PearsonVUE. For purposes of the GED testing
 program, any PVTC within a jurisdiction that participates in the
 GED testing program must adhere to the policies and procedures
 established by the GED Testing Service and the local
 jurisdiction (CEA-GED Testing Service, 2012).

Specifically, the correctional agency must have a licensing agreement from PearsonVue in order to install the necessary software to access the test. This licensing agreement is available at no cost to the correctional agency. In addition, the agency needs to have a contract with GEDTS, LLC for the purposes of establishing a fee structure and paying invoices for the test administrations. Depending on the established protocols of the State Jurisdiction, the correctional agency might also need a contract with an entity to score the tests.

Finally, either the State Jurisdiction or the correctional agency has to have a contract in place for the purpose of issuing the State's recognized GED credential. For example, Indiana's contract provides that CBT scoring data will be transferred to the Indiana Department of Workforce Development (the jurisdiction providing oversight to Indiana's GED program) and Indiana's credentialing vendor on a daily basis in order to ensure the timely distribution of GED credentials issued by the Indiana Department of Workforce Development as well as to ensure Indiana has continued and unfettered access to GED testing data.

What needs to be considered about the process of credentialing the successful examinee?

Many State Jurisdictions use entities such as Diploma Sender to obtain transcripts, diplomas, or GED Certificates for the test takers. Additionally, test takers can access these same providers to obtain credentials for a small fee. According to GEDTS, LLC:

 [T]he testing service will continue to provide data through
 existing service providers. As the computer testing expands and
 the system is fully implemented, users authorized (by the
 jurisdiction) to access data will do so through a web-based
 technology platform maintained by the GED Testing Service,
 through which authorized user at no additional cost can access
 the test taker's demographic data and exam score results, view
 2002-series (and beyond) test-taker aggregate score and
 credential data" (CEA-GED Testing Service, 2012).

Additionally, "Through the testing process the GED Testing Service obtains consent form the test-taker to provide the GED test scores and other GED test-related data to the applicable jurisdiction." (CEA-GED Testing Service, 2012).

The fundamental issue is who owns the raw data and how are these data managed. The GED assessment is not a high school equivalency document. The GED assessment and the scoring becomes a high school equivalency based on a state's code. Because a state establishes the equivalency, there is a desire to control the movement and storage of these data.

What are some of the fiscal issues associated with CBT and the new GED Exam?

Across the country, correctional agencies are working to plan for the actual costs associated with accessing the exam. Correctional agencies working directly with PearsonVue/GEDTS must establish a protocol for invoicing and bill payment. PearsonVue/GEDTS offers a "rebate" of sorts to correctional entities providing the exam to offenders. The cost for the entire battery is $120, which includes the leasing of the four content area tests, registration and scheduling, fee collection, test scoring, instant unofficial score reports, reporting, data management, data transfers, test security, proctoring, and accommodations (CEA-GED Testing Service, 2012). However, if the correctional facility is an authorized testing center testing only its inmates, it can choose to receive the test center compensation, which is $38.00, which brings the cost of the total battery down to $82.00.

Preparation materials and software for the 2014 GED CBT are limited. Since preparation materials may be a principal cost burden, agencies should consider the cost of those materials in the budgeting. Funding sources may include Special Education, Adult Basic and Literacy Education (ABLE), Title One, Career Tech, Inmate Welfare, Self-Pay, and outside philanthropic organizations.

Since costs for testing are a major concern for correctional agencies, many are considering providing portions of the test to offenders instead of allowing them to take the entire battery at once. For example, an offender could take the math portion of the exam. Unofficial test results would be available almost immediately. If he or she passed the math exam, they would be permitted to take another section of the exam. Upon obtaining the results, if he or she passed the second section, they could take the next one, and so on. This procedure could help the agency with controlling costs. For jurisdictions with a large number of examinees, arrangements for billing collectively over a monthly or quarterly period should be considered.

To date, GEDTS has not announced the cost of future products or services, including practice tests or scoring and credentialing. These announcements are expected to be made in early to mid-2013. Correctional agencies are accustomed to unlimited use of practice exam materials and now much anticipate the need to pay a per-test fee for each practice exam. Thus, the costs associated with practice exams may seriously impact agency budgets.

In a 2011 discussion with Adult Basic Education practitioners from around the country, GEDTS made the following comment:

 The costs of computer-based testing are actually quite
 comparable to those for paper-based testing. The issue of cost
 gets complex because GED[R] testing in jurisdictions is quite
 highly subsidized at different levels in different locations
 (e.g. some costs of administering the program is covered by the
 state, and some by local community colleges or local community
 based organizations who subsidize testing center operation
 costs). GED[R] Testing Service is committed to finding ways to
 make the cost of testing affordable for the widest range of
 candidates possible. That having been said, the current system
 tends to offer the same subsidies to all candidates in a
 jurisdiction, regardless of financial circumstances or need. We
 are currently exploring ways in which jurisdictions would be
 able to make more targeted decisions about what candidates are
 going to be subsidized and to what degree. As we implement
 computer-based testing, each jurisdiction's unique policies are
 being considered individually to ensure appropriate and
 affordable pricing to the candidates (GEDTS, 2011).

During the CEA-GED Testing Service Webinar in June, 2012, GEDTS reminded participants that "[c]ost savings are realized in convenience, time, human capital and efficiencies that could not be realized except through the integration of technology." (CEA-GED Testing Service, 2012).

What else needs to be considered in preparing for CBT and the new GED exam?

Security protocols in correctional environments add another layer to the CBT process. Offenders must be registered to take the GED prior to sitting for the exam, something that can be accommodated by having the offender complete the registration form using paper-and-pencil. Afterward, an authorized staff member can create an account for the offender and enter the data.

Also, recognizing the need for those individuals with disabilities who qualify for specific testing accommodations, GEDTS stated the following:

 There will absolutely be appropriate accommodations for
 test-takers with disabilities; in fact, we believe that
 test-takers who need accommodations can be more speedily served
 in the CBT delivery mode, because most standard accommodations
 will be built into the computer interface, making them more
 readily available to test-takers who are approved for those
 accommodations (GEDTS, 2011).

Specifically, those individuals approved for specific test-taking accommodations will have access to a variety of options because of the use of the technology platform. Depending on the need, offenders could have extra time (25 percent, 50 percent, or 100 percent), extra "stop-the-clock" breaks, large print or screen magnification, auditory presentation, Braille, color and contrast options, plug-and-play adaptive, separate room, reader/recorder, or other customized solutions (CEA-GED Testing Service, 2012, p. 27).

Conclusions

As correctional agencies prepare for the upcoming changes to the GED examination--a more rigorous test, a new delivery model, and a new vendor--some might choose to react as if they were victims of a "perfect storm." However, where there is change, there is opportunity, and the influx of computer hardware in correctional environments for GED testing could prove beneficial. The cost of providing educational opportunities for offenders is ever-increasing, and the use of technology will be a key factor in expanding educational access in correctional facilities. Although there are many issues to resolve in implementing computer-based GED testing, the process will help to "jump-start" the integration of technology in correctional environments.

Additionally, the 2014 version of the GED assessment will provide an elevated demonstration of an offender's preparation to enter the work force or post-secondary education setting upon release. By assessing an offender's depth of knowledge of the Common Core State Standards (CCSS), educators will know whether he or she is ready to compete for employment with their fellow citizens.

List of Definitions:

Professional Development:

Professional Development is the continuous process of acquiring new knowledge and skills that relate to one's profession, job responsibilities, or work environment. It plays a key role in maintaining trained, informed, and motivated employees, regardless of job classification. http://www.austincc.edu/hr/profdev/overview.php

Hardware:

Computer hardware refers to the physical parts of a computer and related devices. Internal hardware devices include motherboards, hard drives, and random access memory (RAM). External hardware devices include monitors, keyboards, mice, printers, and scanners. http://www.techterms.com/definition/hardware

(Computer) Equipment:

Computer hardware directly involves all the equipment that is needed in processing of data. http://wiki.answers.com/Q/What_is_computer_hardware_and_define_with_examples

Credentials:

A letter or certificate giving evidence of the bearer's identity or competence.

Credentialing services:

Services provided by GED Testing Service or other providers related to the fulfillment of transcripts, diplomas, certificates, or other credentials related to the GED test.

Contracts:

A contract is a voluntary, deliberate, and legally binding agreement between two or more competent parties. http://www.businessdictionary.com/definition/contract.html

An agreement with specific terms between two or more persons or entities in which there is a promise to do something in return for a valuable benefit known as consideration. http://legal-dictionary.thefreedictionary.com/contract

(Software) Licenses:

Permission to use software on non-exclusive basis, and subject to the listed conditions. A software license does not automatically transfer the ownership of the software to the buyer and its purchase price, in effect, is a one-time rental fee. http://www.businessdictionary.com/definition/software-license.html

Broadband Access:

High speed access to the Internet, offered in four different forms: DSL (or Digital Subscriber Line), cable, satellite, or fiber-optic. .

Proficient:

Adept, competent, experienced, accomplished, able, finished, capable.

Dedicated Server:

A dedicated server is a single computer in a network reserved for serving the needs of the network. For example, some networks require that one computer be set aside to manage communications between all the other computers. A dedicated server could also be a computer that manages printer resources. Note, however, that not all servers are dedicated. In some networks, it is possible for a computer to act as a server and perform other functions as well.

References

Amodeo, A., Jin, Y., Kling, J. (2009). Preparing for life beyond prison walls: The literacy of Incarcerated adults near release. [Washington, D.C.]: U.S. Department of Labor, Employment and Training Administration.

Bridgeman, B. (2009). Experiences from large-scale computer-based testing in the USA. The transition to computer based assessment: New approaches to skills assessment and implications for large-scale testing, (), 39-44.

CEA-GED Testing Service. (2012). On the record [PowerPoint slides]. Retrieved from http://www.ceanational.org.

CEA-GED Testing Service. (2012). Q & A from CEA-GED testing service webinar. Retrieved from http://www.ceanational.org

Common Core State Standards Initiative. (2012). Retrieved from http://www.corestandards.org/

GEDTS (2011, September 12). A Conversation about the GED 21st Century Initiative: Moving from GED[R] test to a career and college ready assessment system - Full Transcript - Assessment - Discussion Lists | LINCS. Retrieved Oct 28, 2012, from http://lincs.ed.gov/lincs/discussions/assessment/11gedinitiative_transcript

Vickers, A. (2012). Summary of the skills and content needed to prepare for the 2014 GED test. Retrieved from Minnesota Department of Education website: http://abe.mpls.k12.mn.us/uploads/summary_of_2014_ged_test_2.pdf

Webb, Norman L. "Alignment, depth of knowledge, and change." Wisconsin Center for Education Research.

Additional Resources:

Contemporary/McGraw-Hill Roadmap to the 2014 GED Test with Common Core State Standards Alignment http://www.floridaliteracy.org/contemporaryroadmapGED_080312.pdf

Professional Development and the GED Test http://www.gedtestingservice.com/uploads/files/3e44f347ea35284e96f1e06a95e7e402.pdf