Module 3 – Curriculum
GED Skills
About the Exam
The first General Educational Development (GED) tests were developed in 1942 to allow military personnel returning from World War II to pursue their goals more easily. The test was most recently updated in 2002 with new format and content to better reflect the needs of employers and changes in skills required of high school graduates. The GED Tests are developed by the American Council on Education (ACE) and administered via the GED Testing Service. GED Testing Centers in each state are overseen by state GED administrators; however, they run independently and generally charge a fee for students to take the exam. These fees cover the costs of the examination for the center. The GED test consists of five sections – Language Arts-Reading; Language Arts – Writing; Mathematics; Science; and Social Studies. It is a timed exam, with differing amounts of time per section. The whole exam process is roughly seven hours. More than 800,000 adults take the GED Tests each year.
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“We know when we hire a GED graduate that they have a certain set of skills. They know how to read and write and do math—that’s not guaranteed when someone has a high school diploma—and we know they’re willing to go above and beyond what’s typically asked of them. They are willing to apply themselves. These are the same values we look for in our employees.” Steve Wing, director of government programs for CVS Pharmacy |
Take a moment to consider how you might access resources for informing adult literacy learners about the GED exam.
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On your worksheet, record your initial thoughts about the GED exam. |
Each state establishes specific eligibility requirements – who can take the GED – and what kinds of identification are required. States also set their own diploma requirements - what specific scores qualify as “passing” the GED. If you fail the GED, you can take it again, although there are limits on the number of times you can retest in a year. It is possible to pass some sections of the GED exam, but not others. Depending on the GED Testing Center’s schedule, you can re-take single sections of the exam, again generally for an additional fee. Learners with correctly documented disabilities may apply for certain testing accommodations. Students cannot take the GED via the US mail, the Internet, or on a computer. They must “sit” for the exam with an official GED Examiner or Designee.
Listed below is a real-life adult education scenario. While you are reading, consider the learner’s feelings and current situation. What might the instructor have done differently to prepare the learner for the GED exam? What should the instructor do now?
Real-Life Scenario – Buddy’s GED:
Buddy came to class to study for his GED. It turned out he had a lot of skills to learn, but he was impatient. He wanted to take his GED right away, and he did not take the time to learn from his instructors or on his own about the test and what to expect. He went down to the Testing Center and registered for the next available testing date. On the day of the exam, he paid his money and sat down to take the exam. Although he started out confident, he quickly became frustrated. He didn’t bring a calculator and wasn’t sure how even to start the essay. He left before completing all sections of the test.
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On your worksheet, record your thoughts on Buddy’s feelings and attitudes towards the GED in order to help you understand what your own students might face when approaching the test day. |
Click the + sign in the box to the right to see ideas from other Adult Education Instructors. | [?] |
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I get copies of the demographics “bubble form” from the GED Testing center and assist my learners to fill it out correctly (name, ID#, address, etc.). Many of them won’t get their scores promptly if they make a mistake in filling out this form. Also, it is good practice for “bubbling in” and gives them an idea of what the response sheet will look like.
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All our learners take the Official GED Practice test before they attempt the GED. It gives them a good idea of what to expect, and allows us to identify areas for skills improvement before they go take the test. We encourage our learners to spend extra time studying. A higher score in our state can make them eligible for scholarships.
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When a student comes back to class after not passing the GED, I have the student talk about why s/he thinks that s/he was unsuccessful. We discuss not only the contents of the test, but also the test taking process. It helps for the student to decide what the next steps should be in her/his preparation.
In reviewing these ideas, did you find any similar to your own? Did any of them strike you as particularly interesting? Did they provide any new insights for your instruction of adult literacy learners?
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On your worksheet, make note of any tips, insights, or new ideas gained from the instructors’ suggestions. |
In Summary:
- The GED is designed to measure the skills and concepts generally associated with four years of regular high school instruction.
- Adult learners need to be aware of the testing procedures and guidelines in their state (or territory). They need to be aware of what it costs to take the exam, that they can re-take it or parts of it, and that there are accommodations available to those with qualifying disabilities.
- Some adult learners do not realize the extent of the skills necessary to obtain the GED.
- Adult literacy instructors can play an important role in de-mystifying the exam, assisting learners to take the testing process seriously, and ensuring that they have accurate information about the examination process in their state.
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On your worksheet, record any final notes or thoughts, specific ideas you want to remember, plans for further study, etc. |
Click "Next" below or a specific topic on the outline to the left to continue.
