I'll add my two cents worth to this very interesting discussion. We have been using both a CBT version and a traditional P&P version of the official GED practice test for over 5 years now. One general observation is that students typically score 30 - 40 points lower on the CBT version of the test the first time they take it. Don't know if this is entirely related to the "technology" of using a CBT assessment or if there is actually more critical thinking content in the CBT version vice the P&P. We also have a CBI program for GED preparation and students using the CBI program for the primary part of their instruction in GED subjects generally spend more time on specific preparation areas (i.e. math, writing) and accelerate their practice test scores faster. Again, no scientific evidence on prior student technology knowledge, etc. Also, with respect to students who lack literacy in technology, many California adult education agencies are in the process of
 shifting their CASAS standardized tests to a CBT version and most have reported little problem in testing student upon entry to their agencies, even the very low level ESL students. So that would lead me to conclude that the barriers presented by CBT for the GED will probably be minimal. Also, the CBT version of the practice tests does allow students to return to questions and change responses as well as indicating questions that were skipped initially by the student..
 
Dave Williams
Principal
Beaumont Adult School
 
As to costs of testing by computer, while the cost of implementing the computer based test may be relatively high (especially for agencies not currently equipped with sufficient hardware) and 

--- On Fri, 10/23/09, Combs, Kay <Kay.Combs at scott.kyschools.us> wrote:


From: Combs, Kay <Kay.Combs at scott.kyschools.us>
Subject: [Assessment 2248] Re: FW: [Technology 2386] The *new* GED & Tech
To: jasonsmullen at gmail.com, "The Assessment Discussion List" <assessment at nifl.gov>
Date: Friday, October 23, 2009, 8:16 AM


Now this is what I want to hear!  I am fired up now.  This is how we
overcome and concur...together...as educators.

Kay Combs
Program Coordinator - GED/ESL
Center for Lifelong Learning
332 Champion Way
Georgetown, KY  40324
502-570-8984
kay.combs at scott.kyschools.us

-----Original Message-----
From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov]
On Behalf Of jasonsmullen at gmail.com
Sent: Friday, October 23, 2009 6:15 AM
To: The Assessment Discussion List
Subject: [Assessment 2246] Re: FW: [Technology 2386] The *new* GED &
Tech

Well said and  I have to agree. In my classrooms if computers are
available we do spend time getting familiar with them. If no computers
are available, we take a field trip to the local library a few times
during the  year to get used to going to the library and to take
advantage of all the resources available. I want my students to be
computer literate and if I can find a way to make sure they are I will.

Jason Mullen
Instructional Specialist Chesapeake College Adult Education 
Jmullen at chesapeake.edu
Sent on the Sprint(r) Now Network from my BlackBerry(r)

-----Original Message-----
From: "Combs, Kay" <Kay.Combs at scott.kyschools.us>
Date: Thu, 22 Oct 2009 22:44:32 
To: The Assessment Discussion List<assessment at nifl.gov>; The Assessment
Discussion List<assessment at nifl.gov>
Subject: [Assessment 2245] Re: FW: [Technology 2386] The *new* GED &
Tech

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