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Schoology format is very good compared to the last time we did the assessment

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Schoology format is very good compared to the last time we did the assessment

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Use of passwords was effective, but test security could be improved somewhat

Time (especially in math) needs to be adjusted

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Computer test is good for GED students, but makes no sense for ESL students (CLAS-E is only on paper -- adds a level of difficulty that is beyond what the test actually assesses)

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GED questions not aligned with the curriculum

ESL questions similar to CLAS-E but taking the test on the computer is not practice for the paper CLAS-E

Comparing apples and oranges does not provide helpful feedback for students or teachers

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Needs to be a clear distinction between the lexile levels of GED levels 2, 3, 4

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Overall the experience went well; however, students who took the Finance Class weren’t able to take both tests without going over lunchtime and entering the room after the class was over while others were still testing - causing a disruption.

All the students should have had time with Diego prior to testing, so they all had prior practice testing on laptops prior to testing day.

Students have difficulty navigating the the test using the mouse.They suggested the use of the wireless mouse. The computer battery died before they were able to finish the test.

The level of the test was very high for the students (GED). The level of reading was disproportionately more difficult than what we expect in class (and in the CLAS-E) and very challenging to manage in allocated time frame (ESL).

What is the point in giving students a digitized test to prepare for a paper test?

Some of the ESL listening was extremely difficult to understand due to heavy accents and mispronunciation of words.

The students complained  that the calculators provided to take the assessment  were different to the ones use in their math classes.

Most of the content on the social studies L3 assessment focused on economy but history.

Some of the questions were formulated in a way that made two answers possible (ESL).

Having to scroll in three places (on the left for texts, on the right for questions, overall to access bottom “Next” menu) was confusing and time-consuming especially on student laptops that are less sensitive and more difficult to manage (touchpad, reaction time).

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ESL listening passages were hard to hear at times due to low quality

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ESL listening passages consisted solely of speakers who did not have native North American accents, which is not reflective of the CLAS-E at all. British English speakers and L1 Spanish speakers are not appropriate in this context. Students will not be tested on either accent. L1 Spanish speakers are easier to understand for most of our students, and British English is a red herring.

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Interim should reflect pre-test in style, format, and difficulty

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The Interim Shared Passage feature was a useful way to mimic what the students will eventually need to do to answer questions when taking the GED ready and official tests.  

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The Interim Shared Passage feature was a useful way to mimic what the students will eventually need to do to answer questions when taking the GED ready and official tests.  

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IA - from students’ perspective: unable to enlarge pictures (maps), data questions require more time so there is a need to re-evaluate the amount of questions and/or time. We support that we are moving forward and integrating technology and assessments in order to better serve the students in todays technology based world.

IA - from teachers’ perspective: questions level were very high for students (GED).

Students with an IEP could get a designated testing area to accommodate them.

Listening (ESL): lengthy to the level.

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Integration of individual timer in student tests was very good and helpful

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Students do not like taking tests on computers

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High quality images needed

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Some listening questions asked about content that was not discussed in the conversations

Some listening instructions did not match the actual test format (i.e. directions said to answer three questions, but there were four, and the students were confused)

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The students are VERY worried about these tests and concerned about how they do and what their results are, and we owe it to them to provide a valid assessment. We can tell them that their results won't change anything, but they will still stress out a lot about it and will be equally worried as they will at the end of the semester.