Ages 14 and above, grades 9 and above
Ages 14 and above, grades 9 and above
The "HSGED" Series Tests are comprehensive diagnostic batteries designed not only to help you assess high school equivalency, but also to diagnose areas of strength and weakness, into the freshman year of college (five major academic areas and 28 sub-categories are reported). These tests are equivalent in scope and difficulty to the GED (though not officially recognized by public education institutions). They were developed for private schools and tutors who were not permitted access to official GED testing until their students reached 18 years of age. These Tests have been administered for many years to thousands of students, and are calibrated against actual GED, ACT and SAT performance. Results are kept strictly confidential!
This test is available in three versions. Version 1 should be taken the first time, followed by Version 2 the second time, and then Version 3 the third time. Rotating these versions gives variety to the student. The results of the three versions can be compared to chart the students progress.
As you can see, each HSGED Test is broken down into five major categories: math, science, language, social studies, and literature. A separate timed section is administered for each of these major categories. For this test to be an accurate predictor of performance on the GED, the time limits for each section must be observed:
- Language - 75 minutes
- Social Studies - 85 minutes
- Science - 95 minutes
- Literature - 75 minutes
- Math - 90 minutes
High School Equivalency:
When time limits are observed, the test results will show the students overall academic performance level with respect to the GED. Sub-category scores will help evaluate strong and weak performance areas, in preparation for taking the GED.
Academic Skills Inventory:
- The test can also be used to inventory student skills by simply ignoring the time limits and spending as much time as necessary to try to solve all problems. By this means it becomes possible to more accurately assess what areas a student is strong in and which areas need work.
For optimal learning, it is a good idea to take the tests every 3 months to see the students progress. By watching the progress in various categories and sub-categories, it becomes possible to see what is working in the study plan and to see what areas need strengthening. Rotating test versions (Version 1, Version 2, and Version 3) keeps the student from "learning to the test." We are trying to keep the costs down, so that frequent testing is possible; but if frequent testing isn't economically feasible, we still recommend at least annual testing. Remember: Testing keeps students focussed and can result in doubling or tripling the learning rate!
Remember, these tests are really evaluating the learning process. The teacher, the student, the materials, and the environment all figure prominently into the success of the learning process! Testing lets the teacher know if the student is being successfully reached. Avoid the temptation to beat up on yourself or others (as the teacher or student). If something doesn't work, try something else. Check out our education site for ideas: www.CERlink.com.
Absolute scores tend to indicate overall subject mastery, where 100% tends to indicate full mastery or at least the ability to master quickly. Absolute scores also allow comparison of one's mastery of a subject to that of others. These scores can help to determine the level of difficulty of curriculum materials to be employed, such as reader grade level, or to gauge if prerequisite knowledge is present to study advanced topics, such as basic math in preparation for algebra.
As successive tests are taken, the rate of score improvement is indicative of the efficacy of the curriculum with respect to a given student's learning modalities. That is, if scores improve rapidly, the curriculum is working well with the particular student, but lack of improvement does not necessarily indicate a learning handicap, but only that the instructional methods for that topic are not effective. As an example, some students learn reading more quickly using sight/whole-word methods, while most learn more quickly using phonics. If the method you use produces modest score improvements, trying other methods may lead to better gains, which in turn tells you about the student's preferred learning modalities.
(1) Worms are some of the most de-tested creatures
1. Sentence 1: Worms are some of the most
(1) change Worms to Wurms
The terms left and right stem from early European bodies of government, where members were seated in such a way as to minimize the amount of brawling and physical violence that might occur during heated debates. Those with the most fervor for changing society from its traditional path were seated on the left, while those most determined to return society to former social patterns were seated on the right.
(1) right wing in Poland.
Isaac Newton discovered that Earth's gravity exerts a force on objects which is proportional to the mass of each object. Mathematically it is expressed as F = ma, where F is force, m represents mass, and a is a proportionality constant whose value is governed by the distance of the objects from the center of the Earth.
|Saying from Poor Richard's Almanac
"A stitch in time saves nine."
1. What is the point of this sentence?
(1) Sewing can save time.
|1. What is the average of the following numbers?
21, 86, 7