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Direct linkPearson, 2018
The overall design and framework of the GED Program is centered around providing measurements and tools documenting and promoting student achievement. More information about the test itself and the underlying documentation and validity framework may be found in the GED test Technical Manual on the GED Testing Service website. The philosophy…
Descriptors: High School Equivalency Programs, General Education, Credentials, Student Characteristics
Patience, Wayne; Auchter, Joan – 1988
A central aim in any assessment program is to ensure fair and stable scoring from administration to administration. When administrations are decentralized, not only in location, but in frequency and in logistical configuration, it is imperative to construct training, certifying, and monitoring systems that provide continuity between the original…
Descriptors: Equivalency Tests, Essay Tests, Scoring, Secondary Education
Farr, Charlotte W.; And Others – Lifelong Learning, 1986
Describes a study designed to evaluate the relationship between performance on the TABE (Test of Adult Basic Education) Test and the GED (General Educational Development) Test. Analysis of the data shows that there was a significant correlation between all the subscores on the TABE and all the subscores on the GED. (CT)
Descriptors: Adult Basic Education, High School Equivalency Programs, Measurement Techniques, Reading Tests
Prey, Phillip O. – 1979
A study compared General Equivalency Development (GED) program completion and Adult Performance Level (APL) attainment in West Virginia. During the study, 97 GED program participants, who were not exposed to APL instruction or materials, completed the APL survey either just before or immediately after taking the GED examination. Seventy-seven of…
Descriptors: Academic Achievement, Achievement Tests, Comparative Analysis, Competence
Peer reviewedKolen, Michael J.; Whitney, Douglas R. – Journal of Educational Measurement, 1982
The adequacy of equipercentile, linear, one-parameter (Rasch), and three-parameter logistic item-response theory procedures for equating 12 forms of five tests of general educational development were compared. Results indicated the equating method adequacy depends on a variety of factors such as test characteristics, equating design, and sample…
Descriptors: Achievement Tests, Comparative Analysis, Equated Scores, Equivalency Tests
Stoker, Howard W. – 1986
This report describes two studies, one comparing Florida students' performance to national norms on the General Educational Development (GED) tests, the other comparing performance on the GED tests and the Florida State Student Assessment Test, Part II (SSAT-II). In the first study, a representative sample of 1,200 high school seniors completed…
Descriptors: Academic Achievement, High School Equivalency Programs, High School Seniors, High Schools
Download full textBoesel, David; Alsalam, Nabeel; Smith, Thomas M. – 1998
In 1995, nearly three-quarters of a million high school dropouts took the General Educational Development (GED) tests. The half million individuals who passed the test accounted for approximately one-sixth of all high school diplomas issued that year. On average, GED recipients perform as well as graduating high school seniors on the five tests…
Descriptors: Adult Basic Education, Educational Attainment, Employment Patterns, High School Equivalency Programs
Lehigh County Community Coll., Schnecksville, PA. – 1993
An experimental study compared the effectiveness of a traditional General Educational Development (GED) curriculum with a literacy curriculum based on applied literacy skills. An experimental group of 34 adult students received GED instruction emphasizing functional and workplace contexts and supplemental instruction, whereas the 35 students in…
Descriptors: Adult Basic Education, Comparative Analysis, Course Descriptions, Followup Studies
