Delayed Feedback with GED Scores
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I'm interested in others' experience and views, and perhaps relevant research and data, on the motivational effect of prompt feedback of assessment results and the discouraging effect of delayed feedback I teach GED Distance Learning in a California adult school with a very tight budget, and one of our ways of saving money is to send in a student's GED reading, social studies and science tests together for scoring, not singly as the student takes them. This means that a student might start out taking the reading test, then do preparation in science and take that one, and finally prepare for the social studies test and take that one. Only then are the students' 3 tests sent off for scoring. The rationale is that this saves on the cost of answer sheets, postage, fees and handling. The result is that a student might wait several weeks or a month or even several months before getting any results at all.
While I have regretted this practice, I now have subjective and anecdotal evidence of the very positive motivational effect of feedback. In December of 2008 we were required to send in all GED tests for the year for scoring, whether or not a student had taken the "big three." Every one of my students who received results in January was enormously happy and motivated to realize that s/he had received passing scores. Already, in less than a month, I observe renewed commitment and perseverance on the part of those students who now realize that they have passed one or two tests, and know that they CAN pass others. Receiving those passing scores, sometimes after a wait of several months, has been a major incentive to students to keep their appointments and persevere in their GED preparation.
As I prepare to lobby for sending in students' tests for scoring individually as they take them rather than waiting until they taken the 3, even if it means a slightly increased fee, I would be grateful for your input on this topic.
Ann Veronica Coyle
Watsonville/Aptos Adult Education
Watsonville, California
Are you talking about all GED® students or just ESL GED students?
B. J. Helton
BJ.Helton@ky.gov
I am talking about English language GED students, those with skills high enough to enable them to succeed in an Adult Secondary Ed class.
Ann Veronica Coyle
I totally agree that delayed feedback is likely to be discouraging for students. We are fortunate to have a good relationship with a nearby testing center, so we can call for results a few days after students take the tests. We all love that!
Wendy Quiñones
Dear Ann and All,
It's inconceivable to me that we would ask students to take tests and wait for their scores for any extended period of time-no question that motivation would fall dramatically. Search other areas where you can cut costs, or go to an understanding donor for funding specific to this expense since getting test results is so crucial to keeping a student's motivation strong (rarely do our students fail a test and they almost always do quite well in the sense of being pleased with their scores).
As others have pointed out, one of our greatest barriers is episodic attendance, and if we were to delay test results, I am sure that attendance would become even spottier.
Stephanie Moran
I think that the word "inconceivable" perfectly describes how I feel about the unfortunate scenario that Ann described. Delaying test results goes against even the most basic of educationally sound principles and common sense. Thank you, Ann, for taking this up as a cause on behalf of your students.
Melinda M. Hefner
Director, Literacy Support Services
Caldwell Community College and Technical Institute
Hudson, North Carolina
Before everyone jumps on the bandwagon of having students take each of the GED subtests individually, you should check with your state GED administrator. Some states have a provision for taking all the subtests before retesting on any subtest. The GED Tests are considered a body of knowledge and while they be divided for testing purposes the intent is to master the entire body and not concentrate on one at a time. Secondly, if taken one by one the student may not achieve the overall average and then will have to go back to each test and improve the scores. There is a big difference in the minimum score of 410 and 450.
B. J. Helton
