Computer Based GED Testing: Implications for Students, Programs, and Practitioners.
The purpose of this study was to understand the process of transitioning from the 2002 version of the GED test to the new 2014 computer based version. Specifically, this research sought to identify: (1) stakeholder attitudes regarding the new computerbased test; (2) the relationship between students' computer access/comfort and their perceptions of the new test; and (3) program modifications that will be most beneficial to this student population in terms of adequately preparing them for earning their high school equivalency via the GED. Key findings indicate: negative perceptions of computerized testing among participants, differences in attitudes and ability among students when compared by age and access to a computer in the home, and a desire for additional training and support among both students and teachers. Introduction In January 2014, GED Testing Service transitioned to the fifth version of the test since its creation in 1942. Several major revisions were made, though one of the most notable changes was the move from a paper based test to one that is entirely computerbased. Other changes included an increase in testing fees, as well as assessing students with more rigorous content in order to better measure and determine college and career readiness (Hoffman, Wine, McKinney, 2013) Since the announcement of the new test was made, two challenges faced by high school equivalency (HSE) test preparation programs have been: (1) implementing a smooth transition to a new assessment, and (2) adapting programs to meet the evolving needs of students as a result of the requirements of the new test. These challenges, which occurred in the context of a changing adult basic education landscape, are important and timely topics; further, relatively little is known about how this process unfolded within individual programs. Thus, the purpose of this study was to understand the ways in which two programs located in a southern state adapted to these changes, particularly regarding the move away from a paper based test. This overarching purpose was guided by three research questions. First, what were the attitudes held by key Computer based GED Testing Research 29 stakeholder groups about the new test leading up to its implementation? Second, what is the relationship between students' computer access/comfort and their perceptions of the new test? Third, how did these programs plan to address emerging student needs and adequately prepare these individuals for earning their high school equivalency via the GED? The following section of this paper includes a review of the relevant literature, which lays a foundation for this study. Literature Review In order to frame the present study, it is important to consider three key areas from the literature. First, it is useful to understand the history and overview of the most recent changes to the GED test, as well as how these changes fit into the larger Adult Basic Education (ABE) context. Second, this review briefly describes the scholarly work pertaining to adults and their computer use and comfort. Third, an overview of the skillset and outcomes needed for HSE graduates is addressed. Over 70 years ago, the General Education Development (GED) test was made available by the American Council on Education and was designed to assist in job placement of returning war veterans. In the years that followed, however, the purpose of the test was extended to assist adult civilians in need of an alternative to a high school diploma (Quinn, 2002) While the first version of the GED test was used for 40 years, it has since been revised four times: in 1982, 1987, 2002, and most recently in 2014. However, the latest revisions to the test have been by far the most comprehensive. For example, the newest version test is not only more challenging in terms of content and assessing higher order thinking, but it was designed with students' college and/or career readiness in mind; in addition, it is available only on computer (Hoffman, Wine, McKinney, 2013; Martin, 2014) Yet another important change worth noting is the addition of two alternative assessments that were released in 2014, which are also used to award a HSE. The first alternative, the High School Equivalency Test (HiSET) was developed by Educational Testing Service (ETS) and is currently available in 14 states. The second alternative, the Test Assessing Secondary Completion (TASC) was designed by McGraw Hill and is available in five states. Both of the alternative assessments offer the test on both paper and computer, whereas the GED is available only on the computer. Since the move to the 2014 GED test, as well as the release of the alternatives noted above, states have continued to change the assessment(s) they offer. In addition to the option for two testing formats (paper or computer) the alternative assessments tend to be less expensive, although the exact cost can vary by state. Table 1, below, shows a breakdown of HSE tests and where they are offered, current as of June 2015. A second important topic area for this review of the literature is to establish what is known about adults' computer use and comfort. Regarding both comfort with and use of technology, previous research has already demonstrated what Kontos, Bennett, and Viswanath (2007) described as the "digital divide," or the growing disparity among people of higher socioeconomic standing possessing greater access and usage of the internet compared to those of lower socioeconomic standing (Brown, 2011; Hargittai, 2002) While it may be true that the internet is available to all, previous research has found that low income individuals tend to have less access to computers and lower computer skills overall (Araque et al, 2013; Guillen Suarez, 2005) This may result in greater computer anxiety, which Sivakumaran and Lux (2011) described as "resistance, fear or anxieties