GED Test’s Latest Iteration Raises Eyebrows Across the Academic World

The original General Education Development (GED) test was released in 1942. The academic content areas in which the candidates are being assessed include the English language arts (reading/writing), Social Studies, Mathematics, and Science. While these have not changed, the priorities and assumptions by which the aptitude in these areas is assessed have evolved. The GED test serves as a substitute to get academic recognition for those individuals who did not finish high school before moving on to college or into the workforce. As the secondary education changes, the GED test continues to evolve as well.

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This test was originally created by the American Council on Education (ACE) with the consideration of veterans returning from war at that time. To comply with the latest implementations of educational standards, t
he test has gone through a number of changes. Recently, there was an iteration which was issued by both the ACE and for-profit testing service Pearson. However, the academic world has raised their eyebrows on this matter because it may be too hard.

Regarding the subject matter, it may be too focused on algebra and essays, and too much analysis of history rather than knowing historical facts. With these , it is important to ask who is the GED test for and what aspect should it measure. Does it try to find out the skills of someone to make it in college or is it for employment purposes and moving up to a better job?

As the Correctional Education Association’s executive director, Stephen J. Steurer said, raising the standards is an important thing to do, but without sufficient teacher training and considerable investment in current technology, it left adult as well as correctional education students left behind in educational achievement.

On the other hand, the GED Testing Service spokesman, CT Turner stated that, in the years leading up to the overhaul, the value of a GED was plummeting, noting that a GED alone was unlikely to improve one’s earning potential. Thus, the new version of the test is meant to more closely measure modern high school equivalence, and also to restore the test’s credibility and value.

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