Multi-faceted test preparation for an online test in a digital era

Preparing adults to take the CAEC test will require a different pedagogical approach. The GED® was very much a paper-based assessment that relied on tangible paper resources to support test preparation, such as the extensive preparation and review workbooks and test practise booklets. Even when the GED® moved online, the test maintained its paper-based structures. For example, rather than mark an answer with a pencil on paper, candidates clicked on a similar “bubble” when online. Texts to read were simply transferred from paper-based environments to the screen with few changes. A paper-based memo looked similar online and in a booklet.

In comparison, CAEC candidates must now do the following:

Navigate a complex online testing interface
Read and interpret digital texts such as emails and infographics
Apply more abstract and conceptual problem-solving processes when responding to test questions
Draw on more extensive background knowledge (candidates can no longer rely on reading comprehension to find answers in the text)
Manipulate a variety of online test-question types, such as drag and drop, direct entry, sorting and clicking on graphics.

To prepare adult learners, educators will need comprehensive knowledge of the digital, content and cognitive complexity changes. Each of the changes also requires a different instructional approach. Digital changes require targeted skill development, involving repetition and step-by-step guidance. Content changes require the acquisition of subject-based and more general background knowledge through reading and engaging in various online and offline instructional activities, including discussion. Cognitive complexity changes require specific thinking strategies to recognize what test questions are asking and how to respond, using modeling and explicit instruction.

Digital skills

The digitalization of the CAEC adds additional demands to the test-taking process, even though digital skills aren’t directly assessed. Digital changes mean test-takers will need to learn to

Navigate an online test on a sophisticated platform
Reformulate test-taking strategies for online testing
Understand how to respond to a variety of interactive test questions
Read texts and sources that are from online environments and
Compose online.

Content knowledge

Content in the CAEC is unique in four significant ways, requiring candidates to do the following:

Read and respond to a range of topics that directly and indirectly reference Canadian content and knowledge
Build knowledge of facts and concepts, generally acquired as an informed citizen, to complete reading, science, and social studies test questions
Confidently draw on background knowledge and concepts, particularly in science and social studies, in order to respond to test questions
Read a variety of texts in digital environments, which often emphasize multimodal communication over more in-depth reading of print-based information.

Cognitive strategies

CAEC outcomes and test questions are organized by a framework that describes three levels of cognitive complexity.

Low complexity, focused on recall and reproduction
Moderate complexity, focused on the application of skills and concepts, and
High complexity, focused on strategic thinking.

Moderate complexity questions are emphasized on the test. That means, candidates will need to rely on more than recall and superficial reading comprehension strategies. They will need to build background knowledge, and then apply that knowledge to respond. They will also have to hone their close reading abilities (i.e. author’s intent, tone and accompanying language and punctuation conventions).

Develop your instructional approach with our practical tips and strategies.

Recommendations for digital instruction.pdf

Recommendations for content instruction.pdf

Recommendations for cognitive complexity instruction V2.pdf

Recognizing, understanding and becoming comfortable with such extensive changes will take time and comprehensive professional support for adult educators. On-going professional development opportunities and resource development need to focus on helping educators develop teaching skills, strategies and knowledge.

Focus on teaching rather than training

So, what's the difference?

Teaching someone is more comprehensive than training. When teaching, the aims are broad and lasting. The objective of teaching is to build transferable knowledge, gain new perspectives and develop different ways of thinking.

Training someone could be part of teaching, but teaching can't be reduced to training.

Training is more targeted and task-based. The objective of training is to change observable behaviours and actions. The outcomes aren't usually transferable.

Leverage CAEC sample tests for teaching and learning

CAEC test developers have created a set of sample tests that are readily available for anyone to access. No accounts are needed to access the sample tests. (We analysed the samples extensively in order to develop this guide.)

The sample tests accurately mimic the actual tests, providing you and test candidates with an opportunity to understand and prepare for the CAEC tests. Use the tests in various ways

Discuss test readiness while looking at a few questions
Evaluate a candidate's confidence with digital navigation by observing how they move through the sample tests
Look at the Try the Tools section to review all digital tools
Ask the candidate to independently respond to a few questions in each subject and evaluate their readiness
Look at more difficult test questions together to talk through the test question and develop test-question response strategies
Encourage candidates to independently complete a full test as a way to judge their readiness for the final test.

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