2009 ISAT Sample Book GRADE Sample Items for Reading and Mathematics ILLINOIS STATE BOARD OF EDUCATION 999-8738-91-1 ACKNOWLEDGMENTS “Animals ‘Speak’ Many Strange Languages”, from The Christian Science Monitor, May 21, 2002, copyright © 2002 by Sharon Huntington and used by permission “Buildings in Disguise” by Joan Marie Arbogast, from Buildings in Disguise by Joan Marie Arbogast Reprinted with permission of Boyds Mills Press, Inc Text copyright © 2004 by Joan Marie Arbogast Photo of Lucy the Elephant © 2004 by Donata Burger The photograph of the dog building, Dog Bark Park Inn, by Frances Conklin and used by permission Copyright © 2009 by NCS Pearson, Inc Copyright © 2009 by the Illinois State Board of Education All rights reserved No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the copyright owner Pearson and the Pearson logo are trademarks, in the U.S and/or other countries, of Pearson Education, Inc or its affiliate(s) Portions of this work were previously published Printed in the United States of America Printed by the authority of the State of Illinois, 20000, IL00002885 2009 ISAT Grade Sample Book Table of Contents Introduction READING Structure of the Grade Reading ISAT Item Formats Reading Sessions Shorter Passage Followed by Multiple-Choice Sample Items 11 Answer Key with Assessment Objectives Identified 14 Longer Passage Followed by Multiple-Choice Sample Items 15 Answer Key with Assessment Objectives Identified 21 Longer Passage Followed by Extended-Response Sample Item 23 Extended-Response Scoring Rubric 29 Annotated Extended-Response Student Samples 32 MATHEMATICS Structure of the Grade Mathematics ISAT 50 Item Formats 50 Answer Document for Grade Mathematics ISAT 50 Mathematics Sessions .51 Calculator Use for Grade Mathematics ISAT 51 Rulers for Grade Mathematics ISAT 51 Scratch Paper for Grade Mathematics ISAT 51 Multiple-Choice Sample Items 52 Answer Key with Assessment Objectives Identified 64 Short-Response Scoring Rubric 68 Using Short-Response Samples 68 Blank Short-Response Template 69 Short-Response Sample Items and Annotated Student Samples 70 Extended-Response Scoring Rubric 80 IL09-I2-5SB 2009 ISAT Grade Sample Book Using Extended-Response Samples 81 Blank Extended-Response Template 82 Extended-Response Sample Items and Annotated Student Samples 85 IL09-I2-5SB 2009 ISAT Grade Sample Book Introduction This sample book contains sample ISAT items classified with an assessment objective from the Illinois Assessment Frameworks These samples are meant to give educators and students a general sense of how items are formatted for ISAT All 2009 ISATs will be printed in color This sample book does not cover the entire content of what may be assessed Please refer to the Illinois Assessment Frameworks for complete descriptions of the content to be assessed at each grade level and subject area The Illinois Assessment Frameworks are available online at www.isbe.net/assessment/IAFindex.htm The Student Assessment website contains additional information about state testing (www.isbe.net/assessment) IL09-I2-5SB IL09-I2-5SB Illinois Standards Achievement Test Reading Samples IL09-I2-5SB IL09-I2-5SB 2009 ISAT Grade Sample Book Structure of the Grade Reading ISAT ISAT Reading testing in spring 2009 will consist of 30 norm-referenced items, as well as criterion-referenced items The 30 norm-referenced items are an abbreviated form of the Stanford 10 Reading assessment, developed by Pearson, Inc The criterion-referenced items are all written by Illinois educators and pilot tested with Illinois students Item Formats All items are aligned to the Illinois Reading Assessment Framework, which defines the elements of the Illinois Learning Standards that are suitable for state testing Multiple-choice items require students to read and reflect, and then to select the alternative that best expresses what they believe the answer to be A carefully constructed multiple-choice item can assess any of the levels of complexity, from simple procedures to sophisticated concepts Extended-response items require students to demonstrate an understanding of a passage by explaining key ideas using textual evidence and by using this information to draw conclusions or make connections to other situations The extended-response items are scored with a holistic rubric and count as 10% of the scale score of the test Reading Sessions All standard time administration test sessions are a minimum of 45 minutes in length Any student who is still actively engaged in testing when the 45 minutes have elapsed will be allowed up to an additional 10 minutes to complete that test session More details about how to administer this extra time will appear in the ISAT Test Administration Manual This policy does not affect students who already receive extended time as determined by their IEP Reading ISAT Grade Session 45 minutes shorter passages—30 multiple-choice items total Session 45 minutes Two longer passages consisting of: expository passage with 10 multiple-choice items literary passage with 10 multiple-choice items extended-response item Session 45 minutes Two longer passages consisting of: expository passage (or paired passage) with 10 multiple-choice items literary passage (or paired passage) with 10 multiple-choice items extended-response item (Some items will be pilot items.) IL09-I2-5SB 10 IL09-I2-5SB 2009 ISAT Grade Sample Book Blank Extended-Response Template Mathematics - Session Problem 82 IL09-I2-5SB 2009 ISAT Grade Sample Book Mathematics - Session IL09-I2-5SB Problem 1-continued 83 84 IL09-I2-5SB 2009 ISAT Grade Sample Book Mathematics Extended-Response Sample Item Below is an extended-response sample item, followed by student samples This extended-response sample item is classified to assessment objective 6.5.14, “Model situations involving addition and subtraction of fractions.” 3409738 Five friends bought a total of pizzas Each pizza was cut into 12 equal slices The amount of one whole pizza each person ate is shown below Joe: Mary: Kim: Bill: Sue: How many slices of pizza were not eaten by these friends? Show all your work Explain in words how you found your answer Tell why you took the steps you did to solve the problem IL09-I2-5SB 85 2009 ISAT Grade Sample Book Extended-Response Student Sample 1A 86 IL09-I2-5SB 2009 ISAT Grade Sample Book Extended-Response Student Sample 1A Continued IL09-I2-5SB 87 2009 ISAT Grade Sample Book Extended-Response Student Sample 1B 88 IL09-I2-5SB 2009 ISAT Grade Sample Book Extended-Response Student Sample 1B Continued IL09-I2-5SB 89 2009 ISAT Grade Sample Book Extended-Response Student Sample 1C 90 IL09-I2-5SB 2009 ISAT Grade Sample Book Extended-Response Student Sample 1C Continued IL09-I2-5SB 91 2009 ISAT Grade Sample Book Scoring Guide for “Pizza for Friends” To solve this problem, the student must determine the amount of pizza not eaten by five friends who shared two whole pizzas Answers of six slices or half of one whole pizza were accepted Extended-Response Student Sample 1A MATHEMATICAL KNOWLEDGE STRATEGIC KNOWLEDGE EXPLANATION 4 The response shows complete understanding of the problem’s mathematical concepts and principles The student correctly determines the number of pizza slices eaten by each friend and correctly determines the number of slices not eaten by the friends (“I got six which meant ½ of one pizza was not eaten by the five friends”) The response shows complete evidence of an appropriate strategy that correctly solves this problem The student correctly changes each friend’s fractional amount of pizza into the number of slices eaten (Joe = ½ = 6…), adds the number of slices together, and subtracts the number of slices eaten from the total number of slices in both pizzas (24 - 18 = 6) The response provides a complete written explanation of the solution process by clearly explaining what was done and why it was done (“I took down the names of the five friends and what fraction they ate Then I turned them into whole numbers, so it would be easier to add them instead of adding fractions”) Extended-Response Student Sample 1B MATHEMATICAL KNOWLEDGE STRATEGIC KNOWLEDGE EXPLANATION 4 The response shows complete understanding of the problem’s mathematical concepts and principles The student draws two pizzas, correctly shades the number of pizza slices eaten by the friends, and determines the portion of pizza left uneaten (“they didn’t eat ½ a pizza”) The response shows complete evidence of an appropriate strategy that correctly solves this problem The student provides a diagram of each pizza to show the correct total number of slices present (2 pizzas each divided into 12 slices) and shades the correct number of slices that have been eaten by the friends The student counted the unshaded pieces to determine the uneaten portion 92 The response provides some written explanation of the solution process by explaining only what was done (“I made models of the pizza…I made all the fractions the friends ate into a common denominator…I then shaded the parts they have eaten…I counted the parts they didn’t eat”) IL09-I2-5SB 2009 ISAT Grade Sample Book Extended-Response Student Sample 1C MATHEMATICAL KNOWLEDGE STRATEGIC KNOWLEDGE EXPLANATION 2 The response shows some understanding of the problem’s mathematical concepts and principles by correctly modeling the fractional portion each friend ate IL09-I2-5SB The response identifies some of the problem’s important elements and shows some evidence of a strategy for solving the problem However, the student subtracts the total number of friends (5) from the total number of slices in one pizza (12) to determine the number of slices left uneaten, which shows a limited understanding of the relationship among elements 93 The response addresses what was done and begins to address why (“I drawed a picture…I figured my answer by subtracting…The #12 came from the number of pizzas, the # came from the pizzas that were eaten”) IL09-I2-5SB 10 11 12 A B C D E ... IL09-I2-5SB Illinois Standards Achievement Test Mathematics Samples IL09-I2-5SB 49 2009 ISAT Grade Sample Book Structure of the Grade Mathematics ISAT ISAT Mathematics testing in spring 2009 will consist... IL09-I2-5SB 2009 ISAT Grade Sample Book Introduction This sample book contains sample ISAT items classified with an assessment objective from the Illinois Assessment Frameworks These samples are... answer and understand what you were thinking, — Read over your answer to see if you need to rewrite any part of it 32 IL09-I2-5SB 2009 ISAT Grade Sample Book IL09-I2-5SB 33 2009 ISAT Grade Sample Book