understanding and preparing for the isat

Understanding and Preparing

for the ISAT

Presented byDr. Bob MannMathematics

Western Illinois Universityrr-mann@wiu.edu

Nov. 19, 2010

Goals Today General Overview of ISAT

Strategies in Preparing for the ISAT

Resources to help prepare for the ISAT

Notecard info:

Record the following Name School Grade Years of experience Email One thing you know about the ISAT One thing you would like to learn

ISAT It is not

Illinois Student Achievement TestCommon definition

“ISAT for three days taking tests”Student definition

“ISAT with my head in my hands worrying about how to improve scores”

Principal definition “ISAT in a workshop all day learning about

tests”Teacher definition

ISAT It is….

Illinois Standards Achievement Test

With emphasis on standards… The standards being the Illinois

Learning Standards Which are now represented in the

Illinois Assessment Framework (IAF)

The new ISAT (2006) was designed according to these frameworks

The new (2010) common core standards will be represented on the 2014 assessment

Notecard break Notecard area and perimeter

Cutting Corners

ISAT connections Lots of perimeter and area questions

ISAT connections 4th grade extended response 2006

Multiple choice connections: see problem 7

Many area and perimeter questions on the ISAT

Connections to Frameworks

And others…

Mathematics ISAT 2006 and beyond

All test items on the 2006 ISAT align to the Illinois Mathematics Assessment Framework Norm-referenced Stanford 10 items

Same items taken in other states for national comparison

Criterion-referenced items Illinois-developed and used only in Illinois

All items contribute to the overall ISAT scale score.

NCLB and Mathematics

All states must assess mathematics in grades 3 through 8 by the 2005-2006 school year

Mathematics is used for AYP

Annual Targets for Performance and Participation

ISAT Resources

ISAT webpage Content categories for ISAT ISAT Spanish tutorial

Open tutorial

The garden problem is one type of problem that appears on the ISAT

Problem types now include:

Extended Response ProblemShort Response ProblemMultiple Choice

2006 and beyond: Mathematics ISAT

Item formats: Multiple Choice (MC),Short Response (SR), Extended Response (ER)

Pilot items within the test Four answer choices for MC at all grades Three 45-minute* sessions Rulers at all grades Calculator use is allowed in grades 4-8 Reference sheet for grades 7-8

* Plus up to 10 additional minutes for all students

Rulers (Grades 3-8)

ISAT Mathematics SessionsGrades 3-8

Session 1 40* Multiple-Choice Items

*The first 30 items are an abbreviated form of the Stanford 10.

Session 2 30 Multiple-Choice Items (5 are pilot)3 Short-Response Items (1 is pilot)

Session 3 2 Extended-Response Items (1 is pilot)

*See www.isbe.net/assessment/pdfs/date_change06.pdf for more details about how to modify the test window dates.

Contractor-Harcourt Responsible for test development,

printing, scoring, and reporting Norm-referenced and criterion-referenced

items Stanford 10 format with color Extended-time sessions for all students Aligned to Illinois Assessment Framework

(IAF) More detailed reporting that is tied to the

Sample items and resources

ISBE Math assessment page

Look over and try some of the sample items for your grade leve

Grade 3 ISATIMAF: 7.3.03

What is the perimeter of the square?

A. 5 mB. 10 mC. 15 mD. 20 m

The average length of a song on a CD is 3 minutes.About how many songs can be played in 16 minutes?

A. 18B. 12C. 5D. 3

Which of these figures appear to be congruent?

A. O and MB. N and PC. N and RD. O and R

+ = 10 - = 2

Each has the same value.Each has the same value.

What is the value of the ?

A. 4B. 5C. 6D. 8

The burger shop offers burgers fixed 5 different ways. They also offer fries, tater tots, onion rings, and fried mushrooms as sides.How many different combinations of one burger and one side could be offered?

A. 2 combinationsB. 5 combinationsC. 9 combinationsD. 20 combinations

X∆XYZ is similar to ∆RST.

What is the length of ST? 8 cm 10 cm

A. 7.5 cm Y ZB. 8 cm 12 cmC. 8.5 cm D. 9 cm R

What type of questions seem common? Area and Perimeter

Patterns and Combinations

Systems of Equations

Other Resources See the “share” file for old exams

and extended response items

See the TiPs website

Standards are working…

As yesterday’s positive report card shows, childrens do learn when standards are high and results are measured.

President Bush, September 2007

2007 NAEP 4th graders and 8th graders

achieved highest scores ever on the NAEP

Generally true across various sub-groups as well

This was true until 2009….

NAEP Results to 2009

ISAT DATAYear 3rd grade

4th grade

5th grade

6th grade

7th grade

8th grade

11th grade PSAE

2000 69 57 47 --

2001 74 61 50 54

2002 74 63 53 54

2003 76 68 53 53

2004 79 72 54 53

2005 79 73 54 53

2006 86 85 79 79 76 78 54

2007 87 86 83 81 79 81 53

2008 85 85 81 83 80 80 53

2009 85 86 83 82 83 82 52

2010 86 86 83 85 84 84 53

NAEP and ISAT are very similar

Both have 3 types of questions: Multiple Choice Short response Extended Response

Both use similar rubrics

NAEP resources = ISAT Resources The nations report card and NAEP

contain hundreds of sample questions—including some of each type

Explore the NAEP website

Samples of Short-Response Items from NAEP

Go to http://nces.ed.gov/nationsreportcard/ On the left side of the page, select “mathematics”

from the subject area list On the right side of the page, scroll down to “How

the NAEP Mathematics Assessment Works” and select the third bullet that says “Explore sample questions…”

Able to search by year, grade, content topic, and question type

Online Resources Illinois Interactive Report Card ISBE Math Assessment InformationAnd ISAT information Assessment Tasks and Descriptors !!Interactive Online ISAT Samples!! ISAT Spanish tutorial Bob Mann’s webpage

Math Break 2: Angle Sum activity

How often was this idea used on the sample test??

How does the activity correlate to the frameworks?

How often is the notion of input/output patterns seen on the test?

Angle Sum extensions From assessment frameworks

Stage F, about Grade 6

Polygons and diagonals

Angle sum and frameworks9.5.03 Solve

problems using properties of triangles (e.g., sum of interior angles of a triangle is 180).

9.6.03 Solve problems using properties of triangles and quadrilaterals (e.g., sum of interior angles of a quadrilateral is 360).

9.7.03 Solve problems using properties of triangles and quadrilaterals (e.g., opposite sides of a parallelogram are congruent).

Angle sum and Algebra frameworks

37. Which table satisfies the following equation? y = 3 - x

8.5.05 Demonstrate, in simple situations, how a change in one quantity results in a change in another quantity (e.g., input–output tables).

8.6.04 Determine a rule having two operations from an input–output table (e.g., multiply by 3 and add 2).

8.7.06 Determine how a change in one variable relates to a change in a second variable

.8.8.06 Recognize, describe, and extend patterns using rate of change.

And one more sample question: From NAEPSubject: Mathematics Grade: 8Block: 1996- 8M3No.: 10

From any vertex of a 4-sided polygon, 1 diagonal can be drawn.From any vertex of a 5-sided polygon, 2 diagonals can be drawn.From any vertex of a 6-sided polygon, 3 diagonals can be drawn.From any vertex of a 7-sided polygon, 4 diagonals can be drawn.

10. How many diagonals can be drawn from any vertex of a 20-sided polygon? Answer:____________________

Preparing students for the MC Have them complete the online

sample test Have them complete old ISAT

exams Incorporate MC questions into your

quizzes, tests, and curriculum Talk about dealing with MC formats But, cover the content……!!!

Short and Extended Response

Short- and Extended-Response items are scored using a rubric. (www.isbe.net/assessment/math.htm) Item-specific rubrics are developed for

each item before scoring. The 2 short-response items will

contribute 5% to the scale score. The 1 extended-response item will

contribute 10% to the scale score.

Extended- and Short-Response Samples

Extended- and Short-Response items are only different item formats, they do not define the content. The content is defined in the Illinois Mathematics Assessment Framework.

Directions for how students are to respond will be given in the item itself.

But, they seem to like… Data Analysis and combinations

Handshakes, teams, pizza

Measurement (perimeter, area….)

Systems like….

Extended Response Sample“Rabbit Chicken Problem”

While visiting a farm, you notice that there are only chickens and rabbits in the farmyard. You can’t help but wonder how many of each animal there is in the yard. But when you ask Farmer Fred how many of each animal he has, he refuses to give you a direct answer. He says there are 18 animal heads and 58 animal feet.

How many chickens and rabbits are there in the farmyard?

Notes on Sample Responses1, 2, and 3

The following three student sample responses show

how the “Rabbit Chicken” problem may be solved

using three very different, but appropriate, strategies.

Sample Response #2

Sample Response #3

Sample Response #1

And others… The pumpkin problem

The alien problem

Others….

Extended- and Short-Response Samples

SUGGESTIONS: Extended-Response Samples:

Use previous years’ released ISAT extended-response sample items from grades 3, 5, and 8 to practice this format.Use items from lower grades to help all students familiarize themselves with the extended-response format.

Use the rubrics and samples with the students Use the NAEP questions!

Short Response SampleQuestion and Answer from Test

Booklet

Short Response SampleIMAF: 6.3.04

From NAEP web site http://nces.ed.gov/nationsreportcard/

Kim wants to give 7 stickers to each of her 5 friends. To find out how many stickers she needs, she writes the number sentence 7 + 7 + 7 + 7 + 7 =

Write a number sentence with multiplication that she could use to find the number of stickers she needs.

Short Response Scoring Guide Sample

IMAF: 6.3.04

Two whole numbers, each greater than 2, are multiplied together. The product is 126. What could the 2 numbers be?

IMAF: 6.4.10

IMAF: 6.6.10

The lowest point of the St. Lawrence River is294 feet below sea level. The top of Mt. Jacques Cartier is 1,277 feet above sea level.How many feet higher is the top of Mt. Jacques Cartier than the lowest point of the St. Lawrence River? Show your work.

IMAF: 6.7.08

A cereal company packs its oatmeal into cylindrical containers. The height of each container is 10 inches and the radius of the bottom is 3 inches.What is the volume of the container to the nearest cubic inch?(The formula for the volume of a cylinder is V=r2h)

Answer: cubic inches

IMAF: 7.8.04

1) Explain and display the “student-friendly” version of the scoring rubric.

2) Discuss the “how” and “why” of multiple-choice items, too.

3) Discuss and display a variety student work in the classroom.

4) Aim for the !5) Use a T-chart to help guide explanations.6) Use previous ISAT tasks from the sample books. 7) Write about mathematics in a journal/math

notebook.8) Practice! Practice! Practice!

Extended-Response in the Classroom:

Ideas for helping teachers help students

Test Preparation for Students

Illinois Learning Standards and Frameworks

Students should be familiar with each of the testing formats

Use available resources Positive atmosphere for testing Integrate test-taking skills into

regular classroom instruction

Preparing for the ISAT Promote Achievement by

promoting learning Improve test scores by improving

understanding Identify trouble areas and address

Response to Intervention After determining when a student

is struggling Ask progressive questions to check

for understanding Provide more practice Provide various representations

and approaches…

Example for a student struggling with area Find the area of this rectangle

(given a shape on a grid) Find the area of this rectangle

(picture shown with sides of 10 and 6)

Find the area of a rectangle with a length of 8 and a width of 5

Find the area of a rectangle with a length of 18 and a width of 15

Continued Draw a rectangle that has an area

of 24 square units Can you draw a different rectangle

that has the same area? Are there other rectangles that

would also have an area of 24? What must be true about their side lengths?

And some more What is the perimeter of the first

rectangle? What is the perimeter of the

second rectangle? Can you draw a rectangle that has

an area of 30 square units and a perimeter of 26 units?

Other issues to check Definitions and vocabulary

Reading comprehension

Writing and explaining

Preparing for the ISAT Promote Achievement by

promoting learning Improve test scores by improving

understanding Identify trouble areas and address

Some data…. Illinois Interactive Report Card Past scores PSAE connection

ISAT Reporting

Illinois Student Report

Summary

(Page 1)

Mathematics Results

(Page 3)

ISAT Reporting

National Comparisons

(Page 4)

NPR data are derived only from the thirty Stanford 10 items, which have been nationally normed.

ISAT Reporting

NPR vs. Overall Scale ScoreExample with 2007 ISAT Data

Student A: NPR=94, Scale Score=233 ExceedsStudent B: NPR=55, Scale Score=233 Exceeds

How can this happen?(Remember, NPR scores consider only the SAT-10 (first 30)

items.)

ISAT Scale Score Ranges - Grade 3120-162 163-183 184-223 224-341

Academic Warning

Below Meets Exceeds

Grade 3 Student Details:Student A: NPR=94, Scale Score=233 ExceedsGoal 6=22/23, Goal 7=8/12, Goal 8=7/7, Goal 9=10/14, Goal 10=6/9Total Multiple-Choice=53/65SR #1=2SR #2=2ER=4, 4, 3

Student B: NPR=55, Scale Score=233 ExceedsGoal 6=19/23, Goal 7=7/12, Goal 8=7/7, Goal 9=11/14, Goal 10=9/9Total Multiple-Choice=53/65SR #1=2SR #2=2ER=3, 4, 4

Conclusion for Grade 3 Students… Student A and Student B answered the same

numberof multiple-choice items correctly (53/65), and earned exactly the same number of rubric points overall(4 for SR and 11 for ER), which causes the scale scoresto be identical at 233, Exceeds.

Student B missed more multiple-choice items from the SAT-10 (first 30) items than Student A, causing the NPR for Student B to be lower than the NPR for Student A.

Student A: NPR=99, Scale Score=285 ExceedsStudent B: NPR=99, Scale Score=277 Exceeds

How can this happen?(Remember, NPR scores consider only the SAT-10 (first 30)

items.)

ISAT Scale Score Ranges - Grade 5120-179 180-213 214-270 271-369

Academic Warning

Below Meets Exceeds

Grade 5 Student Details:Student A: NPR=99, Scale Score=285 ExceedsGoal 6=19/19, Goal 7=11/11, Goal 8=10/13, Goal 9=12/13, Goal 10=8/9Total Multiple-Choice=60/65SR #1=2SR #2=2ER=4, 4, 2

Student B: NPR=99, Scale Score=277 ExceedsGoal 6=18/19, Goal 7=11/11, Goal 8=10/13, Goal 9=11/13, Goal 10=8/9Total Multiple-Choice=58/65SR #1=2SR #2=2ER=4, 3, 3

Conclusion for Grade 5 Students… Student A and Student B answered all the SAT-10

(first 30) items correctly, which causes the NPR scores to be identicalat 99.

Both students earned exactly the same number of rubric points overall (4 for SR and 10 for ER).

Student A answered 2 more (non-SAT 10) multiple-choiceitems correctly than Student B, which causes the scale scorefor Student A to be higher than the scale score for Student B.

Mathematics Content Category TableIllinois Mathematics Assessment Framework

(p.13)

Assessment ObjectivesExcerpt from Goals 6 and

Grade 3 MathematicsMultiple-Choice Sample

Assessment Objective 6.3.11: Model and apply basic multiplication facts (up to 10×10), and apply them to related multiples of 10(e.g., 3×4=12, 30×4=120).

Assessment Objective 6.4.16:Make estimates appropriate to a given situation with whole numbers.

Assessment Objective 7.5.07: Solve problems involving map interpretation (e.g., one inch represents five miles, so two inches represent ten miles).

Assessment Objective 10.6.05: Solve problems involving the probability of a simple event, including representing the probability as a fraction, decimal, or percent.

Assessment Objective 9.7.03: Solve problems using properties of triangles and quadrilaterals (e.g., opposite sides of a parallelogram are congruent).

Assessment Objective 8.8.04: Recognize and generate equivalent forms of algebraic expressions.

Reader Script

Only students whose IEP or Section 504 Plan indicates that the assessment may be read to them may be read to during state assessments.

Students must use a Form 1 test booklet because the Reader Scripts are produced using Form 1.

Scripts must be used so that every student in Illinois hears the item presented consistently.

Reader Script Example 1

Reader Script TextQuestion number 1. The scale on Todd’s map is one inch equals two hundred miles. The distance from his house to his friend’s house on the map is five and one-fourth inches.

What is the distance in miles from Todd’s house to his friend’s house?

A. One thousand milesB. One thousand fifty milesC. One thousand five hundred milesD. Twenty-four thousand miles

Reader Script Example 2Reader Script TextQuestion number 2. Tim’s mother put these cookies on a plate.

The picture shows a plate with cookies.

Which kind of cookie would Tim most likely get if he takes one without looking?

Choose answer A, B, C, or D.

Reader Script Example 3

Reader Script TextIn the nineteen eighty-eight Olympic Games, Florence Griffith Joyner of the United States set an Olympic record for the women’s one hundred-meter dash. Her time was ten and sixty-two hundredths seconds. How is this time written as a number?

Choose answer A, B, C, or D.

Note: Reading the choices here would give away the answer.

2008 Mathematics ISATChanges from 2007

Work Space has been added to Session 2 for the grade 3 multiple-choice pages.

Short- and Extended-response sample items and sample student responses have been removed from the directions of all grade levels.

Short-Response Sample

Extended Response Sample

Short- and Extended-Response items are scored using a rubric. (www.isbe.net/assessment/math.htm) Item-specific rubrics are developed for

each item before scoring.

The 2 short-response items contribute a total of 5% to the scale score.

The 1 extended-response item contributes a total of 10% to the scale score.

Assessment Objective 6.3.07: Identify and locate whole numbers and halves on a number line.

Grade 3 MathematicsShort-Response Sample from 2007 ISAT

Assessment Objective 6.4.10: Solve problems and number sentences involving addition and subtraction with regrouping and multiplication (up to three–digit by one–digit).

Assessment Objective 10.5.05: Apply the fundamental counting principle in a simple problem (e.g., How many different combinations of one–scoop ice cream cones can be made with 3 flavors and 2 types of cones?).

Assessment Objective 8.6.03: Evaluate algebraic expressions with up to two whole number variable values (e.g., evaluate 3m + n + 3 whenm = 4 and n = 2).

Assessment Objective 7.7.02: Solve problems involving the perimeter and area of polygons and composite figures using diagrams, models, and grids or by measuring or using given formulas (may include sketching a figure from its description).

Assessment Objective 9.8.09: Solve problems involving vertical, complementary, and supplementary angles.

The answer space for eachshort-response item is 1 page, and it has faint square cm grid lines.These grid lines may help students if the item requires them to show work.

Grade 3 MathematicsExtended-Response Sample from 2007

Assessment Objective 10.3.02: Complete missing parts of a pictograph, bar graph, tally chart, or table for a given set of data.

Assessment Objective 6.4.11: Solve problems involving the value of a collection of bills and coins whose total value is $100.00 or less, and make change.

Assessment Objective 6.5.14: Model situations involving addition and subtraction of fractions.

Assessment Objective 10.6.04: Determine the mode, range, median, and mean, given a set of data or a graph.

Grade 7 MathematicsExtended-Response Sample from 2007 ISAT

Assessment Objective 9.7.14: Determine if figures are similar, and identify relationships between corresponding parts of similar figures.

Assessment Objective 10.8.03: Create a bar graph, chart/table, line graph, or circle graph and solve a problem using the data in the graph for a given set of data.

The answer space for each extended-response item is 2 full pages. Page 1 has a blank area, and page 2 has faint square cm grid lines.

1) Explain and display the “student-friendly” version of the scoring rubric.

2) Discuss “what you did” and “why you did it” for multiple-choice items, too.

3) Discuss and display a variety student work in the classroom.

4) Aim for the in all 3 rubric dimensions!

5) Use a T-chart to help guide explanations. This helps some students remember to explanation what they did and why they did it.

6) Use previous ISAT tasks from the sample books. (All are available online.)

7) Write about mathematics in a journal/math notebook.

8) Practice! Practice! Practice!

Extended-Response in the Classroom:Ideas to Help Teachers Help Students

Short- and Extended-Response Samples

Released Extended-Response Items from the Mathematics ISAT

Grade Level YearGrade 3 1999 2000 2001 2002 2003 2004 2005Grade 5 1999 2000 2001 2002 2003 2004 2005Grade 8 1999 2000 2001 2002 2003 2004 2005Grade 10 1999 2000 n/a n/a n/a n/a n/a

All items are available online at: www.isbe.net/assessment/htmls/math_released_er.htm

Released Short- and Extended-Response

Items from the Mathematics ISAT

Grade Level YearGrade 3 2006

2007Grade 4 2006

2007Grade 5 2006

2007Grade 6 2006

2007Grade 7 2006

2007Grade 8 2006

These items are organized by where they appeared on ISAT. Feel free to use these items with higher or lower grades or create your own adaptations of these items for additional practice.

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