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Sample Test Booklet

ILLINOIS STATE BOARD OF EDUCATION

2006

ISAT

Copyright © 2006 by the Illinois State Board of Education. Copyright © 2003 by Harcourt Assessment, Inc. 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 publisher and the Illinois State Board of Education. Printed in the United States of America.

Sample Items for Reading and Mathematics

ILLINOIS STATE BOARD OF EDUCATION

2006

Copyright © 2006 by the Illinois State Board of Education. Copyright © 2003 by Harcourt Assessment, Inc. 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 publisher and the Illinois State Board of Education, except for the printing of complete pages for instructional use and not for resale. Printed in the United States of America.

GRADE

5

ISATSample Booklet

2006 ISAT Grade 5 Sample Book

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Introduction

Th is sample book contains sample ISAT items classifi ed with an assessment objective from the Illinois Assessment Frameworks. Th ese samples are meant to give educators and students a general sense of how items are formatted for ISAT. All 2006 ISATs will be printed in color. Th is 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. Th e Illinois Assessment Frameworks are available online at www.isbe.net/assessment/IAFindex.htm. Th e Student Assessment website contains additional information about state testing (www.isbe.net/assessment).


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ISAT Grade 5 Sample Reading Items

ISAT Reading testing beginning in spring 2006 will consist of 30 norm-referenced items, as well as criterion-referenced items. Th e 30 norm-referenced items are an abbreviated form of the Stanford 10 Reading assessment, developed by Harcourt, Inc. Th e criterion-referenced items are all written by Illinois educators and pilot tested with Illinois students.

Item FormatsAll items are aligned to the Illinois Reading Assessment Framework, which defi nes the elements of the Illinois Learning Standards that are suitable for state testing.

Multiple-choice items require students to read and refl ect, 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. Th e extended-response items are scored with a holistic rubric and count as 10% of the scale score of the test.

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ReadingXEG212 Passage XEG212.AR1

On one full-moonnight every fall, therivers and lakes ofThailand are dottedwith twinklingcandles. The Thaisare celebrating "Loi Krathong," or"Floating Leaf CupDay."

No one knows forsure how this lovely custom got started.Some say it was started 700 years ago bya wife of a king who wanted to surpriseand please her husband. Others say itstarted even longer ago as a specialreligious ceremony. But however itbegan, it is delightful.

Families always used to make theirfloats, or little boats, from banana leavestorn into strips and woven into theshape of a bowl. Then they beautifullydecorated them with flowers. Now, whilemany families still make their own floats,others simply buy them. Modern floatsmay be made of banana leaves or plastic.All of them still hold a lighted candle, aflower, a stick or two of sweet-smellingincense, and a coin.

On the holiday evening, familiesgather at parks near lakes, rivers, or

canals for outdoordinners. Adults sit onmats and visit withtheir neighbors whilechildren play tag orhide-and-seek. Insome cities, blazingfireworks and dancersin shining silkcostumes entertain thecrowd.

Many men and women sell things.People sell floats to those who have notmade them at home. Other people sellballoons in various shapes and colors orclever toys made of bamboo. Food sellersoffer noodle soup, dried fish, candy, littlecakes, roasted chicken, and bambootubes filled with sticky rice cooked incoconut milk. They pour soft drinks intosmall plastic bags, whirl a rubber bandaround the top, and stick in a shortstraw.

Then, when the full moon rises,families light the candles and set theirlittle boats afloat. The waterway soontwinkles like a fairyland with candlesbobbing in their floats and fireworksreflecting in the water.

A Candlelit Holidayby

Elaine Masters

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XEG2121Paragraph 2 of this selection ismainly about —

≥ A how this holiday might havebegun

B what the floats are made ofC when the holiday takes placeD what people eat during the

holiday

XEG2162To understand more about themeaning of the floating leafcups, the reader should ask —

A how the floats are kept frombeing burned by the flame

≥ B why a coin is placed in the floatC what happens to all the floats

when the holiday is overD how much store-bought floats

cost

XEG2173After reading the title, whatshould you expect to learn fromthis selection?

A How to make your own candlesB Ideas for new recipesC Why we celebrate the Fourth of

July

≥ D Where a candlelit holiday iscelebrated

XEG2184Which detail in the selectionshows that this is a relaxingholiday?

≥ A Families spend the eveningeating, playing, and visiting.

B People spend hours makingfloats.

C There are many different kinds of food to buy.

D It is held in autumn.

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ReadingJacques/Albert0505I JACQUES/ALBERT0505I.AR1.eps thru .AR4.eps

Albert Einstein and Jacques Cousteau spent their livesstudying the unknown. These articles tell about what led them to become famous.

His name became a synonym for “genius.” Is it true that this brilliant scientist started out as a slow learner?

In a century marked by sweepingscientific advances, Albert Einsteinwas probably the most gifted

scientist of all. Yet as a child, he didn’ttry to talk until he was older than

1

2. He was also shy and solitary. Thesetraits may have led to the rumor thathe flunked first grade. In fact, thoughhe may have been quiet, Albert wascurious about the world and sharp inschool. “His report card was brilliant,”his mother bragged, when at age 7, hereceived his grades.

2 Albert was only 1 when he movedwith his family to the city of Munich,in Germany, from Ulm, where he wasborn March 14, 1879. While other boysplayed rough-and-tumble games suchas soldiers or tag, Albert played gamesdemanding patience and focus. Heliked to build complicated structures ofwooden blocks, or card houses thatstood 14 stories tall.

3 Albert’s first encounter with ascientific mystery came at age 5, whenhis father handed him a compass.Fascinated by the way the needlealways pointed north, he later wrote,

“This made adeep impression on me. Somethingdeeply hidden had to be behindthings.” Albert’s belief that an unseen force controlled the world—and his need to understandthat force—propelled his lifetime ofscientific exploration.

4 In school, however, there was noindependent exploration. Thediscipline there was so strict, he said,that “the teachers appeared to me likesergeants and lieutenants.” He made itworse by insisting on solving everyproblem his own way. His teachersdidn’t appreciate his cleverness.

5 Things were different at home.Albert’s parents encouraged creativethinking. His mother, father, sister, anduncle shared a big house. Uncle Jakobfed Albert’s hunger for knowledge. Hegot Albert interested in algebra. Oftensolutions to difficult math problemswould come to Albert while he playedthe piano.

6 At age 10 Albert became friends withMax Talmud, a college student who atedinner at the Einsteins’ house once a

Albert Einsteinby Allan Fallow

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Reading

week. Recognizing Albert’s“exceptional intelligence,” Talmudloaned him a geometry book. “At first Iaided him in solving difficult

problems,” said Talmud. But “soon theflight of his mathematical genius wasso high that I could no longer follow.”

Whiz Kid! While still a teenager, Albert Einstein wonderedwhat a beam of light would look like if a person could keeppace alongside it. It took Einstein ten years to find the answer.When he did, it formed the basis for his famous theory ofrelativity, which states that gravity warps space and time.Although Einstein’s discoveries led to the development ofnuclear weapons, he believed that people should not go to war.After receiving the 1921 Nobel Prize in physics, Einsteinmoved in 1933 to the United States, where he lived to age 76.

The daring pioneer of undersea exploration started out as asickly child who was told to avoid exercise.

Jacques Cousteauby Lynda DeWitt

Jacques Cousteau’sfirst memories were of water. Born

1

on June 11, 1910, in St.-André-de-Cubzac, asmall town near France’sAtlantic coast, Jacques(ZHAHK) spent mostholidays at the ocean.He loved the water, buthe didn’t run and playon the beach like mostkids. For his first sevenyears, Jacques had a

painful disorder of theintestines that madehim weak and tired. Hisdoctor warned him toavoid sports andexercise.

2 Jacques didn’t listen tothe doctor’s advice.Determined to swim, hetaught himself how, andin time became anexcellent swimmer. Ashis health improved, hispassion for the ocean

grew. Jacques’s father, alawyer, worked for anAmerican millionaire.He often traveled, and the Cousteau (koo-STOH) family,including Jacques andhis older brother, Pierre,traveled with him, sothey rarely lived in anyone place for very long.

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3 When Jacques wasabout 10, his father’s jobtook the family to theUnited States. It was at acamp along Lake Harveyin Vermont whereJacques had his firstunderwater adventure. Acamp counselor wasannoyed when Jacquesrefused to ride a horse.As punishment thecounselor orderedJacques to clearbranches and leaves

from under a divingboard at the lake. “Iworked very hard,”Jacques wrote. “Divingin that murk withoutgoggles, without amask—that’s where Ilearned to dive.” As forhorses, Jacques neverliked them.

4 Living in France at age 13, Jacques bought amovie camera. He likedto make movies andoften played the lead

role. He even developedthe film himself. By age16, he had formed hisown movie company.He was producer,director, and chiefcameraman. By then, hiscourse was set. Jacquescombined his twoloves—oceans andfilmmaking—and begana career that wouldshow people anunderwater world neverseen before.

DOWN BY THE SEA. While serving in the FrenchNavy, Jacques Cousteau co-developed the Aqua-Lung®.The breathing device let divers descend to new depths,unconnected to the surface. It became the basis for allscuba (self-contained underwater breathing apparatus)gear.

Through his award-winning television series, TheUndersea World of Jacques Cousteau, and his many filmsand books, he revealed the mysteries of the deep tomillions. He died on June 25, 1997.

“Einstein and Cousteau” by Allan Fallow and Lynda DeWitt, drawings by Bryn Barnard, originally appeared in theWhen I Was a Kid feature of National Geographic World issues of August 1997 and April 1998. Copyrights © 1997and 1998 by National Geographic Society. All used by permission of National Geographic Image Collection.Photograph of Dr. Einstein provided by Austrian Archives/CORBIS, photograph of Mr. Cousteau provided byCORBIS, both used by permission, all rights reserved. “Aqua-Lung” is a registered trademark of U.S. Divers Co., Inc.

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Reading

33466451The two articles can best beclassified as which type ofwriting?

A NarrativeB Persuasive

≥ C ExpositoryD Autobiography

33475172How are the games AlbertEinstein enjoyed different fromthe games other boys enjoyed?

A The games Albert Einsteinplayed required athletic skill.

≥ B The games Albert Einsteinplayed required concentration.

C The games Albert Einsteinplayed required many players.

D The games Albert Einstein played required costly equipment.

33475193Why was Albert Einstein adifficult student for histeachers?

A He liked to play cards.B He had trouble concentrating.C He answered all the questions.

≥ D He wanted to work on his own.

33477014What did Max Talmud come to realize about young Albert Einstein?

≥ A Young Einstein was better atmath than he was.

B Young Einstein was able to findcreative ways to deal with hislack of musical ability.

C Young Einstein could play thepiano while designing housesmade of cards.

D Young Einstein was happiestshowing his friends from schoolhow to solve science problems.

33466345Based on the article, which pairof words best describes AlbertEinstein as a child?

A Artistic and sensitiveB Athletic and cooperativeC Outspoken and stubborn

≥ D Intelligent and determined

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33475266Jacques Cousteau had a painfuldisorder. Which of the followingis most like a disorder?

A A mess

≥ B An illnessC A memoryD An experience

33475247Jacques Cousteau wrote aboutdiving in the murk. What wordbest describes murk?

≥ A DarkB ColdC WaterD Clear

33466398Who was most responsible forJacques Cousteau learning to dive?

A His father

≥ B A camp counselorC A diving instructorD His underwater cameraman

33475369Why were Jacques Cousteau’stelevision shows so popular?

A They taught horseback riding.B They explained math theories.C They showed popular vacation

spots.

≥ D They exposed underwaterenvironments.

334753710Which of the following wordsdescribes both Albert Einsteinand Jacques Cousteau?

≥ A CuriousB AthleticC MusicalD Talkative

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334665011Why are Albert Einstein and Jacques Cousteau remembered as great men? Use informationfrom the passages and your own observations to support your answer.

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ReadingCamera0505I R5Camera0505I_AR1.eps

Making a CameraJacques Cousteau was famous for the beautiful

pictures he took underwater. Do you know that youcan create a camera with nothing more than apinhole? Try it by making a pinhole camera. Use thedirections below.

Materials:• Black construction paper• Wax paper• Empty frozen-juice can• Tape• Pencil• Nail

Directions:

1. Roll the construction paper into a cone. Make sure to leave a tinyopening at the small end of the cone.

2. Tape the sides of the cone together and cut the wide end of the coneso it will fit inside the juice can.

3. Trace the circle at the wide end of the cone onto a piece of wax paper.

4. Cut out the circle on the wax paper.

5. Tape the wax paper circle to the wide end of the cone.

6. Use a nail to make a pinhole in the juice can.

7. Slide the narrow end of the cone into the open end of the juice can.

8. Point the pinhole at a bright object and look through the cone.

9. Try sliding the cone in and out of the can to see a smaller or largerimage.

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33518074What is done before theconstruction paper is cut?

A The pinhole is poked in the can.B The wax paper is cut into a

circle.C The paper is rolled into a square.

≥ D The cone is taped together.

33518091Which item is missing in thelist of necessary materials?

A StaplerB BoxC Glue

≥ D Scissors

33518103What necessary information ismissing from step 6?

A How to slide the cone back andforth smoothly

B What end of the juice can to use

≥ C Where to make the pinhole onthe juice can

D When to point the pinhole atthe bright object

33518132What happens when the coneslides in and out of the can?

A The pinhole gets bigger.

≥ B The image changes size.C The wax paper changes color.D The cone changes shape.


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Answer Key with Assessment Objectives Identifi ed

ItemNumber

CorrectAnswer

Assessment Objective

1 A 1.5.12 Identify explicit and implicit main ideas.

2 B 2.5.05 Compare stories to personal experience, prior knowledge, or other stories.

3 D 1.5.08 Identify probable outcomes or actions.

4 A 1.5.17 Distinguish the main ideas and supporting details in any text.

1 C 2.5.15 Identify whether a given passage is narrative, persuasive, or expository.

2 B 1.5.16 Determine the answer to a literal or simple inference question regarding the meaning of a passage.

3 D 1.5.16 Determine the answer to a literal or simple inference question regarding the meaning of a passage.

4 A 1.5.16 Determine the answer to a literal or simple inference question regarding the meaning of a passage.

5 D 2.5.08 Determine what characters are like by what they say or do by how the author or illustrator portrays them.

6 B 1.5.05 Determine the meaning of a word in context when the word has multiple meanings.

7 A 1.5.02 Determine the meaning of an unknown word using word, sentence, and cross-sentence clues.

8 B 1.5.17 Distinguish the main ideas and supporting details in any text.

9 D 1.5.22 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.

10 A 1.5.22 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.

11 Extended-Response Item

1.5.22 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.

1 D 1.5.26 Determine whether a set of complex instructions or procedures is complete and, therefore, clear (e.g., if incomplete, identify what is missing).

2 B 1.5.26 Determine whether a set of complex instructions or procedures is complete and, therefore, clear (e.g., if incomplete, identify what is missing).

3 C 1.5.26 Determine whether a set of complex instructions or procedures is complete and, therefore, clear (e.g., if incomplete, identify what is missing).

4 D 1.5.26 Determine whether a set of complex instructions or procedures is complete and, therefore, clear (e.g., if incomplete, identify what is missing).

To view all the reading assessment objectives, download the Illinois Reading Assessment Framework for Grades 3-8 online at www.isbe.net/assessment/IAFindex.htm.


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Grade: 5 Sample: 1 Score: 3


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*Th e response demonstrates an accurate understanding of information in the text by focusing on some key ideas presented explicitly and implicitly. However, the response lacks some clarity in explaining supporting material, (“When Einstien learned what a beam of light looked like when a person kept pace with it other people learned that they could make nuclear weapons”).

*Th e response could have included a more thorough discussion of each man’s inventions and could have used more specifi c information from the text. For example, the response never mentions Einstein’s theory of relativity (a key concept), just the beam of light. While there is a connection made between Einstein’s “beam of light” and nuclear weapons, it isn’t well tied together.


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Grade: 5 Sample: 2 Score: 4


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*Th is response demonstrates a strong understanding of the important information in the text by focusing on the key ideas presented explicitly and implicitly. Th is response includes Einstein’s discovery (“his famous theory of relativity”), which the writer then compares to Jacques Cousteau’s invention (“he co-developed the Aqua-Lung®”). Th e discussion makes logical interpretations, connections, and comparisons. Th e relevant references are fully supported: (“[Einstein’s theory] states that gravity warps space and time.”); (“[Th e Aqua-Lung®] was a breathing device that let divers decend to new depths.”).

*Th is response eff ectively incorporates and articulates information from both articles and uses the information to compare the two men and their accomplishments and to answer the question. For example, the response presents two reasons why each man should be remembered and uses balanced, text-based information as support.

EXTENDED-RESPONSE READING RUBRIC

SCORE

Readers identify important information found explicitly and implicitly in the text. Readers use this information to interpret the text and/or make connections toother situations or contexts through analysis, evaluation, or comparison/contrast.

• Reader demonstrates an accurate understanding of important information in the text by focusing on the key ideaspresented explicitly and implicitly.

• Reader uses information from the text to interpret significant concepts or make connections to other situations orcontexts logically through analysis, evaluation, inference, or comparison/contrast.

• Reader uses relevant and accurate references; most are specific and fully supported.• Reader integrates interpretation of the text with text-based support (balanced).

• Reader demonstrates an accurate understanding of information in the text by focusing on some key ideas presented explicitly and implicitly.

• Reader uses information from the text to interpret significant concepts or make connections to other situations orcontexts logically (with some gaps) through analysis, evaluation, inference, or comparison/contrast.

• Reader uses relevant and accurate references; some are specific; some may be general and not fully supported.• Reader partially integrates interpretation of the text with text-based support.

• Reader demonstrates an accurate but limited understanding of the text.• Reader uses information from the text to make simplistic interpretations of the text without using significant concepts

or by making only limited connections to other situations or contexts.• Reader uses irrelevant or limited references.• Reader generalizes without illustrating key ideas; may have gaps.

• Reader demonstrates little or no understanding of the text; may be inaccurate.• Reader makes little or no interpretation of the text.• Reader uses no references or the references are inaccurate.• Reader’s response is insufficient to show that criteria are met.

• Reader’s response is absent or does not address the task.• Reader’s response is insufficient to show that criteria are met.

4

3

2

1

0

CRITERIA


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ISAT Grade 5 Sample Mathematics Items

ISAT Mathematics testing beginning in spring 2006 will consist of 30 norm-referenced items, as well as 45 criterion-referenced items, some of which will be used for developmental purposes. Th e 30 norm-referenced items are an abbreviated form of the Stanford 10 Mathematics Problem Solving assessment, developed by Harcourt, Inc. Th e 45 criterion-referenced items are all written by Illinois educators and pilot tested with Illinois students.

Item FormatsAll 75 items are aligned to the Illinois Mathematics Assessment Framework, which defi nes the elements of the Illinois Learning Standards that are suitable for state testing.

Multiple-choice items require students to read, refl ect, or compute and then to select the alternative that best expresses what they believe the answer to be. Th is format is appropriate for quickly determining whether students have achieved certain knowledge and skills. Well-designed multiple-choice items can measure student knowledge and understanding, as well as students’ selection and application of problem-solving strategies. A carefully constructed multiple-choice item can assess any of the levels of mathematical complexity from simple procedures to sophisticated concepts. Th ey can be designed to reach beyond the ability of students to “plug-in” alternatives or eliminate choices to determine a correct answer. Such items are limited in the extent to which they can provide evidence of the depth of students’ thinking.

Short-response items pose similar questions as multiple-choice items and provide a reliable and valid basis for extrapolating about students’ approaches to problems. Th ese items reduce the concern about guessing that accompanies multiple-choice items. Th e short-response items are scored with a rubric and count as 5% of the scale score of the test.

Extended-response items require students to consider a situation that demands more than a numerical response. Th ese items require students to model, as much as possible, real problem solving in a large scale assessment context. When an extended-response item poses a problem to solve, the student must determine what is required to “solve” the problem, choose a plan, carry out the plan, and interpret the solution in terms of the original situation. Students are expected to clearly communicate their decision-making processes in the context of the task proposed by the item (e.g., through writing, pictures, diagrams, or well-ordered steps). Th e extended-response items are scored with a rubric and count as 10% of the scale score of the test.

Scoring Extended- and Short-Response ItemsExtended- and short-response items are evaluated according to an established scoring scale, called a rubric, developed from a combination of expert expectations and a sample of actual student responses. Such rubrics must be particularized by expected work and further developed by examples of student work in developing a guide for scorers.

Mathematics 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 new policy does not affect students who already receive extended time as determined by their IEP.

Mathematics ISAT Grade 5 Session 1 45 minutes

40 multiple-choice items (30 of these are an abbreviated form of the Stanford 10.)

Session 2 45 minutes

30 multiple-choice items 3 short-response items

Session 3 45 minutes 2 extended-response items

(Some items will be pilot items.) Calculator Use for Grade 5 Mathematics ISAT Students in grade 5 are allowed to use a calculator on any session of the mathematics assessment. Students are allowed to use any calculator they normally use in their mathematics classes. Schools, teachers, and parents should be advised that when students attempt to use calculators with which they are unfamiliar, their performance may suffer. In a like manner, students who are not taught when and how to use a calculator as part of their regular mathematics instructional program are also at risk. Rulers for Grade 5 Mathematics ISAT All students in grade 5 will be provided with a ruler to use during all sessions of the mathematics assessment. This ruler will allow students to measure in both inches and centimeters.

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Mathematics

XIH1101In the 1988 Olympic Games,Florence Griffith Joyner of theUnited States set an Olympicrecord for the women’s 100-meter dash. Her time wasten and sixty-two hundredthsseconds. How is this timewritten as a number?

A 1.62 seconds

≥ B 10.62 seconds

C 100.62 seconds

D 1062.00 seconds

3484053 3484053_AR12A pizza was cut into 8 equal pieces.Ben ate 2 pieces, and Sam ate 3 pieces.

What fractional part of thepizza did Ben and Sam eat?

A B ≥ C D

85

58

35

38

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Mathematics

3484054 3484054_AR13All items listed below are on sale for 50% off the regular price.

Which is closest to the amount of money needed tobuy 1 of each item listed, at the sale price?

$30 $35 $60 $70

A ≥ B C D

ItemRegular Price

(including tax)

HatShirtCD

Coat

Items on Sale

$ 10.95$ 21.05$ 15.95$ 21.92

34840554Six out of every ten fifth-gradestudents in a school have a pet.There are 50 fifth-grade students in this school.

What is the total number offifth-grade students in thisschool who have a pet?

A 6 students

B 10 students

≥ C 30 students

D 66 students

34840565Anish went to sleep at 9:00 P.M. andwoke up at 6:30 A.M.

What is the total number of hours Anish slept?

A 3 hours

B 7 hours

C 8 hours

≥ D 9 hours12

12

12

12

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Mathematics

34840587What is the value of m � m � 3 when m � 4?

1 5 11 13

A ≥ B C D

34840609Mr. Jackson is 36 years old. His son is 8 years old. Let n represent the age of Mr. Jackson’s wife. The ages of Mr. Jackson, his wife, and theirson total 77.

Which correctly represents this information?

A 77 � 36 � 8 � n

B 36 � n � 8 � 77

C 77 � 36 � 8 � n

≥ D 36 � n � 8 � 77

3484057 3484057_AR16What is the perimeter of thefigure below?

36 feet 28 feet 23 feet 13 feet

≥ A B C D

6 feet

5 feet

2 feet

?

?

10 feet

3484059 3484059_AR18The drawing below is an input-output machine.

Using this machine, when theinput is 5, what is the output?

2 4 9 12

A B ≥ C D

Add 7Subtract 3

Input

Output

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Mathematics

XIJ321 XIJ321.AR110

Which streets on this mapappear to never intersect?

A Talley and Franklin

B Starlight and Pierce

C Franklin and Holloway

≥ D Holloway and Starlight

Holloway

StarlightFr

ankli

nTalley

Pier

ce

3484062 3484062_AR111Which figures appear to be congruent?

O and M N and P N and R P and Q

A B ≥ C D

MN R

OP Q

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Mathematics

3484064 3484064_AR113The graph below shows the averagedaily temperatures for the town ofJonesboro during a seven-day period.

Which is closest to thedifference in the average daily temperatures for Mondayand Wednesday?

0 °F 5 °F 10 °F 25 °F

≥ A B C D

5°

10°

15°

20°

25°

30°

35°

0°Sun.

Tem

pera

ture

(°F

)

Average Daily Temperature

Mon. Tues. Wed. Thurs. Fri. Sat.

Day

3484061 3484061_AR112Which is closest to the distancefrom point G to point H on thenumber line below?

A 3 units

≥ B 10 units

C 13 units

D 26 units

0 10 20

G H

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3484065 3484065_AR114The spinner below is divided into six sections of equal size.

What is the probability that the arrow will land in a spacelabeled with an odd number?

A B ≥ C D

46

36

26

16

1

2

3

4

5

6

XIF606 XIF606.AR1 to AR515Tim’s mother put these cookies on a plate.

Which kind of cookie wouldTim most likely get if he takesone without looking?

A C

≥ B D


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Answer Key with Assessment Objectives Identifi ed

ItemNumber

CorrectAnswer

Assessment Objective

1 B 6.5.05 Read, write, recognize, and model decimals and their place values through thousandths.

2 C 6.5.14 Model situations involving addition and subtraction of fractions.

3 B 6.5.16 Make estimates appropriate to a given situation with whole numbers, fractions, and decimals.

4 C 6.5.18 Solve problems involving proportional relationships, including unit pricing (e.g., one apple costs 20¢, so four apples cost 80¢).

5 D 7.5.01 Solve problems involving elapsed time in compound units.

6 A

7.5.03 Solve problems involving the perimeter and area of a triangle, rectangle, or irregular shape using diagrams, models, and grids or by measuring or using given formulas (may include sketching a figure from its description).

7 B 8.5.04 Evaluate algebraic expressions with a whole number variable value (e.g., evaluate m + m + 3 when m = 4).

8 C 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).

9 D 8.5.07 Represent problems with equations and inequalities.

10 D 9.5.08 Identify and sketch parallel, perpendicular, and intersecting lines.

11 C 9.5.13 Identify congruent and similar figures by visual inspection.

12 B 9.5.15 Determine the distance between two points on a horizontal or vertical number line in whole numbers.

13 A10.5.01 Read, interpret, and make predictions from data represented in a pictograph, bar graph, line (dot) plot, Venn diagram (with two circles), chart/table, line graph, or circle graph.

14 C 10.5.04 Solve problems involving the probability of a simple event, including representing the probability as a fraction between zero and one.

15 C 10.5.04 Solve problems involving the probability of a simple event, including representing the probability as a fraction between zero and one.

To view all the mathematics assessment objectives, download the Illinois Mathematics Assessment Framework for Grades 3-8 online at www.isbe.net/assessment/IAFindex.htm.


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Mathematics Short-Response Sample Item

Below is a short-response sample item, followed by the short-response scoring rubric and 3 samples of student responses.

This short-response sample item is classified to assessment objective 9.5.01, “Classify, describe, and sketch two-dimensional shapes (triangles, quadrilaterals, pentagons, hexagons, and octagons) according to the number of sides, length of sides, number of vertices, and interior angles (right, acute, obtuse).”

348406616Draw a closed figure with 5 sides. Make 2 of the angles right angles.

MATHEMATICS SCORING RUBRIC: A GUIDE TO SCORING SHORT-RESPONSE ITEMS

♦ Completely correct response, including correct work shown and/or correct labels/units if called for in the item

♦ Partially correct response

♦ No response, or the response is incorrect

Note: Item-specific rubrics are developed for each item before scoring.

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The follow

ing rubric is used for the short-response items for grade levels 3 through 8.

August 2005


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Short-Response Student Sample 1


Rubric Score Point = 2

Note: Th e student drew a fi gure that satisfi es all the required elements. Even though there are more than 2 right angles, this drawing satisfi es the required elements.


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Note: Th e student drew a fi gure that satisfi es all the required elements. Two angles visually appear to be right angles, even though they are not labeled as such.


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Note: Th e student drew a 5-sided fi gure, but none of the angles appear to be right angles.


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348406717The number of fifth-grade students going to the museum is greater than 30 but less than50. Each student will have a partner on the bus. At the museum, there will be groups ofexactly 6 students.

How many students could be going to the museum?

Show all your work. Explain in words how you found your answer. Tell why you tookthe steps you did to solve the problem.

Mathematics Extended-Response Sample Item

Below is an extended-response sample item, followed by the extended-response scoring rubric and 3 student samples.

This extended-response sample item is classified to assessment objective 6.5.11, “Solve problems involving descriptions of numbers, including characteristics and relationships (e.g., odd/even, factors/multiples, greater than, less than, square numbers).”

MATHEMATICS SCORING RUBRIC: A GUIDE TO SCORING EXTENDED-RESPONSE ITEMS

MATHEMATICAL KNOWLEDGE:

Knowledge of mathematical principles and concepts which result in a correct solution to a problem. ♦ shows complete understanding of the problem’s

mathematical concepts and principles

♦ uses appropriate mathematical terminology and notations including labeling answer if appropriate

♦ executes algorithms and computations completely and correctly

♦ shows nearly complete understanding of the

problem’s mathematical concepts and principles

♦ uses mostly correct mathematical terminology and notations

♦ executes algorithms completely; computations are generally correct but may contain minor errors

♦ shows some understanding of the problem’s


♦ uses some correct mathematical terminology and notations

♦ may contain major algorithmic or computational errors

♦ shows limited to no understanding of the problem’s


♦ may misuse or fail to use mathematical terminology and notations

♦ attempts an answer ♦ no answer attempted

STRATEGIC KNOWLEDGE: Identification and use of important elements of the problem that represent and integrate concepts which yield the solution (e.g., models, diagrams, symbols, algorithms). ♦ identifies all important elements of the problem and

shows complete understanding of the relationships among elements

♦ shows complete evidence of an appropriate strategy that would correctly solve the problem

♦ identifies most of the important elements of the

problem and shows a general understanding of the relationships among them

♦ shows nearly complete evidence of an appropriate strategy for solving the problem

♦ identifies some important elements of the problem but

shows only limited understanding of the relationships among them

♦ shows some evidence of a strategy for solving the problem

♦ fails to identify important elements or places too

much emphasis on unrelated elements

♦ reflects an inappropriate strategy for solving the problem; strategy may be difficult to identify

♦ no apparent strategy

EXPLANATION: Written explanation of the rationales and steps of the solution process. A justification of each step is provided. Though important, the length of the response, grammar, and syntax are not the critical elements of this dimension. ♦ gives a complete written explanation of the solution

process; clearly explains what was done and why it was done

♦ may include a diagram with a complete explanation of all its elements

♦ gives a nearly complete written explanation of the

solution process; clearly explains what was done and begins to address why it was done

♦ may include a diagram with most of its elements explained

♦ gives some written explanation of the solution

process; either explains what was done or addresses why it was done

♦ explanation is vague, difficult to interpret, or does not completely match the solution process

♦ may include a diagram with some of its elements explained

♦ gives minimal written explanation of the solution

process; may fail to explain what was done and why it was done

♦ explanation does not match presented solution process

♦ may include minimal discussion of the elements in a diagram; explanation of significant elements is unclear

♦ no written explanation of the solution process is

provided

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ing rubric is used for the extended-response items for grade levels 3 through 8.

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Extended-Response Student Sample 1


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Scoring Guide for “Museum Tour”

Th ere are three possible correct answers to this extended-response problem: 36, 42, or 48 students.


MATHEMATICAL KNOWLEDGE STRATEGIC KNOWLEDGE EXPLANATION

4 4 4

This response includes evidence of a complete understanding of the problem’s mathematical concepts and principles. A correct answer of 42 students is present.

The response reflects a systematic strategy (listing even numbers and checking for divisibility by 6 also) that includes all important elements of the problem.

The response addresses both what was done and why (“…I counted by 2…the kids sat with a partner…had to be even…each tour group will have exactly 6 students…”).



4 4 4

This response includes evidence of a complete understanding of the problem’s mathematical concepts and principles. A correct answer of 48 students is present.

The response reflects a systematic strategy (drawing groups of 6 and keeping track of the numbers) that includes all important elements of the problem.

The response addresses both what was done and why (“…drew two lines to represent two kids…labeled how many groups I had so I will know how many groups of 6 kids I have…”).



3 4 2

This response shows a nearly complete understanding of the problem’s mathematical concepts and principles. The correct answer of 42 students is present; however, there is a minor computation error in the work shown on page 1.

The response reflects a strategy (multiplied number of seats by 2 and then checked to see if the answer is also divisible by 6) that includes all important elements of the problem and would lead to a correct answer.

The response addresses only what was done (“…multiplied by two…multiplied 6x7…”).

isat 2006 isat - depaul university€¦ · th e extended-response items are scored with a holistic...

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