2006 ISAT Sample Book GRADE 5 Sample Items for Reading and Mathematics ILLINOIS STATE BOARD OF EDUCATION 999-8334-44-6 IL06SprOT_STBprtG50NA.indd 1 1/27/06 3:14:30 PM 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. IL06SprOT_STBprtG50NA.indd 2 1/27/06 3:14:31 PM 2006 ISAT Grade 5 Sample Book Table of Contents Introduction ............................................................................................................................ 5 READING Structure of the Grade 5 Reading ISAT ................................................................................. 9 Item Formats ...................................................................................................................................................9 Reading Sessions ...........................................................................................................................................9 Passage Selection ........................................................................................................................................10 Short Passage Followed by Multiple-Choice Sample Items .............................................. 11 Long Passage Followed by Multiple-Choice Sample Items and Extended-Response Sample Item ....................................................................................... 15 Functional Passage Followed by Multiple-Choice Sample Items ..................................... 23 Answer Key with Assessment Objectives Identified .......................................................... 26 Extended-Response Scoring Rubric .................................................................................... 29 Annotated Extended-Response Student Samples............................................................. 32 MATHEMATICS Structure of the Grade 5 Mathematics ISAT ....................................................................... 39 Item Formats .................................................................................................................................................39 Mathematics Sessions ...............................................................................................................................40 Calculator Use for Grade 5 Mathematics ISAT ...................................................................................40 Rulers for Grade 5 Mathematics ISAT ...................................................................................................40 Multiple-Choice Sample Items ............................................................................................ 42 Answer Key with Assessment Objectives Identified .......................................................... 48 Short-Response Sample Item and Scoring Rubric ............................................................. 49 Annotated Short-Response Student Samples ................................................................... 51 Extended-Response Sample Item and Scoring Rubric ...................................................... 54 Annotated Extended-Response Student Samples............................................................. 56 IL06-I2-5SB IL06SprOT_STBprtG50NA.indd 3 3 1/27/06 3:14:31 PM 4 IL06SprOT_STBprtG50NA.indd 4 IL06-I2-5SB 1/27/06 3:14:31 PM 2006 ISAT Grade 5 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 2006 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). IL06-I2-5SB IL06SprOT_STBprtG50NA.indd 5 5 1/27/06 3:14:31 PM 6 IL06SprOT_STBprtG50NA.indd 6 IL06-I2-5SB 1/27/06 3:14:31 PM Illinois Standards Achievement Test Reading Samples IL06-I2-5SB IL06SprOT_STBprtG50NA.indd 7 7 1/27/06 3:14:31 PM 8 IL06SprOT_STBprtG50NA.indd 8 IL06-I2-5SB 1/27/06 3:14:31 PM 2006 ISAT Grade 5 Sample Book Structure of the Grade 5 Reading ISAT ISAT Reading testing beginning in spring 2006 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 Harcourt, 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 new policy does not affect students who already receive extended time as determined by their IEP. Reading ISAT Grade 5 Session 1 45 minutes 6 short passages—30 multiple-choice items total Session 2 45 minutes 1 longer passage with 15–18 multiple-choice items 1 extended-response item 1 functional passage with 3–5 multiple-choice items Session 3 45 minutes 1 longer passage with 15–18 multiple-choice items 1 extended-response item 1 functional passage with 3–5 multiple-choice items (Some items will be pilot items.) IL06-I2-5SB IL06SprOT_STBprtG50NA.indd 9 9 1/27/06 3:14:32 PM 2006 ISAT Grade 5 Sample Book Passage Selection Passages for state tests should be of the highest quality. Passages on the state assessment should be selected from published works of literature or literary nonfiction. While the selection of such passages must take into account the appropriateness of the material for the age of the students, as well as for the assessment context, the chosen passages should not be simplified or tampered with. On any given test, the passages should include works by both classic and contemporary writers and address a range of cultures. 10 IL06SprOT_STBprtG50NA.indd 10 IL06-I2-5SB 1/27/06 3:14:32 PM Short Passage Followed by Multiple-Choice Sample Items IL06-I2-5SB IL06SprOT_STBprtG50NA.indd 11 11 1/27/06 3:14:32 PM Reading XEG212 Passage XEG212.AR1 A Candlelit Holiday by Elaine Masters canals for outdoor dinners. Adults sit on mats and visit with their neighbors while children play tag or hide-and-seek. In some cities, blazing fireworks and dancers in shining silk costumes entertain the crowd. Many men and women sell things. People sell floats to those who have not made them at home. Other people sell balloons in various shapes and colors or clever toys made of bamboo. Food sellers offer noodle soup, dried fish, candy, little cakes, roasted chicken, and bamboo tubes filled with sticky rice cooked in coconut milk. They pour soft drinks into small plastic bags, whirl a rubber band around the top, and stick in a short straw. Then, when the full moon rises, families light the candles and set their little boats afloat. The waterway soon twinkles like a fairyland with candles bobbing in their floats and fireworks reflecting in the water. On one full-moon night every fall, the rivers and lakes of Thailand are dotted with twinkling candles. The Thais are celebrating "Loi Krathong," or "Floating Leaf Cup Day." No one knows for sure how this lovely custom got started. Some say it was started 700 years ago by a wife of a king who wanted to surprise and please her husband. Others say it started even longer ago as a special religious ceremony. But however it began, it is delightful. Families always used to make their floats, or little boats, from banana leaves torn into strips and woven into the shape of a bowl. Then they beautifully decorated them with flowers. Now, while many families still make their own floats, others simply buy them. Modern floats may be made of banana leaves or plastic. All of them still hold a lighted candle, a flower, a stick or two of sweet-smelling incense, and a coin. On the holiday evening, families gather at parks near lakes, rivers, or GO ON 12 IL06SprOT_STBprtG50NA.indd 12 IL06-I2-5SB 1/27/06 3:14:32 PM Reading XEG212 1 XEG217 3 Paragraph 2 of this selection is mainly about — After reading the title, what should you expect to learn from this selection? ≥A how this holiday might have begun B what the floats are made of C when the holiday takes place D what people eat during the holiday ≥ A How to make your own candles B Ideas for new recipes C Why we celebrate the Fourth of July D Where a candlelit holiday is celebrated XEG216 2 To understand more about the meaning of the floating leaf cups, the reader should ask — ≥ XEG218 4 Which detail in the selection shows that this is a relaxing holiday? A how the floats are kept from being burned by the flame B why a coin is placed in the float C what happens to all the floats when the holiday is over D how much store-bought floats cost ≥A Families spend the evening eating, playing, and visiting. B People spend hours making floats. C There are many different kinds of food to buy. D It is held in autumn. GO ON IL06-I2-5SB IL06SprOT_STBprtG50NA.indd 13 13 1/27/06 3:14:36 PM 14 IL06SprOT_STBprtG50NA.indd 14 IL06-I2-5SB 1/27/06 3:14:38 PM Long Passage Followed by Multiple-Choice Sample Items and Extended-Response Sample Item IL06-I2-5SB IL06SprOT_STBprtG50NA.indd 15 15 1/27/06 3:14:38 PM Reading Jacques/Albert0505I JACQUES/ALBERT0505I.AR1.eps thru .AR4.eps Albert Einstein and Jacques Cousteau spent their lives studying the unknown. These articles tell about what led them to become famous. Albert Einstein by Allan Fallow His name became a synonym for “genius.” Is it true that this brilliant scientist started out as a slow learner? 1 2 3 I n a century marked by sweeping scientific advances, Albert Einstein was probably the most gifted scientist of all. Yet as a child, he didn’t try to talk until he was older than 2. He was also shy and solitary. These traits may have led to the rumor that he flunked first grade. In fact, though he may have been quiet, Albert was curious about the world and sharp in school. “His report card was brilliant,” his mother bragged, when at age 7, he received his grades. Albert was only 1 when he moved with his family to the city of Munich, in Germany, from Ulm, where he was born March 14, 1879. While other boys played rough-and-tumble games such as soldiers or tag, Albert played games demanding patience and focus. He liked to build complicated structures of wooden blocks, or card houses that stood 14 stories tall. Albert’s first encounter with a scientific mystery came at age 5, when his father handed him a compass. Fascinated by the way the needle always pointed north, he later wrote, 4 5 6 “This made a deep impression on me. Something deeply hidden had to be behind things.” Albert’s belief that an unseen force controlled the world—and his need to understand that force—propelled his lifetime of scientific exploration. In school, however, there was no independent exploration. The discipline there was so strict, he said, that “the teachers appeared to me like sergeants and lieutenants.” He made it worse by insisting on solving every problem his own way. His teachers didn’t appreciate his cleverness. Things were different at home. Albert’s parents encouraged creative thinking. His mother, father, sister, and uncle shared a big house. Uncle Jakob fed Albert’s hunger for knowledge. He got Albert interested in algebra. Often solutions to difficult math problems would come to Albert while he played the piano. At age 10 Albert became friends with Max Talmud, a college student who ate dinner at the Einsteins’ house once a GO ON 16 IL06SprOT_STBprtG50NA.indd 16 IL06-I2-5SB 1/27/06 3:14:38 PM Reading problems,” said Talmud. But “soon the flight of his mathematical genius was so high that I could no longer follow.” week. Recognizing Albert’s “exceptional intelligence,” Talmud loaned him a geometry book. “At first I aided him in solving difficult Whiz Kid! While still a teenager, Albert Einstein wondered what a beam of light would look like if a person could keep pace alongside it. It took Einstein ten years to find the answer. When he did, it formed the basis for his famous theory of relativity, which states that gravity warps space and time. Although Einstein’s discoveries led to the development of nuclear weapons, he believed that people should not go to war. After receiving the 1921 Nobel Prize in physics, Einstein moved in 1933 to the United States, where he lived to age 76. Jacques Cousteau by Lynda DeWitt The daring pioneer of undersea exploration started out as a sickly child who was told to avoid exercise. 1 J acques Cousteau’s first memories were of water. Born on June 11, 1910, in St.-André-de-Cubzac, a small town near France’s Atlantic coast, Jacques (ZHAHK) spent most holidays at the ocean. He loved the water, but he didn’t run and play on the beach like most kids. For his first seven years, Jacques had a 2 painful disorder of the intestines that made him weak and tired. His doctor warned him to avoid sports and exercise. Jacques didn’t listen to the doctor’s advice. Determined to swim, he taught himself how, and in time became an excellent swimmer. As his health improved, his passion for the ocean grew. Jacques’s father, a lawyer, worked for an American millionaire. He often traveled, and the Cousteau (koo-STOH) family, including Jacques and his older brother, Pierre, traveled with him, so they rarely lived in any one place for very long. GO ON IL06-I2-5SB IL06SprOT_STBprtG50NA.indd 17 17 1/27/06 3:14:40 PM Reading 3 When Jacques was about 10, his father’s job took the family to the United States. It was at a camp along Lake Harvey in Vermont where Jacques had his first underwater adventure. A camp counselor was annoyed when Jacques refused to ride a horse. As punishment the counselor ordered Jacques to clear branches and leaves 4 from under a diving board at the lake. “I worked very hard,” Jacques wrote. “Diving in that murk without goggles, without a mask—that’s where I learned to dive.” As for horses, Jacques never liked them. Living in France at age 13, Jacques bought a movie camera. He liked to make movies and often played the lead role. He even developed the film himself. By age 16, he had formed his own movie company. He was producer, director, and chief cameraman. By then, his course was set. Jacques combined his two loves—oceans and filmmaking—and began a career that would show people an underwater world never seen before. DOWN BY THE SEA. While serving in the French Navy, 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 all scuba (self-contained underwater breathing apparatus) gear. Through his award-winning television series, The Undersea World of Jacques Cousteau, and his many films and books, he revealed the mysteries of the deep to millions. He died on June 25, 1997. “Einstein and Cousteau” by Allan Fallow and Lynda DeWitt, drawings by Bryn Barnard, originally appeared in the When I Was a Kid feature of National Geographic World issues of August 1997 and April 1998. Copyrights © 1997 and 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 by CORBIS, both used by permission, all rights reserved. “Aqua-Lung” is a registered trademark of U.S. Divers Co., Inc. GO ON 18 IL06SprOT_STBprtG50NA.indd 18 IL06-I2-5SB 1/27/06 3:14:41 PM Reading 3346645 1 3347701 4 The two articles can best be classified as which type of writing? ≥ A B C D What did Max Talmud come to realize about young Albert Einstein? ≥A Young Einstein was better at math than he was. B Young Einstein was able to find creative ways to deal with his lack of musical ability. C Young Einstein could play the piano while designing houses made of cards. D Young Einstein was happiest showing his friends from school how to solve science problems. Narrative Persuasive Expository Autobiography 3347517 2 How are the games Albert Einstein enjoyed different from the games other boys enjoyed? ≥ A The games Albert Einstein played required athletic skill. B The games Albert Einstein played required concentration. C The games Albert Einstein played required many players. D The games Albert Einstein played required costly equipment. Based on the article, which pair of words best describes Albert Einstein as a child? ≥ 3347519 3 3346634 5 A B C D Artistic and sensitive Athletic and cooperative Outspoken and stubborn Intelligent and determined Why was Albert Einstein a difficult student for his teachers? ≥ A B C D He liked to play cards. He had trouble concentrating. He answered all the questions. He wanted to work on his own. GO ON IL06-I2-5SB IL06SprOT_STBprtG50NA.indd 19 19 1/27/06 3:14:43 PM Reading 3347526 6 3347536 9 Jacques Cousteau had a painful disorder. Which of the following is most like a disorder? ≥ A B C D Why were Jacques Cousteau’s television shows so popular? A mess An illness A memory An experience ≥ A They taught horseback riding. B They explained math theories. C They showed popular vacation spots. D They exposed underwater environments. 3347524 7 3347537 10 Jacques Cousteau wrote about diving in the murk. What word best describes murk? Which of the following words describes both Albert Einstein and Jacques Cousteau? ≥A Dark B Cold C Water D Clear ≥A Curious B Athletic C Musical D Talkative 3346639 8 Who was most responsible for Jacques Cousteau learning to dive? ≥ A B C D His father A camp counselor A diving instructor His underwater cameraman GO ON 20 IL06SprOT_STBprtG50NA.indd 20 IL06-I2-5SB 1/27/06 3:14:44 PM Reading 3346650 11 Why are Albert Einstein and Jacques Cousteau remembered as great men? Use information from the passages and your own observations to support your answer. GO ON IL06-I2-5SB IL06SprOT_STBprtG50NA.indd 21 21 1/27/06 3:14:45 PM 22 IL06SprOT_STBprtG50NA.indd 22 IL06-I2-5SB 1/27/06 3:14:46 PM Functional Passage Followed by Multiple-Choice Sample Items IL06-I2-5SB IL06SprOT_STBprtG50NA.indd 23 23 1/27/06 3:14:46 PM Reading Camera0505I R5Camera0505I_AR1.eps Making a Camera Jacques Cousteau was famous for the beautiful pictures he took underwater. Do you know that you can create a camera with nothing more than a pinhole? Try it by making a pinhole camera. Use the directions 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 tiny opening at the small end of the cone. 2. Tape the sides of the cone together and cut the wide end of the cone so 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 larger image. GO ON 24 IL06SprOT_STBprtG50NA.indd 24 IL06-I2-5SB 1/27/06 3:14:46 PM Reading 3351809 1 3351810 3 Which item is missing in the list of necessary materials? ≥ A B C D What necessary information is missing from step 6? Stapler Box Glue Scissors ≥ A How to slide the cone back and forth smoothly B What end of the juice can to use C Where to make the pinhole on the juice can D When to point the pinhole at the bright object 3351813 2 What happens when the cone slides in and out of the can? ≥ A B C D 3351807 4 What is done before the construction paper is cut? The pinhole gets bigger. The image changes size. The wax paper changes color. The cone changes shape. ≥ 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. STOP IL06-I2-5SB IL06SprOT_STBprtG50NA.indd 25 25 1/27/06 3:14:48 PM 2006 ISAT Grade 5 Sample Book Answer Key with Assessment Objectives Identified Correct Answer 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 ExtendedResponse Item 1.5.22 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge. Long Passage Short Passage Item Number Assessment Objective 26 IL06SprOT_STBprtG50NA.indd 26 IL06-I2-5SB 1/27/06 3:14:49 PM 2006 ISAT Grade 5 Sample Book Correct Answer 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). Functional Passage Item Number Assessment Objective 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. IL06-I2-5SB IL06SprOT_STBprtG50NA.indd 27 27 1/27/06 3:14:50 PM 28 IL06SprOT_STBprtG50NA.indd 28 IL06-I2-5SB 1/27/06 3:14:50 PM Extended-Response Scoring Rubric IL06-I2-5SB IL06SprOT_STBprtG50NA.indd 29 29 1/27/06 3:14:50 PM 30 IL06SprOT_STBprtG50NA.indd 30 IL06-I2-5SB 1/27/06 3:14:50 PM 2006 ISAT Grade 5 Sample Book Reading Extended-Response Scoring Rubric Readers identify important information found explicitly and implicitly in the text. Readers use this information to interpret the text and/or make connections to other situations or contexts through analysis, evaluation, or comparison/contrast. A student-friendly version of this extended-response rubric is available online at www.isbe.net/assessment/reading.htm. Score Criteria 4 • Reader demonstrates an accurate understanding of important information in the text by focusing on the key ideas presented explicitly and implicitly. • Reader uses information from the text to interpret significant concepts or make connections to other situations or contexts 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). 3 • 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 or contexts 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. 2 • 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. 1 • • • • 0 • Reader’s response is absent or does not address the task. • Reader’s response is insufficient to show that criteria are met. IL06-I2-5SB IL06SprOT_STBprtG50NA.indd 31 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. 31 1/27/06 3:14:50 PM 2006 ISAT Grade 5 Sample Book Grade: 5 Sample: 1 32 IL06SprOT_STBprtG50NA.indd 32 Score: 3 IL06-I2-5SB 1/27/06 3:14:50 PM 2006 ISAT Grade 5 Sample Book *The 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”). *The response could have included a more thorough discussion of each man’s inventions and could have used more specific 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. IL06-I2-5SB IL06SprOT_STBprtG50NA.indd 33 33 1/27/06 3:14:53 PM 2006 ISAT Grade 5 Sample Book Grade: 5 Sample: 2 34 IL06SprOT_STBprtG50NA.indd 34 Score: 4 IL06-I2-5SB 1/27/06 3:14:55 PM 2006 ISAT Grade 5 Sample Book *This response demonstrates a strong understanding of the important information in the text by focusing on the key ideas presented explicitly and implicitly. This 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®”). The discussion makes logical interpretations, connections, and comparisons. The relevant references are fully supported: (“[Einstein’s theory] states that gravity warps space and time.”); (“[The Aqua-Lung®] was a breathing device that let divers decend to new depths.”). *This response effectively 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. IL06-I2-5SB IL06SprOT_STBprtG50NA.indd 35 35 1/27/06 3:14:57 PM 36 IL06SprOT_STBprtG50NA.indd 36 IL06-I2-5SB 1/27/06 3:14:58 PM Illinois Standards Achievement Test Mathematics Samples IL06-I2-5SB IL06SprOT_STBprtG50NA.indd 37 37 1/27/06 3:14:59 PM 38 IL06SprOT_STBprtG50NA.indd 38 IL06-I2-5SB 1/27/06 3:14:59 PM 2006 ISAT Grade 5 Sample Book Structure of the Grade 5 Mathematics ISAT 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. The 30 norm-referenced items are an abbreviated form of the Stanford 10 Mathematics Problem Solving assessment, developed by Harcourt, Inc. The 45 criterion-referenced items are all written by Illinois educators and pilot tested with Illinois students. Item Formats All 75 items are aligned to the Illinois Mathematics Assessment Framework, which defines the elements of the Illinois Learning Standards that are suitable for state testing. Multiple-choice items require students to read, reflect, or compute and then to select the alternative that best expresses what they believe the answer to be. This 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. They 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. These items reduce the concern about guessing that accompanies multiple-choice items. The 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. These 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). The extended-response items are scored with a rubric and count as 10% of the scale score of the test. Scoring Extended- and Short-Response Items Extended- and short-response items are evaluated according to an established scoring scale, called a rubric, developed from a combination of 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. IL06-I2-5SB IL06SprOT_STBprtG50NA.indd 39 39 1/27/06 3:14:59 PM 2006 ISAT Grade 5 Sample Book 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 grades 4–8 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. 3 4 5 6 7 8 9 10 11 12 13 14 15 IL06SprOT_STBprtG50NA.indd 40 6 2 40 5 1 2 3 4 ISAT GRADES FOUR–EIGHT Centimeters 1 Inches 0 0 IL06-I2-5SB 1/31/06 10:48:06 AM IL06-I2-5SB IL06SprOT_STBprtG50NA.indd 41 41 1/27/06 3:14:59 PM Mathematics XIH110 1 ≥B 3484053_AR1 A pizza was cut into 8 equal pieces. Ben ate 2 pieces, and Sam ate 3 pieces. In the 1988 Olympic Games, Florence Griffith Joyner of the United States set an Olympic record for the women’s 100-meter dash. Her time was ten and sixty-two hundredths seconds. How is this time written as a number? A 3484053 2 1.62 seconds 10.62 seconds C 100.62 seconds D 1062.00 seconds What fractional part of the pizza did Ben and Sam eat? 3 8 3 5 A B ≥ 5 8 8 5 C D GO ON 42 IL06SprOT_STBprtG50NA.indd 42 IL06-I2-5SB 1/27/06 3:14:59 PM Mathematics 3484054 3 3484054_AR1 All items listed below are on sale for 50% off the regular price. Six out of every ten fifth-grade students in a school have a pet. There are 50 fifth-grade students in this school. Items on Sale Item Regular Price (including tax) Hat Shirt CD Coat $ 10.95 $ 21.05 $ 15.95 $ 21.92 What is the total number of fifth-grade students in this school who have a pet? Which is closest to the amount of money needed to buy 1 of each item listed, at the sale price? $30 A $35 ≥B 3484055 4 $60 $70 C D A 6 students B 10 students ≥C 30 students D 66 students 3484056 5 Anish went to sleep at 9:00 P.M. and woke up at 6:30 A.M. What is the total number of hours Anish slept? A 3 1 hours 2 B 7 1 hours 2 C 8 1 hours 2 ≥D 9 1 hours 2 GO ON IL06-I2-5SB IL06SprOT_STBprtG50NA.indd 43 43 1/27/06 3:15:04 PM Mathematics 3484057 6 3484057_AR1 3484059 8 3484059_AR1 The drawing below is an input-output machine. What is the perimeter of the figure below? Input 6 feet Add 7 Subtract 3 5 feet 2 feet 10 feet Output ? Using this machine, when the input is 5, what is the output? ? 36 feet ≥A 28 feet 23 feet 13 feet 2 4 B C D A B 3484058 7 5 11 13 A ≥B C D 12 C D 3484060 9 Mr. 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 their son total 77. What is the value of m ⫹ m ⫺ 3 when m ⫽ 4? 1 ≥ 9 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 GO ON 44 IL06SprOT_STBprtG50NA.indd 44 IL06-I2-5SB 1/27/06 3:15:06 PM Mathematics XIJ321 10 Fra nk lin Ta ll XIJ321.AR1 ey Pierce Holloway Starlight Which streets on this map appear to never intersect? A Talley and Franklin B Starlight and Pierce C Franklin and Holloway ≥D Holloway and Starlight 3484062 11 3484062_AR1 Which figures appear to be congruent? M N P O O and M N and P A B Q N and R ≥ C R P and Q D GO ON IL06-I2-5SB IL06SprOT_STBprtG50NA.indd 45 45 1/27/06 3:15:10 PM Mathematics 3484061 12 3484061_AR1 3484064 13 3484064_AR1 The graph below shows the average daily temperatures for the town of Jonesboro during a seven-day period. Which is closest to the distance from point G to point H on the number line below? Average Daily Temperature G 10 A 3 units ≥B 10 units C 13 units D 26 units 35° 20 Temperature (°F) 0 H 30° 25° 20° 15° 10° 5° 0° Sun. Mon. Tues. Wed. Thurs. Fri. Sat. Day Which is closest to the difference in the average daily temperatures for Monday and Wednesday? 0 °F ≥A 5 °F 10 °F 25 °F B C D GO ON 46 IL06SprOT_STBprtG50NA.indd 46 IL06-I2-5SB 1/27/06 3:15:13 PM Mathematics 3484065 14 3484065_AR1 XIF606 15 The spinner below is divided into six sections of equal size. XIF606.AR1 to AR5 Tim’s mother put these cookies on a plate. 1 6 2 5 3 4 Which kind of cookie would Tim most likely get if he takes one without looking? What is the probability that the arrow will land in a space labeled with an odd number? 1 6 2 6 A B ≥ 3 6 4 6 C D A C ≥B D STOP IL06-I2-5SB IL06SprOT_STBprtG50NA.indd 47 47 1/27/06 3:15:16 PM 2006 ISAT Grade 5 Sample Book Answer Key with Assessment Objectives Identified Item Number Correct Answer 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 A 10.5.01 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. Assessment Objective 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. 48 IL06SprOT_STBprtG50NA.indd 48 IL06-I2-5SB 1/27/06 3:15:18 PM 2006 ISAT Grade 5 Sample Book 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).” 3484066 16 Draw a closed figure with 5 sides. Make 2 of the angles right angles. IL06-I2-5SB IL06SprOT_STBprtG50NA.indd 49 49 1/27/06 3:15:19 PM 2006 ISAT Grade 5 Sample Book Mathematics Short-Response Scoring Rubric The following rubric is used to score the short-response items for all grade levels. SCORE LEVEL 2 Completely correct response, including correct work shown and/or correct labels/units if called for in the item 1 Partially correct response 0 No response, or the response is incorrect 50 IL06SprOT_STBprtG50NA.indd 50 IL06-I2-5SB 1/27/06 3:15:20 PM 2006 ISAT Grade 5 Sample Book Short-Response Student Sample 1 Short-Response Student Sample 1 Rubric Score Point = 2 Note: The student drew a figure that satisfies all the required elements. Even though there are more than 2 right angles, this drawing satisfies the required elements. IL06-I2-5SB IL06SprOT_STBprtG50NA.indd 51 51 1/27/06 3:15:20 PM 2006 ISAT Grade 5 Sample Book Short-Response Student Sample 2 Short-Response Student Sample 2 Rubric Score Point = 2 Note: The student drew a figure that satisfies all the required elements. Two angles visually appear to be right angles, even though they are not labeled as such. 52 IL06SprOT_STBprtG50NA.indd 52 IL06-I2-5SB 1/27/06 3:15:20 PM 2006 ISAT Grade 5 Sample Book Short-Response Student Sample 3 Short-Response Student Sample 3 Rubric Score Point = 1 Note: The student drew a 5-sided figure, but none of the angles appear to be right angles. IL06-I2-5SB IL06SprOT_STBprtG50NA.indd 53 53 1/27/06 3:15:20 PM 2006 ISAT Grade 5 Sample Book 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).” 3484067 17 The number of fifth-grade students going to the museum is greater than 30 but less than 50. Each student will have a partner on the bus. At the museum, there will be groups of exactly 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 took the steps you did to solve the problem. 54 IL06SprOT_STBprtG50NA.indd 54 IL06-I2-5SB 1/27/06 3:15:20 PM 2006 ISAT Grade 5 Sample Book Mathematics Extended-Response Scoring Rubric The following rubric is used to score the extended-response items for all grade levels. A student-friendly version of this extended-response scoring rubric is available online at www.isbe.net/assessment/math.htm. SCORE LEVEL MATHEMATICAL KNOWLEDGE: Knowledge of mathematical principles and concepts which result in a correct solution to a problem. 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). 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. 4 • shows complete understanding of the • gives a complete written explanation of the • identifies all important elements of problem’s mathematical concepts and solution process; clearly explains what was the problem and shows complete principles done and why it was done understanding of the relationships among elements • uses appropriate mathematical terminology • may include a diagram with a complete and notations including labeling the explanation of all its elements • shows complete evidence of an appropriate answer if appropriate strategy that would correctly solve the problem • executes algorithms completely and correctly 3 • shows nearly complete understanding of • identifies most of the important elements the problem’s mathematical concepts and of the problem and shows a general principles understanding of the relationships among them • uses mostly correct mathematical terminology and notations • shows nearly complete evidence of an appropriate strategy for solving the • executes algorithms completely; problem computations are generally correct but may contain minor errors • 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 • shows some understanding of the problem’s mathematical concepts and principles • uses some correct mathematical terminology and notations • may contain major algorithmic or computational errors • 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 • 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 • shows limited to no understanding of the problem’s mathematical concepts and principles • may misuse or fail to use mathematical terminology and notations • attempts and answers • 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 • 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 answer attempted • no apparent strategy • no written explanation of the solution process is provided 2 1 0 IL06-I2-5SB IL06SprOT_STBprtG50NA.indd 55 55 1/31/06 10:48:18 AM 2006 ISAT Grade 5 Sample Book Extended-Response Student Sample 1 56 IL06SprOT_STBprtG50NA.indd 56 IL06-I2-5SB 1/27/06 3:15:22 PM 2006 ISAT Grade 5 Sample Book IL06-I2-5SB IL06SprOT_STBprtG50NA.indd 57 57 1/27/06 3:15:23 PM 2006 ISAT Grade 5 Sample Book Extended-Response Student Sample 2 58 IL06SprOT_STBprtG50NA.indd 58 IL06-I2-5SB 1/27/06 3:15:23 PM 2006 ISAT Grade 5 Sample Book IL06-I2-5SB IL06SprOT_STBprtG50NA.indd 59 59 1/27/06 3:15:23 PM 2006 ISAT Grade 5 Sample Book Extended-Response Student Sample 3 60 IL06SprOT_STBprtG50NA.indd 60 IL06-I2-5SB 1/27/06 3:15:23 PM 2006 ISAT Grade 5 Sample Book IL06-I2-5SB IL06SprOT_STBprtG50NA.indd 61 61 1/27/06 3:15:24 PM 2006 ISAT Grade 5 Sample Book Scoring Guide for “Museum Tour” There are three possible correct answers to this extended-response problem: 36, 42, or 48 students. Extended-Response Student Sample 1 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…”). Extended-Response Student Sample 2 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 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…”). Extended-Response Student Sample 3 MATHEMATICAL KNOWLEDGE STRATEGIC KNOWLEDGE EXPLANATION 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. 62 IL06SprOT_STBprtG50NA.indd 62 The response addresses only what was done (“…multiplied by two… multiplied 6x7…”). 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