2009 ISAT Sample Book GRADE 6 Sample Items for Reading and Mathematics ILLINOIS STATE BOARD OF EDUCATION 999-8738-92-X ACKNOWLEDGMENTS “Diary of a ‘Loonatic’” - Reprinted by permission of Cricket Magazine Group, Carus Publishing Company from Spider magazine, June 2005, Vol. 12, No. 6, text by Patricia Nikolina Clark, illustration by Yoshiko Z. Jaeggi. “Carnival Glass” - Reprinted by permission of Cricket Magazine Group, Carus Publishing Company, from Cricket Magazine, May 2000, Vol. 27, No. 9, text copyright © 2000 by Mary E. Kelly. Illustration by Gabrielle Meaney and used by permission. Copyright © 2009 by NCS Pearson, Inc. Copyright © 2009 by the Illinois State Board of Education. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the copyright owner. Pearson and the Pearson logo are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc. or its affiliate(s). Portions of this work were previously published. Printed in the United States of America. Printed by the authority of the State of Illinois, 20000, IL00002886. 2009 ISAT Grade 6 Sample Book Table of Contents Introduction ............................................................................................................................ 5 READING Structure of the Grade 6 Reading ISAT ................................................................................. 9 Item Formats ...................................................................................................................................................9 Reading Sessions ...........................................................................................................................................9 Shorter Passage Followed by Multiple-Choice Sample Items .......................................... 11 Answer Key with Assessment Objectives Identified .......................................................... 14 Longer Passage Followed by Multiple-Choice Sample Items ........................................... 15 Answer Key with Assessment Objectives Identified .......................................................... 20 Longer Passage Followed by Extended-Response Sample Item ...................................... 21 Extended-Response Scoring Rubric .................................................................................... 27 Annotated Extended-Response Student Samples............................................................. 30 MATHEMATICS Structure of the Grade 6 Mathematics ISAT ....................................................................... 44 Item Formats .................................................................................................................................................44 Answer Document for Grade 6 Mathematics ISAT ..........................................................................44 Mathematics Sessions ...............................................................................................................................45 Calculator Use for Grade 6 Mathematics ISAT ...................................................................................45 Rulers for Grade 6 Mathematics ISAT ...................................................................................................45 Scratch Paper for Grade 6 Mathematics ISAT ....................................................................................45 Multiple-Choice Sample Items ............................................................................................ 46 Answer Key with Assessment Objectives Identified .......................................................... 60 Short-Response Scoring Rubric ........................................................................................... 64 Using Short-Response Samples .......................................................................................... 64 Blank Short-Response Template ......................................................................................... 65 Short-Response Sample Items and Annotated Student Samples .................................... 66 Extended-Response Scoring Rubric .................................................................................... 76 IL09-I3-6SB 3 2009 ISAT Grade 6 Sample Book Using Extended-Response Samples.................................................................................... 77 Blank Extended-Response Template .................................................................................. 78 Extended-Response Sample Items and Annotated Student Samples ............................. 81 4 IL09-I3-6SB 2009 ISAT Grade 6 Sample Book Introduction This sample book contains sample ISAT items classified with an assessment objective from the Illinois Assessment Frameworks. These samples are meant to give educators and students a general sense of how items are formatted for ISAT. All 2009 ISATs will be printed in color. This sample book does not cover the entire content of what may be assessed. Please refer to the Illinois Assessment Frameworks for complete descriptions of the content to be assessed at each grade level and subject area. The Illinois Assessment Frameworks are available online at www.isbe.net/assessment/IAFindex.htm. The Student Assessment website contains additional information about state testing (www.isbe.net/assessment). IL09-I3-6SB 5 6 IL09-I3-6SB Illinois Standards Achievement Test Reading Samples IL09-I3-6SB 7 8 IL09-I3-6SB 2009 ISAT Grade 6 Sample Book Structure of the Grade 6 Reading ISAT ISAT Reading testing in spring 2009 will consist of 30 norm-referenced items, as well as criterion-referenced items. The 30 norm-referenced items are an abbreviated form of the Stanford 10 Reading assessment, developed by Pearson, Inc. The criterion-referenced items are all written by Illinois educators and pilot tested with Illinois students. Item Formats All items are aligned to the Illinois Reading Assessment Framework, which defines the elements of the Illinois Learning Standards that are suitable for state testing. Multiple-choice items require students to read and reflect, and then to select the alternative that best expresses what they believe the answer to be. A carefully constructed multiple-choice item can assess any of the levels of complexity, from simple procedures to sophisticated concepts. Extended-response items require students to demonstrate an understanding of a passage by explaining key ideas using textual evidence and by using this information to draw conclusions or make connections to other situations. The extended-response items are scored with a holistic rubric and count as 10% of the scale score of the test. Reading Sessions All standard time administration test sessions are a minimum of 45 minutes in length. Any student who is still actively engaged in testing when the 45 minutes have elapsed will be allowed up to an additional 10 minutes to complete that test session. More details about how to administer this extra time will appear in the ISAT Test Administration Manual. This policy does not affect students who already receive extended time as determined by their IEP. Reading ISAT Grade 6 Session 1 45 minutes 6 shorter passages—30 multiple-choice items total Session 2 45 minutes Two longer passages consisting of: 1 expository passage with 10 multiple-choice items 1 literary passage with 10 multiple-choice items 1 extended-response item Session 3 45 minutes Two longer passages consisting of: 1 expository passage (or paired passage) with 10 multiple-choice items 1 literary passage (or paired passage) with 10 multiple-choice items 1 extended-response item (Some items will be pilot items.) IL09-I3-6SB 9 10 IL09-I3-6SB Shorter Passage Followed by Multiple-Choice Sample Items IL09-I3-6SB 11 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 IL09-I3-6SB 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 IL09-I3-6SB 13 2009 ISAT Grade 6 Sample Book Shorter Passage Answer Key with Assessment Objectives Identified Item Number Correct Answer 1 A 1.6.12 Identify explicit and implicit main ideas. 2 B 2.6.05 Compare stories to personal experience, prior knowledge, or other stories. 3 D 1.6.08 Identify probable outcomes or actions. 4 A 1.6.15 Distinguish the main ideas and supporting details in any text. 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 . 14 IL09-I3-6SB Longer Passage Followed by Multiple-Choice Sample Items IL09-I3-6SB 15 Reading RG6Loonatic0607L-V1 Loonatic0607L_AR1 Studying nature takes time, patience, and good observation skills, but it is well worth the effort. Diary of a “Loonatic” by Patricia Nikolina Clark 1 2 3 4 5 6 7 8 9 The water is berry pink, like the sky, as we slide the canoe into the lake at dawn. Red-winged blackbirds sing a morning song from the reeds, and my paddle splishes as we move toward the center of the lake. My big sister, Clare, is studying to be a wildlife biologist. She is camped out at Ferry Lake in northeastern Washington for the summer, watching common loons. Clare is crazy about loons. In fact, she even calls herself a “loonatic.” She talked Mom and Dad into letting me come and help her watch loons for a whole week. So here I am, paddling out to meet a pair of loons and their chick. The loon family sleeps on the water at night, where they are safest from predators. Clare is worried, though, because a bald eagle has been bothering the loons since early June, when their two eggs hatched. Now there’s only one chick left. Mama loon sees us coming. She lifts her head and sends a tremolo* alarm. In the stillness of the morning, it echoes around the tiny lake. Clare motions to me to lower my paddle, because it might look dangerous — like the wing of a large bird — to the loons. We drift and watch. The chick is a brown ball of fluff floating near his mother. Right after hatching, loon chicks look kind of like dark, fuzzy Ping-Pong® balls and are so buoyant they can barely dive. Since danger lurks everywhere, from both above and below, parents carry the new chicks in a warm, feathery “cradle” on their backs. This chick has outgrown the cradle. He tries to climb aboard Mama loon, but she moves away. Next he tries to hitch a ride with Papa, but Papa has something else on his mind: Clare and me. Papa loon swims toward us quickly, without making a sound. He dives and shoots under our canoe like a little torpedo. In the clear water, I see his body “flying” under our boat. His eyes are wide open as he checks us out. Common loons are champion divers. Clare told me that they dive deep and can stay underwater for as long as five minutes, according to some accounts. But most dives last less than a minute — just long enough to find and grab a fish. And a loon can disappear in a wink — now you see it, now you don’t! *tremolo — rapid repetition of a musical note or notes GO ON 16 IL09-I3-6SB Reading RG6Loonatic0607L-V1 10 11 12 13 14 15 16 17 18 19 20 Loonatic0607L_AR1_continued Papa surfaces on the other side of the canoe and looks at me with his ruby-red eyes. He is so close that I don’t even need binoculars. The band around his neck flashes green as he turns his long, pointed bill toward me. Clare tells me to stay very still. A papa loon’s first response to danger is to make a loud ruckus by yodeling and slapping the water in a “Back off!” warning. But if that doesn’t work, he’ll use his sharp bill to stab an enemy. “Good morning,” I say quietly, looking him straight in the eye, “It’s just me.” Clare smiles. I guess he’s decided I’m not a threat, because Papa loon dives again and goes back to his family. This time, I watch his huge feet and admire their paddle-power as he darts through the water. I’ve learned that loons are built for the water. On land, their huge feet don’t do them much good. Their legs are attached so far back on their bodies that it’s hard for them to walk, and running is almost impossible. Mama loon is relaxed now and begins to troll for fish. She peers below the surface and moves slowly forward, using her big feet like paddles. Loons fish by sight only, so the water must be clear. Suddenly Mama loon disappears without a sound or ripple, and I wonder if I just imagined she had been there. Then she pops up in a different spot with a silvery fish in her bill. She swims toward her chick, who is paddling eagerly toward her. When they meet, she passes the minnow from her bill to his, and he swallows it. Soon Mama will begin to drop it in front of him. That’s the way she’ll teach her chick to fish for himself. I love watching loons — and listening to them! At night, I snuggle next to Clare in the tent and listen to their eerie calls. The sound gives me the shivers! On my last day at Ferry Lake, raindrops dimple the lake and ping on the metal canoe as we paddle out so I can say good-bye to the loons. I hear them before I see them. Mama is calling tremolos of alarm. Papa yodels and slaps the water. The chick hunkers down between them, silent. Watching through my binoculars, I see why they are upset: a bald eagle has landed in a nearby tree. Quickly, we paddle close and drift with the loons until the eagle leaves. GO ON IL09-I3-6SB 17 Reading RG6Loonatic0607L-V1 21 22 23 24 Loonatic0607L_AR1_continued Now it’s time for me to leave, too. Sadly, we paddle back to camp. As we pull the canoe out of the water, Papa loon suddenly pops up in front of me. He had followed us underwater the whole way! We stare at each other for a few seconds. “Good-bye, my friend,” I say. “I hope I’ll see you again next year.” In a blink he is gone. I turn to Clare and grin. “I think I’m a loonatic, too.” 3527701 1 3527692 3 In the passage, why does Clare motion to the narrator to lower the paddle? ≥ What does binoculars mean as used in paragraph 10? A The paddle makes too much noise. B She wants the canoe to move faster. C She wants to scare the bald eagle away from the loons. D The paddle makes the canoe look like a large winged bird. ≥ A B C D A device used to call birds A tool used to guide a canoe A device used to see far away A tool used to catch small birds 3527697 4 Which of these is the main idea of paragraph 14? 3527704 2 ≥ How does the narrator describe the way loons move when they swim underwater? ≥A Like they are flying B Like they are running C Like they are paddling D Like they are waddling A Loons have huge feet. B Loons are built for the water. C Loons’ legs make running almost impossible. D Loons’ legs are attached far back on their bodies. GO ON 18 IL09-I3-6SB Reading 3527695 5 3527706 8 What is the meaning of the word troll in the text below from paragraph 15? Which literary device is used in the sentence below? “He dives and shoots under our canoe like a little torpedo.” “Mama loon is relaxed now and begins to troll for fish.” ≥ A B C D ≥A Simile B Rhyme C Metaphor D Alliteration To fly over the lake To call across the lake To make room in the water To move slowly across the water 3527707 9 3527705 6 Which term best describes this type of literature? In paragraph 18, the word ping is used to describe — ≥ A B C D ≥A Narrative B Persuasive C Biography D Expository the metal canoe. the gloomy weather. the dimples on the lake. the sound the rain makes. 3527700 10 3527699 7 From which point of view is the passage told? On the last day at Ferry Lake, what causes the loons to be alarmed? ≥ A B C D ≥ It is raining. Clare is leaving. An eagle is nearby. The canoe is too close. A B C D Objective Omniscient First person Third person STOP IL09-I3-6SB 19 2009 ISAT Grade 6 Sample Book Longer Passage with Multiple-Choice Items Answer Key with Assessment Objectives Identified Item Number Correct Answer 1 D 1.6.14 Determine the answer to a literal or simple inference question regarding the meaning of a passage. 2 A 2.6.11 Identify and interpret figurative language or literary devices: (e.g., sensory detail, simile, rhyme, repetition, metaphors, alliteration, personification). 3 C 1.6.01 Determine the meaning of an unknown word or content-area vocabulary using knowledge of prefixes, suffixes, and word roots (see Roots and Affixes list). 4 B 1.6.15 Distinguish the main ideas and supporting details in any text. 5 D 1.6.06 Determine the meaning of a word in context when the word has multiple meanings. 6 D 2.6.12 Explain how the literary devices (e.g., sensory detail, simile, rhyme, repetition, onomatopoeia, personification) contribute to the meaning of a literary selection. 7 C 1.6.18 Identify the causes of events in a story or nonfiction account. 8 A 2.6.11 Identify and interpret figurative language or literary devices: (e.g., sensory detail, simile, rhyme, repetition, metaphors, alliteration, personification). 9 A 2.6.15 Identify whether a given passage is narrative, persuasive, or expository. 10 C 2.6.06 Recognize points of view in narratives (e.g., first person). 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 . 20 IL09-I3-6SB Longer Passage Followed by Extended-Response Sample Item IL09-I3-6SB 21 Reading RG6Carnival0607L-V1 Carnival0607L_AR1 A grandmother gives her granddaughter a special gift and shares the tale of how she first got it. Carnival Glass by Mary E. Kelly 1 2 3 4 5 6 7 8 9 10 11 12 13 Jane McNeill flung open the kitchen door of her grandmother’s house. “I’m here, Grandma Bess!” she called. “I’m in my room. Come on up.” Jane dashed up the bare stairs, skipping the last one in a mighty leap. Her grandmother sat in her rocking chair beside the bed. “Well,” she said, “I’ve decided this is a G-R-O day. Look at this mess! Oh, and happy birthday. I hope it’s been a good one.” Jane grinned. G-R-O, she knew, was a “Get Rid Of” day. Her grandmother spent at least one day a week sorting through her lifelong accumulations. She gave some things to members of the family, some went to charity, and others landed in the dustbin. “I had a super day,” Jane said. “Mom brought cupcakes, and the teacher gave us some free time. And I got 100 percent on my spelling test. Oh, look at that!” She pointed to a small glass bowl the color of an October sunset. “That’s a piece of carnival glass,” said Grandma. “Oh, Grandma Bess, it’s beautiful! Where did you get it?” “I won it.” “How?” Grandma took the bowl. Her hazel eyes, usually so sharp, grew dreamy. “I was eight years old,” she began. “It was a Saturday, and the carnival had come to town. Papa said my sister Ellie and I could go to the carnival for two hours. Ellie was ten, and she said there was no use going because we hadn’t any money. But I said we could go and look, even if we couldn’t buy. “Then Papa dug into his overalls pocket and pulled out his old leather coin purse. I could hardly believe it when he handed each of us a dime. ‘Use it wisely,’ he said. “We hurried into our socks and shoes and rushed off to town. At first we just walked around and saw the sights. There was a merry-go-round, and it cost only a nickel, and a Ferris wheel, but it cost a dime, and there were other rides. Then we found the booths! They were bright with flags and balloons, and the barkers were calling to everyone to try for prizes. We looked at every booth, but I knew I could never win anything. I was too clumsy to throw a ball straight or even toss a beanbag. GO ON 22 IL09-I3-6SB Reading RG6Carnival0607L-V1 14 15 16 17 18 Carnival0607L_AR1_continued “It grew late, and Ellie said we had to hurry up and decide what to buy. That was when I saw the carnival-glass booth. There were rows and rows of plates and dishes just this color.” Grandma Bess held up the small bowl. “I thought, Oh, if only I could have one. I went close to the counter. A sign said, ‘TOSS A DIME AND WIN A DISH!’ It meant that whichever dish your dime landed in was your prize. “So now I had a terrible decision to make. Should I risk my entire dime on one toss? If I missed . . . But if I didn’t miss, oh what glory! “Ellie fussed at me. ‘We’re running out of time. Are you going to try for a dish or not?’ “I just stood there, trying to decide. She said, ‘Well, if you won’t, I will.’ And she flung her dime — and missed. She shrugged as if it didn’t matter and said, ‘Now you.’” Grandma Bess gazed into the bowl in her hands. “I had my eye on this very dish. It had the most perfect pattern pressed into the glass and it seemed to glow more than any of the others. I squirmed and worried and almost walked away. GO ON IL09-I3-6SB 23 Reading RG6Carnival0607L-V1 19 20 21 22 23 24 25 26 27 28 29 30 Carnival0607L_AR1_continued “‘Go ahead and toss for the dish,’ Ellie urged. ‘We have to start for home, or Papa will be cross, and Mama will make us do all the supper dishes. Do it!’ “I still hesitated. If Ellie couldn’t win one, how could I hope to? The man behind the counter said, ‘Come on, little girl, make up your mind. I can’t wait all day.’ So I made up my mind. With my eye on the dish, I swung my arm and tossed my dime, then shut my eyes. Clink! I opened my eyes. There was my dime, right in the middle of MY dish! “Ellie jumped up and down. ‘You did it, Bess, you did it!’ She was as happy as if she had won it. But then, that was Ellie: generous and good. “You can be sure I carried my prize home very carefully. Mama fussed at me for gambling, but Papa said I was merely testing my skill. They said I could keep the dish. Ellie and I decided to take turns using it. It has been with me for over seventy years.” Jane looked at the collection on the bed, then at the glowing bowl in her grandmother’s hands. “Are you going to G-R-O it?” “I think it’s time I did. If I knew of someone who really wants it, who’s at least ten years old, and whom I enjoy a great deal . . . ” “Oh yes! I’ll treasure it for ever and ever, and I won’t let anyone touch it, and I’ll keep it clean, and . . . ” “Easy there,” said Grandma. Smiling, she held the dish out to Jane. “When a person gives something away, she gives up all her rights to it. You don’t have to make any promises to me about taking care of it. Do with it as you wish. I won’t ask you if you still have it or how you are using it or anything. Do you understand?” “I think so,” said Jane. “The dish is my responsibility now, isn’t it?” “That’s right.” Jane kissed her grandmother on her soft, wrinkled cheek. She found tissue paper and carefully wrapped her first piece of carnival glass. “Someday I’ll give this to my granddaughter, and when I do, I’ll tell her the story. I love you, Grandma. Thank you.” Her grandmother smiled. “You’re welcome, and happy birthday.” GO ON 24 IL09-I3-6SB Reading Assessment Objective: 2.6.04 Identify the author’s message or theme. 3527667 1 What lessons does Jane learn in the passage? Use information from the passage and your own ideas and conclusions to support your answer. STOP IL09-I3-6SB 25 26 IL09-I3-6SB Extended-Response Scoring Rubric IL09-I3-6SB 27 28 IL09-I3-6SB 2009 ISAT Grade 6 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 IL09-I3-6SB 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. 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. 29 2009 ISAT Grade 6 Sample Book g Grade: 6 DIRECTIONS Sample: 1 Score: 3 Make sure you — Read the question completely before you start to write your answer, — Write your answer to the question in your own words, — Write as clearly as you can so that another person can read your answer and understand what you were thinking, — Read over your answer to see if you need to rewrite any part of it. 30 IL09-I3-6SB 2009 ISAT Grade 6 Sample Book *The reader demonstrates an accurate understanding of information in the text by focusing on some key ideas presented explicitly and implicitly. The reader uses information from the text to interpret significant concepts through inference (She also learns now she can make many memories & that she can pass it down just like her grandma) and through an extensive connection (Jane is just like my niece when I gave her my barbie dolls. One day I sat down with my niece to talk to her about the memories that I have with my dolls. I also told her about the time when my sister passed the dolls down to me). The reader uses relevant and accurate references; all are specific, but not fully supported. The response identifies the lessons Jane learns by embedding text references with inferences (She learns, now that her grandma gave her the dish that she won when she was little is now her dish. She doesnt have to make any promises to her grandma because the dish is no longer hers. . . . she can pass it down just like her grandma).The reader partially integrates interpretation of the text with text-based support. IL09-I3-6SB 31 2009 ISAT Grade 6 Sample Book Grade: 6 DIRECTIONS Sample: 2 Score: 3 Make sure you — Read the question completely before you start to write your answer, — Write your answer to the question in your own words, — Write as clearly as you can so that another person can read your answer and understand what you were thinking, — Read over your answer to see if you need to rewrite any part of it. 32 IL09-I3-6SB 2009 ISAT Grade 6 Sample Book IL09-I3-6SB 33 2009 ISAT Grade 6 Sample Book *The reader demonstrates an accurate understanding of information in the text by focusing on some key ideas presented explicitly and implicitly. The reader uses information from the text to interpret significant concepts through inference (One reason [Grandmother] told her that was so that Jane wouldn’t be so nervouse about anything happening to the dish and that her Grandma Ellie wouldn’t be mad with her. The second reason I think she told her was so that Jane knew that her Grandmother trusted her with the dish) with a gap (The last reason I think she told her was so Jane knew it was just her’s now). The reader uses information from the text to attempt a connection; however, the connection is thin and does not really help clarify the significant concepts (My Grandma told me the same- thing that Jane’s Grandma told her. But my Grandma said it in Spanish. She said to me that once someone gives you something its your’s and not theirs. When she told me that I knew that I was going to tell my brothers, sisters, and nieces the same thing). The reader uses relevant and accurate references; all are specific, but not fully supported. The response identifies the lessons Jane learns by referencing information in the text (. . . if someone gives you something you don’t have to make any promises saying that you will take care of the item. She learned that from her Grandmother Ellie. . . . her Grandmother gave Jane a dish and Jane kept saying that “she was going to take good care of it and that she promised.” Her Grandmother told her that so she wouldn’t have to be so carefull and scared that she might dropit. She also told her that so she would know that the glass was Jane’s know so she could do whatever she wanted with it). The reader partially integrates interpretation of the text with prevalent text-based support. 34 IL09-I3-6SB IL09-I3-6SB 35 2009 ISAT Grade 6 Sample Book Grade: 6 DIRECTIONS Sample: 3 Score: 4 Make sure you — Read the question completely before you start to write your answer, — Write your answer to the question in your own words, — Write as clearly as you can so that another person can read your answer and understand what you were thinking, — Read over your answer to see if you need to rewrite any part of it. 36 IL09-I3-6SB 2009 ISAT Grade 6 Sample Book *The reader demonstrates an accurate understanding of important information in the text by focusing on the key ideas presented explicitly and implicitly. The reader uses information from the text to interpret significant concepts through inference (It was a beautiful piece and she needs to protect it. . . . If I was Jane I would take very good care of it all the time because it was very special to my grandma, and I want to protect it for her. Jane also learns to love even the little things in life because even though the glass is little, it is still a very nice antique! So she is going to have to act like it is a very big prized possetion of her’s. . . . If I was Jane’s grandma, I would be a little nervous, but curious on how my grand-daughter would take care of it. I would hope that she would love it and protect it all the time because my memories would be from that bowl). The reader uses relevant and accurate references; all are specific and fully supported. The response identifies the lessons Jane learns by referencing information in the text (For example, when Grandma gave it away, Jane said “The dish is my responsibility now, isn’t it?” And grandma then said “That’s right.” . . . For example, Jane’s grandma said, “When a person gives something away, she gives up all her rights to it.”). The reader integrates interpretation of the text with text-based support, resulting in a balanced response. IL09-I3-6SB 37 2009 ISAT Grade 6 Sample Book Grade: 6 DIRECTIONS Sample: 4 Score: 4 Make sure you — Read the question completely before you start to write your answer, — Write your answer to the question in your own words, — Write as clearly as you can so that another person can read your answer and understand what you were thinking, — Read over your answer to see if you need to rewrite any part of it. 38 IL09-I3-6SB 2009 ISAT Grade 6 Sample Book IL09-I3-6SB 39 2009 ISAT Grade 6 Sample Book *The reader demonstrates an accurate understanding of important information in the text by focusing on the key ideas presented explicitly and implicitly, namely that Jane learns to be wise and responsible. The reader uses information from the text to interpret significant concepts through inference (She learns that when you want something you have to try hard to get it and that if you don’t you will regret that you didn’t even try. Jane also learned that whe someone gives you something to keep forever, you are responsible for it and that the origional owner will not care what happens to it. . . .). The reader also uses information from the text to make a connection (To connect, I once got a book from my grandfather which he got from his father who got it from his guru (spiritual teacher) for graduating. The book was full of ancient Indian mythology and I told my grandpa that I would also pass it on to my grandchild, just like Jane promised her grandma to pass the bowl onto her grandchild). The reader uses relevant and accurate references; all are specific and fully supported. The response identifies the lessons Jane learns by referencing information in the text (A quote made by Grandma Bess “When someone gives away something, they give up all their rights for it” . . . G-R-O day is when Grandma Bess could pass her treasures onto the ones she loved so that her memories would last. Jane quoted “Someday I’ll pass this bowl to my grandaughter and tell her all about the story.” . . .). The reader integrates interpretation of the text with text-based support, resulting in a balanced response. 40 IL09-I3-6SB IL09-I3-6SB 41 42 IL09-I3-6SB Illinois Standards Achievement Test Mathematics Samples IL09-I3-6SB 43 2009 ISAT Grade 6 Sample Book Structure of the Grade 6 Mathematics ISAT ISAT Mathematics testing in spring 2009 will consist of 30 norm-referenced items, as well as 45 criterionreferenced 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 Pearson, 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. Illinois educators play a substantial role in developing these guides used for the scoring of the short- and extended-response items. Committees of mathematics educators from throughout the state attend a validation meeting, during which they use the mathematics scoring rubrics to establish task-specific criteria that are used to score all short- and extended-response items consistently and systematically. Answer Document for Grade 6 Mathematics ISAT Students in grade 6 respond to all test items in a separate answer document. Test administrators should monitor students carefully during testing to make sure students are using the appropriate pages of the answer document, especially for the short- and extended-response items. 44 IL09-I3-6SB 2009 ISAT Grade 6 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 policy does not affect students who already receive extended time as determined by their IEP. Mathematics ISAT Grade 6 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 6 Mathematics ISAT All students in grade 6 are allowed to use a calculator during all sessions 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 6 Mathematics ISAT All students in grade 6 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. 5 6 1 2 2 3 4 ISAT GRADES FOUR–EIGHT Centimeters 3 4 5 6 7 8 9 10 1 11 12 13 Inches 0 0 14 15 Scratch Paper for Grade 6 Mathematics ISAT Students must be provided with blank scratch paper to use during only session 1. Only session 1 contains norm-referenced items, which were normed under such conditions. Students may not use scratch paper during session 2 or session 3, but they may use the test booklet itself as scratch paper. However, students must show their work, when required, for each short-response item in session 2 on the appropriate page in the answer document. Students must show their work for each extended-response item in session 3 on the appropriate pages in the answer document. IL09-I3-6SB 45 Mathematics XIH110 1 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 ≥B 3484192 3 What is the value of the expression shown? 10 ⫹ 16 ⫼ 2 • 4 12 42 52 72 A ≥B C D 1.62 seconds C 100.62 seconds D 1062.00 seconds 3484196 4 10.62 seconds Julie has 50 jellybeans in a bag, and 20% of those jellybeans are red. How many of the jellybeans in Julie’s bag are red? 3349067 2 Tom’s schedule is shown below. How much total time did he spend doing these activities? 5 10 20 30 A ≥B C D Tom’s Schedule Activity Time Homework 3 hour 4 1 1 hours 4 Television 1 hour 2 Dinner Track Meet 6 hours 14 A 3 B 3 3 hours 4 1 2 hours 4 C 1 4 hours 2 ≥D 3 4 hours 4 GO ON 46 IL09-I3-6SB Mathematics 3528353 3528353.AR1 5 3484200 6 Use your centimeter ruler to help you answer this question. 3484200_AR1 to AR4 Which rectangle has an area of 24 square units and a perimeter of 20 units? Genna drew the rectangle below. 12 A 2 8 B Which is closest to the length and width in centimeters of Genna’s rectangle? A 5.0 cm by 3.0 cm B 5.5 cm by 3.5 cm ≥C 5.5 cm by 3.0 cm D 6.0 cm by 3.5 cm 3 5 C 4 6 ≥D 4 GO ON IL09-I3-6SB 47 Mathematics 3484203 7 3484203_AR1 3349080 8 3349080_AR1 Use your centimeter ruler to help you answer this question. Which is closest to the measure of ∠XYZ? Liza made the scale drawing shown below. X Y Swing Z 20° 90° 130° A B C 160° ≥D Tree Key: 1 cm represents 5 feet What is the shortest distance, in feet, from the tree to the swing? A 4 feet B 5 feet ≥ C 20 feet D 25 feet GO ON 48 IL09-I3-6SB Mathematics 3484221 9 3484225 11 Mike has x baseball cards. Tyrone has 3 times as many baseball cards as Mike. Frank has 20 baseball cards. Which correctly describes the rule between x and y as shown in the table? Which expression represents the total number of baseball cards Mike, Tyrone, and Frank have all together? x y 4 9 ≥A x ⫹ 3x ⫹ 20 5 11 B 20 ⫹ 3x ⫺ x 6 13 C x ⫹ 3 ⫹ 20 7 15 D 20 ⫺ 3x ⫹ x 3484224 10 3484225_AR1 What is the value of the expression below when x ⫽ 6 and y ⫽ 2? A y⫽x⫹6⫺1 B y⫽x•x⫺1 C y⫽x⫹x⫺1 ≥D y⫽x•2⫹1 8x ⫺ y 84 46 12 4 A ≥B C D GO ON IL09-I3-6SB 49 Mathematics 3349423 12 3349091 13 3349091_AR1 The graph below represents a linear equation. Which table of values satisfies the equation shown below? y y=x+4 20 A 18 x y 0 0 1 1 12 2 2 10 3 3 8 16 14 6 4 B ≥C D x y 0 4 1 4 2 4 3 4 x y 0 4 1 5 2 6 3 7 x y 0 0 1 4 2 8 3 12 2 0 2 4 6 8 10 12 14 16 18 20 x Using this graph, which value best represents the y-coordinate if the x-coordinate is 8? 4 14 A B ≥ 16 18 C D GO ON 50 IL09-I3-6SB Mathematics 3529997 3529997_AR1 14 3349428 16 Which inequality is best represented by the graph on the number line below? What value of n makes the equation below true? 4n ⫽ 220 -8 -6 -4 -2 A x⬍6 B xⱖ6 0 ≥ 2 4 6 C xⱕ6 D x⬎6 8 50 55 A ≥B 220 C D 3484229 17 3484229_AR1 What should be the value for x in the triangle shown? 3349097 15 216 Philip has 18 video games. Emily has v video games. Together, Philip and Emily have a combined total of less than 30 video games. x Which inequality could be used to represent this situation? A v ⫺ 18 ⬎ 30 ≥B v ⫹ 18 ⬍ 30 C v ⫺ 18 ⬍ 30 D v ⫹ 18 ⬎ 30 50° 60° 10° 40° A B ≥ 70° 90° C D GO ON IL09-I3-6SB 51 Mathematics 3484232_AR1 XIJ321 19 Lines w and x intersect lines y and z to form a rectangle as shown. Ta ll XIJ321.AR1 Fra nk lin 3484232 18 ey Holloway Pierce w Starlight x y z Which streets on this map appear to never intersect? Which statement is true? A Line x is parallel to line y. B Line x is parallel to line z. ≥C D Line w is perpendicular to line y. Line w is perpendicular to line x. A Talley and Franklin B Starlight and Pierce C Franklin and Holloway ≥D Holloway and Starlight GO ON 52 IL09-I3-6SB Mathematics 3484235 20 3484235_AR1 What three-dimensional figure would this pattern make if it were folded along the dashed line segments? A Rectangular pyramid B Square pyramid C Triangular prism ≥D Cube 3349451 21 3349451_AR1 to AR4 Which figure does not appear to contain two or more congruent shapes? ≥A B C D GO ON IL09-I3-6SB 53 Mathematics 3349454 22 3349454_AR1 3530008 3530008_AR1 23 Triangle RST is similar to triangle XYZ. Parallelogram RSTU is similar to parallelogram HIJK. S Y T X R R U Z S I J T SR YZ XZ A B C K H RS corresponds to which side of triangle XYZ? If the measure of ⬔RST is 130°, then what is the measure of ⬔HIJ? XY ≥D A 50° ≥B 130° C 260° D 520° GO ON 54 IL09-I3-6SB Mathematics XJE380 24 XJE380_AR1 3349380 25 Mrs. Robbins’ class voted for their favorite kinds of books to read. 3349380_AR1 The Venn diagram below shows the number of students at Washington Elementary who play baseball and football. Books We Like 8 Number of Votes 7 Football 6 5 4 26 3 2 7 1 ts or te ys Sp ry sy M Fa n ta im An Ad ve nt ur e al 0 32 Kind of Book Baseball How many more students voted for books about adventures than books about sports? How many students play baseball but not football? 0 1 2 3 39 33 A B C ≥D A B ≥ 32 26 C D GO ON IL09-I3-6SB 55 Mathematics 3349383 26 3349383_AR1 to AR5 Carl has 16 books in his bookcase. This bar graph shows the number of each type of book. Number of Books Carl’s Books 10 8 6 4 2 0 Biography Art Fiction Mystery Type of Book Which circle graph best shows the types of books Carl has in his bookcase? Carl’s Books Carl’s Books Biography Art Art Mystery Fiction Fiction Biography A Mystery C Carl’s Books Carl’s Books Art Art Fiction Fiction Biography Biography Mystery Mystery ≥B D GO ON 56 IL09-I3-6SB Mathematics 3484236 27 Greg took five tests each worth 100 points. This table represents the first eight U.S. Presidents and their years in office. He earned the following scores: 85, 87, 87, 89, 97 What is Greg’s mean (average) score for these five tests? 89 88 87 12 ≥A B C D 3349387 28 U.S. President Years in Office G. Washington 8 J. Adams 4 T. Jefferson 8 J. Madison 8 J. Monroe 8 J.Q. Adams 4 A. Jackson 8 M. Van Buren 4 What are the median and range for the number of years in office for these eight U.S. Presidents? A Median ⫽ 4, Range ⫽ 4 B Median ⫽ 4, Range ⫽ 8 ≥C Median ⫽ 8, Range ⫽ 4 D Median ⫽ 8, Range ⫽ 8 GO ON IL09-I3-6SB 57 Mathematics 3484240 29 3484240_AR1 to AR4 Ms. Simmons has a set of 10 tiles numbered from 0 to 9 in a bag. The tiles are the same size and shape. Which spinner has the greatest probability of the arrow landing on a section labeled B? B R G Y 3530010 30 What is the probability that the first tile Ms. Simmons randomly chooses will have an odd number on it? A ≥B B R Y B B C 4 9 B 5 9 C 2 5 ≥D 1 2 Y B R B R Y D A G B R Y STOP 58 IL09-I3-6SB IL09-I3-6SB 59 2009 ISAT Grade 6 Sample Book Answer Key with Assessment Objectives Identified Item Number Correct Answer 1 B 6.6.05 Read, write, recognize, and model equivalent representations of decimals and their place values through thousandths. 2 D 6.6.14 Solve problems involving addition and subtraction of fractions and mixed numbers, and express answers in simplest form. 3 B 6.6.15 Identify and apply order of operations to simplify numeric expressions involving whole numbers. 4 B 6.6.21 Solve number sentences and problems involving percents. 5 C 7.6.01 Select and use appropriate standard units and tools to measure length, mass/weight, capacity, and angles. 6 D 7.6.02 Solve problems involving the perimeter and area of a triangle, parallelogram, or irregular shape using diagrams, models, and grids or by measuring or using given formulas (may include sketching a figure from its description). 7 D 7.6.03 Compare and estimate length (including perimeter), area, volume, weight/mass, and angles (0° to 180°) using referents. 8 C 7.6.06 Solve problems involving scale drawings and maps. 9 A 8.6.02 Write an expression using variables to represent unknown quantities. 10 B 8.6.03 Evaluate algebraic expressions with up to two whole number variable values (e.g., evaluate 3m + n + 3 when m = 4 and n = 2). 11 D 8.6.04 Determine a rule having two operations from an input–output table (e.g., multiply by 3 and add 2). 12 C 8.6.05 Select a table of values that satisfies a linear equation, and recognize the ordered pairs on a rectangular coordinate system. 13 C 8.6.05 Select a table of values that satisfies a linear equation, and recognize the ordered pairs on a rectangular coordinate system. 14 C 8.6.07 Identify graphs of inequalities on a number line. 15 B 8.6.08 Represent problems with equations and inequalities. 16 B 8.6.09 Solve for the unknown in an equation with one operation (e.g., 8x=24, m÷2=25). 17 C 9.6.03 Solve problems using properties of triangles and quadrilaterals (e.g., sum of interior angles of a quadrilateral is 360°). 18 C 9.6.07 Identify and sketch parallel, perpendicular, and intersecting lines. 19 D 9.6.07 Identify and sketch parallel, perpendicular, and intersecting lines. Assessment Objective 60 IL09-I3-6SB 2009 ISAT Grade 6 Sample Book Answer Key with Assessment Objectives Identified Item Number Correct Answer 20 D 9.6.09 Identify a three–dimensional object from its net. 21 A 9.6.11 Identify congruent and similar figures by visual inspection. 22 D 9.6.12 Determine if figures are similar, and identify relationships between corresponding parts of similar figures. 23 B 9.6.12 Determine if figures are similar, and identify relationships between corresponding parts of similar figures. 24 D 10.6.01 Read, interpret, and make predictions from data represented in a bar graph, line (dot) plot, Venn diagram (with two circles), chart/table, line graph, or circle graph. 25 C 10.6.01 Read, interpret, and make predictions from data represented in a bar graph, line (dot) plot, Venn diagram (with two circles), chart/table, line graph, or circle graph. 26 B 10.6.02 Compare different representations of the same data. 27 A 10.6.04 Determine the mode, range, median, and mean, given a set of data or a graph. 28 C 10.6.04 Determine the mode, range, median, and mean, given a set of data or a graph. 29 B 10.6.05 Solve problems involving the probability of a simple event, including representing the probability as a fraction, decimal, or percent. 30 D 10.6.05 Solve problems involving the probability of a simple event, including representing the probability as a fraction, decimal, or percent. 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. IL09-I3-6SB 61 62 IL09-I3-6SB Mathematics Short-Response Scoring Rubric Followed by Student Samples IL09-I3-6SB 63 2009 ISAT Grade 6 Sample Book Mathematics Short-Response Scoring Rubric The following rubric is used to score the short-response items for all grade levels. SCORE LEVEL DESCRIPTION 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 Using Short-Response Samples Beginning with the spring 2008 ISAT, the sample short-response question and answer (shown below) that appeared in the 2006 and 2007 ISAT test directions will no longer be included in the directions immediately prior to session 2. ISBE encourages educators to practice these types of items with students during the course of the school year so they are familiar with them prior to ISAT testing. SAMPLE SHORT-RESPONSE QUESTION Sam can buy his lunch at school. Each day, he wants to buy juice that costs 50¢, a sandwich that costs 90¢, and fruit that costs 35¢. Exactly how much money does Sam need to buy lunch for 5 days? Show your work and label your answer. SAMPLE SHORT-RESPONSE ANSWER $1.75 50¢ + 90¢ + 35¢ =each day for My answer $8.75 3 2 1.75 1.75 1.75 1.75 5 1.7_ +_ _ $8.75 for five days Please refer to the 2006 and 2007 ISAT sample books for additional short-response items and student samples (online at www.isbe.net/assessment/htmls/sample_books.htm). 64 IL09-I3-6SB 2009 ISAT Grade 6 Sample Book Blank Short-Response Template Mathematics - Session 2 Question 1 Write your response to question 1 on this page. Only what you write on this page will be scored. IL09-I3-6SB 65 2009 ISAT Grade 6 Sample Book Mathematics Short-Response Sample Item 1 Below is a short-response sample item, followed by 3 samples of student responses. This short-response sample item is classified to assessment objective 6.6.12, “Solve problems and number sentences involving addition, subtraction, multiplication, and division using whole numbers.” 3408792 1 Jerry has $36. He wants to buy 4 packs of sports cards that cost $4 per pack including tax and a book that costs $12 including tax. Exactly how much money should Jerry have left after he buys the 4 packs of sports cards and the book? Show your work. 66 IL09-I3-6SB 2009 ISAT Grade 6 Sample Book Short-Response Student Sample 1A Short-Response Student Sample 1A Rubric Score Point = 2 Note: The student provides the correct answer of $8.00 and shows work. IL09-I3-6SB 67 2009 ISAT Grade 6 Sample Book Short-Response Student Sample 1B Short-Response Student Sample 1B Rubric Score Point = 2 Note: The student provides the correct answer of $8.00 and shows work using words and pictures. 68 IL09-I3-6SB 2009 ISAT Grade 6 Sample Book Short-Response Student Sample 1C Short-Response Student Sample 1C Rubric Score Point = 1 Note: The student provides the correct answer of “8 dollars left.” The student copies information from the prompt but shows no work for how the answer was determined. IL09-I3-6SB 69 2009 ISAT Grade 6 Sample Book Mathematics Short-Response Sample Item 2 Below is a short-response sample item, followed by 3 samples of student responses. This short-response sample item is classified to assessment objective 8.6.03, “Evaluate algebraic expressions with up to two whole number variable values (e.g., evaluate 3m + n + 3 when m = 4 and n = 2).” 3349374 2 Use the expression below to determine a value when x ⫽ 7. 20 ⫺ 2x Show your work. 70 IL09-I3-6SB 2009 ISAT Grade 6 Sample Book Short-Response Student Sample 2A Short-Response Student Sample 2A Rubric Score Point = 2 Note: The student provides the correct answer of 6 and shows work. IL09-I3-6SB 71 2009 ISAT Grade 6 Sample Book Short-Response Student Sample 2B Short-Response Student Sample 2B Rubric Score Point = 2 Note: The student provides the correct answer of 6 and shows work in labeled steps. 72 IL09-I3-6SB 2009 ISAT Grade 6 Sample Book Short-Response Student Sample 2C Short-Response Student Sample 2C Rubric Score Point = 1 Note: The student provides an incorrect answer of 126 due to an order of operations error but shows some correct work by including multiplying by 7. IL09-I3-6SB 73 74 IL09-I3-6SB Mathematics Extended-Response Scoring Rubric Followed by Student Samples IL09-I3-6SB 75 2009 ISAT Grade 6 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 • gives a complete written explanation of the • identifies all important elements of • shows complete understanding of the solution process; clearly explains what was the problem and shows complete problem’s mathematical concepts and done and why it was done understanding of the relationships among principles elements • may include a diagram with a complete • uses appropriate mathematical terminology explanation of all its elements and notations including labeling answer if • shows complete evidence of an appropriate strategy that would correctly solve the appropriate problem • executes algorithms and computations 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 an answer • 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 76 IL09-I3-6SB 2009 ISAT Grade 6 Sample Book Using Extended-Response Samples Beginning with the spring 2008 ISAT, the sample extended-response problem and solution (shown below) that appeared in the 2006 and 2007 ISAT test directions will no longer be included in the directions immediately prior to session 3. ISBE encourages educators to practice these types of items with students during the course of the school year so they are familiar with them prior to ISAT testing. SAMPLE EXTENDED-RESPONSE PROBLEM Mrs. Martin wants to put tiles on the floor by the front door of her house. She wants to use 3 different colors of tiles in her design. She also wants 1 — of the tiles to be blue, 2 1 — of the tiles to be gray, and 4 1 — of the tiles to be red. 4 Use the grid below to design a floor for Mrs. Martin. Label each tile with the first letter of the color that should be placed there. Show all your work. Explain in words how you found your answer. Tell why you took the steps you did to solve the problem. SAMPLE EXTENDED-RESPONSE SOLUTION B B G R B B G R B B G R B B G R B B G R B B G R –1 2 blue –1 gray 4 –1 4 red First, I know that there are 4 equal rows, so 2 rows is half and 1 row is –41 . So I made 2 rows B for blue because she wants half the tiles blue. Then I made 1 row G for gray because she wants –41 of the tiles to be gray. Since she wants gray and red to be the same amount of tiles, I made the last row R for red. Please refer to the 2006 and 2007 ISAT sample books for additional extended-response items and student samples (online at www.isbe.net/assessment/htmls/sample_books.htm). IL09-I3-6SB 77 2009 ISAT Grade 6 Sample Book Blank Extended-Response Template Mathematics - Session 3 Problem 1 78 IL09-I3-6SB 2009 ISAT Grade 6 Sample Book Mathematics - Session 3 IL09-I3-6SB Problem 1-continued 79 80 IL09-I3-6SB 2009 ISAT Grade 6 Sample Book Mathematics Extended-Response Sample Item 1 Below is an extended-response sample item, followed by 3 student samples. This extended-response sample item is classified to assessment objective 10.6.04, “Determine the mode, range, median, and mean, given a set of data or a graph.” 3349377 1 The table shows the number of points Carol has earned on each of 5 tests. The maximum score for each test is 100 points. She wants to have a mean (average) score of exactly 85 points for all six tests. Test Points 1 90 2 95 3 85 4 82 5 75 6 ? Exactly how many points must she earn on test 6 in order to have a mean (average) score of exactly 85 points for all six tests? Show all your work. Explain in words how you found your answer. Write why you took the steps you did to solve the problem. IL09-I3-6SB 81 2009 ISAT Grade 6 Sample Book Extended-Response Student Sample 1A 82 IL09-I3-6SB 2009 ISAT Grade 6 Sample Book Extended-Response Student Sample 1A Continued IL09-I3-6SB 83 2009 ISAT Grade 6 Sample Book Extended-Response Student Sample 1B 84 IL09-I3-6SB 2009 ISAT Grade 6 Sample Book Extended-Response Student Sample 1B Continued IL09-I3-6SB 85 2009 ISAT Grade 6 Sample Book Extended-Response Student Sample 1C 86 IL09-I3-6SB 2009 ISAT Grade 6 Sample Book Extended-Response Student Sample 1C Continued IL09-I3-6SB 87 2009 ISAT Grade 6 Sample Book Scoring Guide for “Carol’s Test Points” To solve this problem, students must determine the sixth test score, when given five test scores and a mean (average) score of exactly 85 for all six test scores. The correct test score for the sixth test is 83. Extended-Response Student Sample 1A MATHEMATICAL KNOWLEDGE STRATEGIC KNOWLEDGE EXPLANATION 4 4 4 The response shows complete evidence of an appropriate strategy that correctly solves this problem (I added all the test scores and got 427…I multiply 85 × 6 to get total points of 510…Then I add 427 to 83 and got 510). The response provides a complete written explanation of the solution process by clearly explaining what was done and why it was done (I added all the test scores and got 427. Carol wanted an average of 85 so I multiply 85 x 6 to get total points of 510 because 85 she wanted as her average. Then I add 427 to 83 and got 510 because 83 is around an average of 85). The response shows complete understanding of the problem’s mathematical concepts and principles. The student executes computations completely and correctly and gives the correct answer (83). Extended-Response Student Sample 1B MATHEMATICAL KNOWLEDGE STRATEGIC KNOWLEDGE EXPLANATION 4 4 2 The response shows complete understanding of the problem’s mathematical concepts and principles. The student executes computations completely and correctly and gives the correct answer (83). The response shows complete evidence of an appropriate strategy to correctly solve the problem. The student uses a guess-and-check method (I added all of these points up and got 427. Then I tried using all the #’s in the closest range). 88 The response gives some written explanation of the solution process by explaining part of what was done (I added up all these points… I tried using all the #’s in the closest range). IL09-I3-6SB 2009 ISAT Grade 6 Sample Book Extended-Response Student Sample 1C MATHEMATICAL KNOWLEDGE STRATEGIC KNOWLEDGE EXPLANATION 2 2 2 The response shows some understanding of the problem’s mathematical concepts and principles. The student adds the five test scores correctly and divides the total by six. The student uses a process that has the correct operations of addition and division, but the number of test scores and divisor are not in agreement. The response includes some evidence of a strategy for solving the problem but shows only limited understanding of the relationships of the numbers. The response gives some written explanation of the solution process by explaining what was done and including a vague explanation of how to calculate averages (I know that when you have average you to add all yours numbers up as you can see on the other page. I did that then I divide by 6). IL09-I3-6SB 89 IL09-I3-6SB 1 2 3 4 5 6 7 8 9 10 11 12 A B C D E
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