ISAT Sample Book 7: Sample Items for Reading,Mathematics, and Science 2011 doc

Table of Contents Introduction ...5 READING Structure of the Grade 7 Reading ISAT ...7 Item Formats...7 Reading Sessions...7 Shorter Passage Followed by Multiple-Choice Sample Items ...8

ILLINOIS STATE BOARD OF EDUCATION

Copyright © 2010 Illinois State Board of Education

All rights reserved This publication may be reproduced or transmitted by downloading and printing forthe purpose of practice testing and not for distribution or resale

Portions of this work were previously published

Stanford Achievement Test: Tenth Edition sample items used with permission of NCS Pearson, Inc

“No Experience Needed” by Maria Bartiromo from the January 2007 issue of Reader’s Digest, copyright © 2007 by Maria Bartiromo Reprinted by permission of William Morris Agency, LLC, on behalf

of the author

Table of Contents

Introduction 5

READING Structure of the Grade 7 Reading ISAT 7

Item Formats 7

Reading Sessions 7

Shorter Passage Followed by Multiple-Choice Sample Items 8

Answer Key with Assessment Objectives Identified 11

Longer Passage Followed by Multiple-Choice Sample Items 12

Answer Key with Assessment Objectives Identified 18

Extended-Response Sample Item 19

Extended-Response Scoring Rubric 21

Annotated Extended-Response Student Samples 23

MATHEMATICS Structure of the Grade 7 Mathematics ISAT 38

Item Formats 38

Answer Document for Grade 7 Mathematics ISAT 38

Mathematics Sessions 39

Calculator Use for Grade 7 Mathematics ISAT 39

Rulers for Grade 7 Mathematics ISAT 39

Scratch Paper for Grade 7 Mathematics ISAT 39

Reference Sheet for Grade 7 Mathematics ISAT 40

Multiple-Choice Sample Items 41

Answer Key with Assessment Objectives Identified 55

Short-Response Scoring Rubric 58

Using Short-Response Samples 59

Blank Short-Response Template 60

Short-Response Sample Items and Annotated Student Samples 61

Extended-Response Scoring Rubric 69

Using Extended-Response Samples 71

Blank Extended-Response Template 72

Extended-Response Sample Items and Annotated Student Responses 74

SCIENCE Structure of the Grade 7 Science ISAT 84

Item Formats 84

Science Sessions 84

Cumulative Knowledge 84

Multiple-Choice Sample Items 85

Answer Key with Assessment Objectives Identified 108

Introduction

This sample book contains sample ISAT items classified with an assessment objective from the Illinois

Assessment Frameworks These 2011 samples are meant to give educators and students a general sense

of how items are formatted for ISAT All 2011 ISAT test books 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)

Illinois Standards Achievement Test

Reading Samples

Structure of the Grade 7 Reading ISAT

ISAT Reading testing in spring 2011 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 assessany 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 7

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

Shorter Passage Followed by Multiple-Choice Sample Items

9 GO ON

School Photographer

byKristine O’Connell GeorgeWhen I am behind my camera lens

I can make people stand closer,wrap their arms around each other,even get them to smile

5 When I am behind my camera lens

I see things others don’t

I can record a single moment

That distorts or tells the truth

When I am behind my camera lens

10 I can see everything

Except my own self, hiding behind my camera

XEJ237

4

If you did not know the

meaning of distorts in stanza 2,

you should —

A look for other words in the poem

that begin with “d”

B say the word over and over to

yourself

≥C read on, looking for clues

D decide on the word’s part of

C her camera’s owner’s manual

≥D her own experience

XEJ232

2

Why does the speaker feelhidden?

A No one can see her.

≥B She is looking through the

camera

C There is no one around.

D Other people are standing in

she most likely means —

≥A people often overlook what’s

around them

B people don’t pay attention when

their picture is taken

C cameras are the most accurate

form of record keeping

D the camera lens is like a

≥A First person (one person who

describes her own thoughts)

B Third person (a person outside

the story who describes thethoughts of one other person)

C Third person omniscient (a

person outside the story whodescribes the thoughts of severalcharacters)

D Third person objective (a person

outside the story who describesevents objectively)

STOP

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

Answer Key with Assessment Objectives Identified

Item Number

2 B 1.7.20 Draw inferences, conclusions, or generalizations about text, and

support them with textual evidence and prior knowledge

3 A 2.7.10 Identify literary devices: (e.g., alliteration, imagery, sensory detail,

simile, rhyme, repetition, subtle metaphors, alliteration, personification)

4 C 1.7.03 Determine the meaning of an unknown word using word,

sentence, and cross-sentence clues

5 A 2.7.05 Recognize points of view in narratives (e.g., first person).

Longer Passage Followed by Multiple-Choice Sample Items

Trial and Error

1 Fred DeLuca was just looking for a way to pay

his college tuition He ended up foundingSubway, the multimillion-dollar restaurantchain

2 It was the summer of 1965, and DeLuca, then

17 and right out of high school, had taggedalong with his parents to visit Peter Buck, afamily friend At some point, Buck askedDeLuca about his plans for the future “I’mgoing to college, but I need a way to pay for it,”

DeLuca recalls saying “Buck said, ‘You shouldopen a submarine sandwich shop.’”

3 When Buck was growing up in Maine, he frequented Amato’s for its Italian subs AndDeLuca often ate at Mike’s Sandwiches in Schenectady, New York, before he moved toConnecticut Says DeLuca, “I didn’t know anything about subs, but Pete had noticed thatpeople in the sandwich business did pretty well.”

4 Sitting in Buck’s backyard on that July afternoon, they agreed to be partners Theydesigned the menu and pricing, says DeLuca, “even though we didn’t know what thefood would cost.” And they set a goal: to open 32 stores in ten years After doing someresearch (eating at Amato’s), Buck wrote a check for $1,000 DeLuca rented a storefront inBridgeport, Connecticut, and when they couldn’t cover their start-up costs, Buck kicked

in another $1,000

5 DeLuca’s mom scouted out food suppliers, and his father looked for equipment Whenthey needed a sign, DeLuca’s dad suggested they try a guy he worked with “So we driveover to Dick’s apartment and tell him the story He jumps in the car, comes to the store,designs a logo and paints the sign.” The first Subway was ready for business

6 “As far as product quality and operational methods, it was what you would imagine a17-year-old doing,” DeLuca says “Everything that could go wrong, went wrong After sixmonths, we were doing poorly, but we didn’t know how badly, because we didn’t haveany financial controls.”

7 DeLuca was manning the store and commuting to the University of Bridgeport Buckwas working at his day job as a nuclear physicist in New York They’d meet Mondayevenings and brainstorm options for keeping the business afloat “We convincedourselves to open a second store It wasn’t that costly, and we figured we could tell the

9 DeLuca was flabbergasted He hadn’t realized that he needed to keep track of his salesand his inventory But the partners’ seat-of-the-pants, learn-as-you-go approach turnedout to be one of their strengths.

10 For example, every Friday, DeLuca and his mom would drive around and hand-deliverthe checks to pay their suppliers “It probably took us two and a half hours and it wasn’tnecessary, but as a result, the suppliers got to know us very well They allowed us morecredit than we deserved, and the personal relationships that resulted really helped out,”DeLuca says

11 And having a goal was a huge plus “Even though it felt like we were a gang that

couldn’t shoot straight, we knew what direction we were going Being persistent was

important,” DeLuca emphasizes “There are so many obstacles that can get you down.You just have to keep working toward your objective.”

12 By 1982, with the team operating 200 stores, DeLuca was thinking big “I set a goal ofhaving 5,000 stores by 1994 The team thought I was crazy.”

13 They blew past DeLuca’s goal, operating 8,000 stores by 1994 In 2007, Subway

Restaurants numbered 20,446 stores in the United States and 6,113 stores overseas

14 In many ways, Subway continues to be a network of family and close friends “I am stillpartners with Pete,” DeLuca reports “My sister works here My mom is retired from theboard I have uncles, aunts and a cousin in the business Our old-time franchisees arebringing their sons and daughters into the business.” Even Dick, who designed the firstlogo, still works with Subway

15 Those intimate ties provided a safety net for the fledgling company Later, they helped

it grow and prosper For DeLuca, they are the ultimate secret to his success As he says,

“It’s just a bigger family now.”

15 GO ON

History of the Submarine Sandwich

by Linda Stradley

1 Submarine Sandwich - It is a king-sized sandwich on an Italian loaf of bread

approximately 12 inches long and 3 inches wide, filled with boiled ham, hard salami,cheeses, lettuce, tomatoes, onions, and sometimes flavored with garlic and oregano It isthought that the original concept of these sandwiches came from the Italians whoimmigrated to New York in the late 1800s and brought with them their favorite ItalianSandwich recipes

2 1910 - The family of Dominic Conti (1874-1954) claims he was the first to use the name,

submarine sandwich Angela Zuccaro, granddaughter of Dominic, related the followinginformation:

3 My grandfather came to this country circa 1895 from Montella, Italy Around 1910, he

started his grocery store, called Dominic Conti’s Grocery Store, on Mill Street in PatersonNew Jersey, where he was selling the traditional Italian sandwiches His sandwiches weremade from a recipe he brought with him from Italy which consisted of a long crust roll,filled with cold cuts, topped with lettuce, tomatoes, peppers, onions, oil, vinegar, Italianspices, salt, and pepper The sandwich started with a layer of cheese and ended with alayer of cheese (this was so the bread wouldn’t get soggy)

4 My mother often told me about how my grandfather came to name his sandwich theSubmarine She remembered the incident very well, as she was 16 years old at the time.She related that when Grandfather went to see the Holland I in 1927, the raised

submarine hull that was put on display in Westside Park, he said, “It looks like thesandwich I sell at my store.” From that day on, he called his sandwich the “submarine.”People came from miles around to buy one of my grandfather’s subs

B Some employers prefer to hire

people with little experience

C People can succeed even without

previous experience

D Success is more likely if it is built

on a foundation of experience

2

Which word means the same as

persistent in these sentences

from “No Experience Needed”?

“Being persistent was

important,” DeLucaemphasizes “There are so manyobstacles that can get youdown You just have to keepworking toward your objective.”

In “No Experience Needed,”

the heading Intimate Ties

According to this sentence from

paragraph 11, which best

describes the feelings of DeLucaand his partner?

“Even though it felt like wewere a gang that couldn’t shootstraight, we knew what

direction we were going.”

A Disappointed but determined

B Important but imaginative

C Saddened but successful

D Curious but cautious

In “History of the SubmarineSandwich,” why did DominicConti start and end hissandwiches with a layer

Which statement best

summarizes the article

“No Experience Needed”?

A Fred DeLuca worked to

brainstorm business options

B Fred DeLuca let his parents help

with his business

C Fred DeLuca started a successful

chain of sandwich shops

D Fred DeLuca had a business

partner who was also his friend

Based on the etymology of the

word circa [Latin circus,

meaning “circle,” circummeaning “around”], which ofthese is the best meaning for

the word circa in this sentence?

“My grandfather came to this

country circa 1895 from

Which statement best

summarizes the passage

“History of the SubmarineSandwich”?

A The passage explains how to

make a traditional submarinesandwich

B The passage explains the

nutritional value of submarinesandwiches

C The passage explains how the

submarine sandwich received its name

D The passage explains why people

enjoy submarine sandwiches

STOP

Answer Key with Assessment Objectives Identified

Item Number

3 B 2.7.10 Identify literary devices: (e.g., alliteration, imagery, sensory detail,

simile, rhyme, repetition, subtle metaphors, personification)

4 A 1.7.10 Locate and interpret information found in headings, graphs, and

2.7.13 Identify various subcategories of genres: science fiction, historical

fiction, myth or legend, drama, biography/autobiography, short story, poem, fairy tale, folktale, fable, nonfiction, and essay

8 B 1.7.16 Distinguish the main ideas and supporting details in any text

9 A 1.7.02 Use etymologies to determine the meanings of words

10 C 1.7.17 Summarize a story or nonfiction passage, or identify the best

summary

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

Extended-Response Sample Item

Extended-Response Scoring Rubric

Reading Extended-Response Scoring Rubric

Readers identify important information found explicitly and implicitly in the text Readers use thisinformation to interpret the text and/or make connections to other situations or contexts throughanalysis, evaluation, or comparison/contrast A student-friendly version of this extended-response rubric

is available online at www.isbe.net/assessment/reading.htm

Criteria Score

• Reader uses relevant and accurate references; most are specific and fully supported

• Reader integrates interpretation of the text with text-based support (balanced)

• 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 makingonly limited connections to other situations or contexts

• Reader uses irrelevant or limited references

• Reader generalizes without illustrating key ideas; may have gaps

1

• 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

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

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.

DIRECTIONS

* This response demonstrates very limited understanding, using very general text information to support

ideas (If your stuck doing Something you think won’t end up good don’t Stop That might take you

Somewhere good in your life If you open up a store like Mr DeLuca did don’t give up You think it’s not going to work cause you don’t got experience with stuff Mr Deluca didn’t have experience with

Sandwiches).

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.

DIRECTIONS

* This response demonstrates limited understanding Ideas are simplistically supported ( keep track of

your inventory or someone can steal it Like when the kid told Deluca that they can take sodas when the man makes the sandwiches It will also help you learn to be determined and set a goal These lessons will help someone be a great beginner when they set off to do something).

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.

DIRECTIONS

* This reader demonstrates an accurate understanding of the text by presenting key ideas (1 mistake

Fred made was not keeping track of the money On the other hand a good thing he did was deliver the checks to his suppliers himself One more good thing Fred did was set goals for himself ) and interpreting

some of them with text details (He lost money every time someone stole a soda So it was costing him

more money out of his pocket to keep Subway going By setting and reaching his goals helped him alot because every time he reached a goal he set an even higher one which I think led to his success and made him more money).

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.

DIRECTIONS

29

* The reader demonstrates an accurate understanding of information in the text and provides text details

to support interpretation, but references are not all specific and fully supported ( if I ever open a

restaurant, I will have a couple of pointers on what and on what not to do the thing that he was doing wrong was that he put his soda outside of the counter or out of his view From that one little mistake he made he probably lost a lot of bisness The second lesson learned was to keep it in the family By doing these things Mr DeLuca became a very successful man I'm sure he became frustrated at times and felt like he wanted to give up but, he didn't He perservered and thats how he became a multimillion-dollar man).

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.

DIRECTIONS

(NAME OF SCHOOL)

* This reader demonstrates an accurate understanding of important information in the text (Fred DeLuca

never give up He was determined, and his determination shows, that if you are determined, you can also be successful Another lesson is to learn from your mistakes) The reader uses relevant and specific

text details to support interpretations in this balanced response ( Fred said "There are so many

obstacles that can get you down You just have to keep working toward your objective This lesson helps people alot because it shows them that life has many obstacles, and you should always stand up when you fall You must be determined to reach your goal ) and uses parallel language to connect the text to

personal situations (I was determined to do well in Kung-Fu, and now, I only need three more belts to get

a black belt because I am determined, I try and try again).

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.

DIRECTIONS

35

* This response reveals an accurate understanding of the text by providing key lessons DeLuca learned

that could be helpful to anyone (They shouldn't let the experience issue get in the way to be persistent

and to have goals sometimes it is okay to take the “learn-as-you-go” approach), and integrating direct

quotes and text details with ample student interpretation throughout the response (Even though DeLuca

had some struggles and “obstacles that could get him down” like not realizing he needed to keep track of his sales and inventory, he always had a good attitude and was persistent), which creates balance On

the last page, the student draws an analogy between her and her sister and DeLuca learning helpful lifelessons

Illinois Standards Achievement Test

Mathematics Samples

Structure of the Grade 7 Mathematics ISAT

ISAT Mathematics testing in spring 2011 will consist of 30 norm-referenced items, as well as 45 referenced items, some of which will be used for developmental purposes The 30 norm-referenced

criterion-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 testedwith 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 choice items can measure student knowledge and understanding, as well as students’ selection andapplication of problem-solving strategies A carefully constructed multiple-choice item can assess any ofthe levels of mathematical complexity from simple procedures to sophisticated concepts They can bedesigned to reach beyond the ability of students to “plug-in” alternatives or eliminate choices to

multiple-determine a correct answer Such items are limited in the extent to which they can provide evidence ofthe 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 aboutguessing that accompanies multiple-choice items The short-response items are scored with a rubric andcount 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 scale assessment context When an extended-response item poses a problem to solve, the student mustdetermine what is required to “solve” the problem, choose a plan, carry out the plan, and interpret thesolution 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 as10% of the scale score of the test

large-Scoring Extended- and Short-Response Items

Extended- and short-response items are evaluated according to an established scoring scale, called arubric, developed from a combination of expectations and a sample of actual student responses Suchrubrics must be particularized by expected work and further developed by examples of student work indeveloping a guide for scorers Illinois educators play a substantial role in developing these guides usedfor the scoring of the short- and extended-response items Committees of mathematics educators fromthroughout 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 7 Mathematics ISAT

Students in grade 7 respond to all test items in a separate answer document Test administrators shouldmonitor students carefully during testing to make sure students are using the appropriate pages of theanswer document, especially for the short- and extended-response items

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

Calculator Use for Grade 7 Mathematics ISAT

All students in grade 7 are allowed to use a calculator during all sessions of the mathematics

assessment Students are allowed to use a calculator as long as the calculator does not have any

prohibited features as noted in the Calculator Use Policy for the ISAT Mathematics Tests

(http://www.isbe.net/assessment/pdfs/2010/calculator_ISAT.pdf) 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 7 Mathematics ISAT

All students in grade 7 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

Scratch Paper for Grade 7 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 usescratch 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 onthe 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

Inches

Centimeters0 1 2 3 4 5 6 7 8 9 10 11 12 13 14

Mathematics ISAT Grade 7

45 minutes 2 extended-response items

(Some items will be pilot items.)

or

ISAT MATHEMATICS REFERENCE SHEET

Grades 7 and 8

Reference Sheet for Grade 7 Mathematics ISAT

All students in grade 7 will be provided with a reference sheet to use during all sessions of themathematics assessment This reference sheet is shown below