New MATH ISAT and the Illinois Assessment Framework September 2005 Joan Barrett Madison County ROE

New Contractor-Harcourt Educational Measurement Responsible for test development, printing, scoring, and reporting Stanford 10 format with color Aligned to Illinois Assessment Framework (IAF)

2006 Mathematics ISAT All test items on the 2006 ISAT align to the Illinois Mathematics Assessment Framework Norm-referenced Stanford 10 items Same items taken in other states for national comparison Criterion-referenced items Illinois-developed and used only in Illinois All items contribute to the overall ISAT scale score.

Reporting Strengths and weaknesses listed for schools Student results for parents with more information- m ore detailed reporting that is tied to the IAF More data information than previous ISAT Performance levels remain the same (Exceeds, Meets, Below, Academic Warning) Test results: Online by June 1, 2006

Grade Mathematics  Reading  Science  Grades and Subjects to be tested March th, 2006

Session 1Session 2Session 3 40* multiple- choice items * 30 of these items will be an abbreviated form of the Stanford multiple-choice items (5 are pilot) 3 Short-response items (1 is pilot) 2 Extended- response items (1 is pilot) 45 minutes * The ISAT mathematics will be administered in three sessions and applies to all grades 3-8. * Extended time: up to an additional ten minutes for each session

Item Formats Multiple–choice (MC) items – 70 items (5 pilot) Short constructed–response (SCR) items are similar to multiple-choice items but require the student to write a response, as opposed to select from a list of possibilities - 3 items (1 pilot) Extended–response (ER) items- Students are expected to clearly communicate through writing, pictures, diagrams, or well–ordered steps) their solution process - 2 items (1 pilot)

How to Create or Find Samples of Short Constructed Response Items Use old MC items and remove the choices Go to Select “mathematics” from the subject area list on the left hand side of the page Scroll down to How the NAEP Mathematics Assessment Works and select the third bullet that says “Explore sample questions..”

How to find Samples of Short Constructed Response (cont.) Then click on the blue bar at the top left that says “new search” Then scroll down on this new page to Advanced Search and use the drop down to select “mathematics” from the select a subject bar. Hit “continue”

Sample SCR item for 4 th grade Which two of the items above would provide a total of about 600 calories? Answer:____________________ ____________________

Sample SCR for 8 th Grade Two whole numbers, each greater than 2, are multiplied together. The product is 126. What could the two numbers be? ________ and ________ Did you use the calculator on this question?

Short and Extended Response Short-response items and Extended-response items are scored using a rubric. Item-specific rubrics are developed for each item before scoring. The 2 short-response items will contribute 5% to the scale score. The 1 extended-response item will contribute 10% to the scale score.

Short Constructed Response Rubric 2 Completely correct response, including correct work shown and/or correct labels/units if called for in the item Note: Task-specific rubrics are developed for each item before scoring. Partially correct response 1 No response, or the response is incorrect 0

Rubric for Extended Response Revised August 2005 Available at the ISBE Website )

Kid FriendlyRubrics Available at the ISBE website grade levels are combined 5-6 grade levels are combined 7-8 grade levels are combined

Test Item Development Illinois items written by teachers in October 2004 Reviewed by teachers in November 2004 Pilot-tested with Illinois students in April 2005 No test results for students or schools Only results on individual items Data analyzed Some selected for 2006 ISAT

Calculators In grade 3, students are not allowed to use calculators on any part of the mathematics assessment, unless it is a documented accommodation for a student with an Individualized Education Program (IEP). In grades 4 through 8, students are allowed to use a calculator on any part of the mathematics assessment. Students are allowed to use any calculator they normally use in their mathematics classes.

The ruler provided to all students in grade 3 is divided into quarters of an inch and half centimeters.. These rulers are printed eight to a page on hard-stock paper and must be torn out prior to testing. Rulers for 3 graders

Rulers for 4-8 The 6-inch ruler provided to all students in grades 4 through 8 is divided into eighths of an inch and millimeters. These rulers are printed eight to a page on hard-stock paper and must be torn out prior to testing.

All students in grades 7 and 8 will be provided with a reference sheet to use during the mathematics assessment. This reference sheet includes any necessary formulas for items at those grades. Reference Sheet for 7 and 8

Summarizing Changes in the 2006 test All grades 3-8 will be tested in both reading and math Students will receive a norm-referenced score in addition to the criteria referenced score that had been given in the past Not all items will be developed by IL teachers but all items will be reviewed by IL teachers Time may be extended (beyond 45 minutes ) for students still actively engaged in taking a section of the test

Summarizing Changes in the 2006 test (continued) The addition of Short Constructed Response (SCR) items Students will be given 6-inch rulers and asked to measure during testing Four answer choices for MC at all grades The IL Assessment Framework - Specific list of what is going to be tested at each grade level is available to all educators

Illinois Assessment Framework was designed to clearly define those elements of the Illinois Learning Standards that are suitable for state testing beginning in the school year

Designed for: Test makers Educators Policy Makers General Public

Website Illinois Assessment Frameworks (for 2006 Assessments) can be found at:

Resources that were used when writing the IAF Illinois Learning Standards including the Performance Descriptors The National Council of Teachers of Mathematics (NCTM) National Standards The National Assessment of Educational Progress (NAEP) framework

Content Emphasis The proportion of each year’s tests devoted to each math goal is clearly specified in the Mathematics Content Category Table These percents are estimates used to guide the general distribution of items throughout the test.

Grade Calculators Not Allowed Calculators Allowed Calculators Allowed Calculators Allowed Calculators Allowed Calculators Allowed State Goal 6 – Number Sense35% 30%25% 20% Standard 6A Representations and Ordering 15% 10%5% Standards 6B, 6C Computation, Operations, Estimation, and Properties 20% 15% 10% Standard 6D Ratios, Proportions, and Percents 0% 5% State Goal 7 – Measurement20% 15% Standards 7A, 7B, 7C Units, Tools, Estimation, and Applications 20% 15% State Goal 8 – Algebra10% 20%25% 30% Standard 8A Representations, Patterns, and Expressions 5% 8%10% Standard 8B Connections Using Tables, Graphs, and Symbols 0%2%5%7% 10% Standards 8C, 8D Writing, Interpreting, and Solving Equations 5%3%7%8% 10%

State Goal 9 – Geometry20% Standard 9A Properties of Single Figures and Coordinate Geometry 15% 10% Standard 9B Relationships Between and Among Multiple Figures 5% 10% Standard 9C Justifications of Conjectures and Conclusions This standard is not assessed in isolation. Rather, its essence is assessed indirectly through problems that require this type of thinking. Standard 9D Trigonometry This standard is not assessed on the state assessment until grade 11. State Goal 10 – Data Analysis, Statistics, and Probability 15% Standards 10A, 10B Data Analysis and Statistics 10% 8% Standard 10C Probability 5% 7% Total100%

Standard 6A – Representations and Ordering Related Textbook pagesRelated Additional Resources and Activities Assessment Items Calculators Not Allowed Read, write, recognize, and model equivalent representations of whole numbers and their place values up to 100, Identify and write (in words and standard form) whole numbers up to 100, Recognize a fraction represented with a pictorial model Represent multiplication as repeated addition Order and compare whole numbers up to 10,000 using symbols (>, <, or =) and words (e.g., greater (more) than, less than, equal to, between).

Frequently asked question What’s a “net”? (two dimensional drawing of three dimensional shape) Identify a three– dimensional object from its net.

Each Objective has a unique identifier with three components: State Goal - 6 Grade level – 3 for 3 rd grade Objective Number – “01” indicates that this is the first assessment objective for this state goal 6 Example:

Grade 3 ISAT item Sets 1, 4, 6 IAF: Primary , Secondary What is the perimeter of the square? 5 m A. 5 m B. 10 m C. 15 m D. 20 m from Illinois Standards Achievement Test Sample Mathematics Materials 2003, page 17

Grade 5 ISAT item Set 5 IAF: Primary Which of these figures are congruent? A. M and O B. N and P C. N and R D. N and Q E. P and O from Illinois Standards Achievement Test Sample Mathematics Materials 2003, page 32

Grade 8 ISAT item Sets 1, 2, 5 IAF: Primary , Secondary ∆XYZ is similar to ∆RST. What is the length of ST? X A. 5 cm 8 cm10 cm B. 7.5 cm C. 8 cm Y 12 cm Z D. 9 cm E. 10 cm R 6 cm S T from Illinois Standards Achievement Test Sample Mathematics Materials 2003, page 63

Assessing Standards such as 9C “Construct convincing arguments and proofs to solve problems.” Must use Extended-Response Item to assess standards such as this

Megan Forness Illinois State Board of Education Principal Performance Consultant 100 North First Street Student Assessment Division E-216 Springfield, IL Web site: