New MATH ISAT and the Illinois Assessment Framework September 2005

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New MATH ISAT and the Illinois Assessment
FrameworkSeptember 2005

• Joan Barrett
• Madison County ROE
• jbarrett_at_roe41.k12.il.us

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New Contractor-Harcourt Educational Measurement

• Responsible for test development, printing,
  scoring, and reporting
• Stanford 10 format with color
• Aligned to Illinois Assessment Framework (IAF)

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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.

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Reporting

• Strengths and weaknesses listed for schools
• Student results for parents with more
  information- more 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

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Grades and Subjects to be tested March 13-24th,
2006
Grade Grade Grade Grade Grade Grade
3 4 5 6 7 8
Mathematics ? ? ? ? ? ?
Reading ? ? ? ? ? ?
Science ? ?
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The ISAT mathematics will be administered in
three sessions and applies to all grades 3-8.
Session 1 Session 2 Session 3
40 multiple-choice items 30 of these items will be an abbreviated form of the Stanford 10. 30 multiple-choice items (5 are pilot) 3 Short-response items (1 is pilot) 2 Extended-response items (1 is pilot)
45 minutes 45 minutes 45 minutes
Extended time up to an additional ten minutes
for each session
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Item Formats

• Multiplechoice (MC) items 70 items (5 pilot)
• Short constructedresponse (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)
• Extendedresponse (ER) items- Students are
  expected to clearly communicate through writing,
  pictures, diagrams, or wellordered steps) their
  solution process - 2 items (1 pilot)

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How to Create or Find Samples of Short
Constructed Response Items

• Use old MC items and remove the choices
• Go to http//nces.ed.gov/nationsreportcard/
• 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..

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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

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


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Sample SCR for 8th 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?
 
 

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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.

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

• Revised August 2005
• Available at the ISBE Website
• http//www.isbe.net/assessment/math.htm )

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Kid FriendlyRubrics

• Available at the ISBE website
• http//www.isbe.net/assessment/math.htm
• 3-4 grade levels are combined
• 5-6 grade levels are combined
• 7-8 grade levels are combined

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Test Item Development

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

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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.

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Rulers for 3 graders
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.
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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.

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Reference Sheet for 7 and 8

• 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.

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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

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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

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Illinois Assessment Framework
was designed to clearly define those elements of
the Illinois Learning Standards that are suitable
for state testing beginning in the 2005-2006
school year
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Designed for

• Test makers
• Educators
• Policy Makers
• General Public

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Website

• Illinois Assessment Frameworks
• (for 2006 Assessments) can be found at
• www.isbe.net/assessment/IAFindex.htm

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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

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Content Emphasis

• The proportion of each years 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.

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Grade 3 4 5 6 7 8
Grade Calculators Not Allowed Calculators Allowed Calculators Allowed Calculators Allowed Calculators Allowed Calculators Allowed
State Goal 6 Number Sense 35 35 30 25 25 20
Standard 6A Representations and Ordering 15 15 10 5 5 5
Standards 6B, 6C Computation, Operations, Estimation, and Properties 20 20 15 15 15 10
Standard 6D Ratios, Proportions, and Percents 0 0 5 5 5 5
State Goal 7 Measurement 20 20 15 15 15 15
Standards 7A, 7B, 7C Units, Tools, Estimation, and Applications 20 20 15 15 15 15
State Goal 8 Algebra 10 10 20 25 25 30
Standard 8A Representations, Patterns, and Expressions 5 5 8 10 10 10
Standard 8B Connections Using Tables, Graphs, and Symbols 0 2 5 7 7 10
Standards 8C, 8D Writing, Interpreting, and Solving Equations 5 3 7 8 8 10
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State Goal 9 Geometry 20 20 20 20 20 20
Standard 9A Properties of Single Figures and Coordinate Geometry 15 15 10 10 10 10
Standard 9B Relationships Between and Among Multiple Figures 5 5 10 10 10 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. This standard is not assessed in isolation. Rather, its essence is assessed indirectly through problems that require this type of thinking. This standard is not assessed in isolation. Rather, its essence is assessed indirectly through problems that require this type of thinking. This standard is not assessed in isolation. Rather, its essence is assessed indirectly through problems that require this type of thinking. This standard is not assessed in isolation. Rather, its essence is assessed indirectly through problems that require this type of thinking. 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. This standard is not assessed on the state assessment until grade 11. This standard is not assessed on the state assessment until grade 11. This standard is not assessed on the state assessment until grade 11. This standard is not assessed on the state assessment until grade 11. This standard is not assessed on the state assessment until grade 11.
State Goal 10 Data Analysis, Statistics, and Probability 15 15 15 15 15 15
Standards 10A, 10B Data Analysis and Statistics 10 10 10 10 8 8
Standard 10C Probability 5 5 5 5 7 7
Total 100 100 100 100 100 100
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Standard 6A Representations and Ordering Related Textbook pages Related Additional Resources and Activities Assessment Items
Calculators Not Allowed
6.3.01 Read, write, recognize, and model equivalent representations of whole numbers and their place values up to 100,000.
6.3.02 Identify and write (in words and standard form) whole numbers up to 100,000.
6.3.03 Recognize a fraction represented with a pictorial model.
6.3.04 Represent multiplication as repeated addition.
6.3.05 Order and compare whole numbers up to 10,000 using symbols (gt, lt, or ) and words (e.g., greater (more) than, less than, equal to, between).
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Frequently asked question

• Whats a net? (two dimensional drawing of
  three dimensional shape)

9.3.08 Identify a threedimensional object from
its net.
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Each Objective has a unique identifier with three
components
Example 6.3.01

• State Goal - 6
• Grade level 3 for 3rd grade
• Objective Number 01 indicates that this is
  the first assessment objective for this state
  goal 6

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Grade 3 ISAT itemSets 1, 4, 6IAF Primary
7.3.03, Secondary 9.3.01

• 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

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Grade 5 ISAT itemSet 5IAF Primary 9.5.13

• 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

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Grade 8 ISAT itemSets 1, 2, 5 IAF Primary
9.8.11, Secondary 6.8.16

• ?XYZ is similar to ?RST. What is the length of
  ST? X
• A. 5 cm 8 cm 10 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

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

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Megan Forness

• Illinois State Board of EducationPrincipal
  Performance Consultant100 North First Street
  Student Assessment Division E-216Springfield,
  IL 62777-0001
• E-mail mforness_at_isbe.net
• Web site www.isbe.net/assessment