1. Understanding and Preparing for the ISAT Presented by Dr. Bob Mann Mathematics Western Illinois University rr-mann@wiu.edu Nov. 19, 2010

2. Goals Today General Overview of ISAT Strategies in Preparing for the ISAT Resources to help prepare for the ISAT

3. Notecard info: Record the following Name School Grade Years of experience Email One thing you know about the ISAT One thing you would like to learn about

4. ISAT It is not Illinois Student Achievement Test Common definition “ISAT for three days taking tests” Student definition “ISAT with my head in my hands worrying about how to improve scores” Principal definition “ISAT in a workshop all day learning about tests” Teacher definition

5. ISAT It is…. Illinois Standards Achievement Test

6. With emphasis on standards… The standards being the Illinois Learning Standards Which are now represented in the Illinois Assessment Framework (IAF) Illinois Assessment Framework The new ISAT (2006) was designed according to these frameworks The new (2010) common core standards will be represented on the 2014 assessmentcommon core standards 2014 assessment

7. Notecard break Notecard area and perimeter Cutting Corners ISAT connections Lots of perimeter and area questions

8. ISAT connections 4 th grade extended response 2006 4 th grade extended response 2006 Multiple choice connections: see problem 7 see problem 7 Many area and perimeter questions on the ISAT

9. Connections to Frameworks And others…

10. Mathematics ISAT 2006 and beyond All test items on the 2006 ISAT align to the Illinois Mathematics Assessment Framework 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.

11. NCLB and Mathematics All states must assess mathematics in grades 3 through 8 by the 2005-2006 school year Mathematics is used for AYP AYP Annual Targets for Performance and Participation

12. ISAT Resources ISAT webpage Content categories for ISAT ISAT Spanish tutorial Open tutorial

13. The garden problem is one type of problem that appears on the ISAT Problem types now include: Extended Response Problem Short Response Problem Multiple Choice

14. 2006 and beyond: Mathematics ISAT Item formats: Multiple Choice (MC), Short Response (SR), Extended Response (ER) Pilot items within the test Four answer choices for MC at all grades Three 45-minute* sessions Rulers at all grades Calculator use is allowed in grades 4-8 Reference sheet for grades 7-8 * Plus up to 10 additional minutes for all students

15. Rulers (Grades 3-8)

17. ISAT Mathematics Sessions Grades 3-8 Session 140* Multiple-Choice Items *The first 30 items are an abbreviated form of the Stanford 10. Session 230 Multiple-Choice Items (5 are pilot) 3 Short-Response Items (1 is pilot) Session 32 Extended-Response Items (1 is pilot) *See www.isbe.net/assessment/pdfs/date_change06.pdf for more details about how to modify the test window dates.www.isbe.net/assessment/pdfs/date_change06.pdf

18. Contractor-Harcourt Responsible for test development, printing, scoring, and reporting Norm-referenced and criterion-referenced items Stanford 10 format with color Extended-time sessions for all students Aligned to Illinois Assessment Framework (IAF) More detailed reporting that is tied to the IAF

19. Prohibitions Educators may not review, analyze, or copy secure test materials at any time before, during, or after test administration. Test administrators must use a Reader Script when an IEP calls for the test to be read to a student.

20. Standardized Tests Results must be comparable for all students across the state. Do not read any part of the mathematics test to a student unless it is in their IEP. If it is in their IEP, then they should be tested in a separate room so as not to disturb other students. Do not eliminate incorrect answer choices

21. Reporting Strengths and weaknesses listed for schools Student results for parents with more information More data information than previous ISAT Performance levels remain the same (Exceeds, Meets, Below, Academic Warning)

22. Sample items and resources ISBE Math assessment page Look over and try some of the sample items for your grade leve Look over and try some of the sample items for your grade leve

23. Grade 3 ISAT IMAF: 7.3.03 What is the perimeter of the square? 5 m A. 5 m B. 10 m C. 15 m D. 20 m

24. Grade 4 ISAT IMAF: 6.4.16 The average length of a song on a CD is 3 minutes. About how many songs can be played in 16 minutes? A. 18 B. 12 C. 5 D. 3

25. Grade 5 ISAT IMAF: 9.5.13 Which of these figures appear to be congruent? A. O and M B. N and P C. N and R D. O and R

26. Grade 6 ISAT IMAF: 8.6.03 +  = 10  - = 2 Each  has the same value. Each has the same value. What is the value of the  ? A. 4 B. 5 C. 6 D. 8

27. Grade 7 ISAT IMAF: 10.7.08 The burger shop offers burgers fixed 5 different ways. They also offer fries, tater tots, onion rings, and fried mushrooms as sides. How many different combinations of one burger and one side could be offered? A. 2 combinations B. 5 combinations C. 9 combinations D. 20 combinations

28. Grade 8 ISAT IMAF: 9.8.11 X ∆XYZ is similar to ∆RST. What is the length of ST? 8 cm 10 cm A. 7.5 cm Y Z B. 8 cm 12 cm C. 8.5 cm D. 9 cm R 6 cm S T

29. What type of questions seem common? Area and Perimeter Rates Patterns and Combinations Systems of Equations

30. Other Resources See the “share” file for old exams and extended response items See the TiPs websiteTiPs website

31. 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

32. 8 th grade ISAT 2006

33. Standards are working… As yesterday’s positive report card shows, childrens do learn when standards are high and results are measured. President Bush, September 2007

34. 2007 NAEP 4 th graders and 8 th graders achieved highest scores ever on the NAEP Generally true across various sub- groups as well This was true until 2009….

35. NAEP Results to 2009

36. Nation’s Report Card connected to NAEP See Nation’s Report Card Or Overall Report and NAEP

37. Notable NAEP results Since 1990, NAEP math scores have risen steadily, and the 2007 average scores for grades 4 and 8 are higher than in any previous assessment year.

38. More NAEP results Though average scores for white, black, Hispanic, and Asian/Pacific Islander students in both grades 4 and 8 were higher in 2007 than in any previous assessment year, scores for minority students other than Asians remain lower than for whites. Since 1990 fourth grade black students have made a 34-point gain, which is greater than the 28-point gain for whites and the 27-point gain for Hispanics.

39. NAEP comparison 199020052007 4 th grade213238240 8 th grade263279281 4 th grade at or above basic 50%82% 4 th grade at or above basic 52%71%

40. ISAT DATA Year 3 rd grade ISAT 4 th grade ISAT 5 th grade ISAT 6 th grade ISAT 7 th grade ISAT 8 th grade ISAT 11 th grade PSAE 2000695747-- 200174615054 200274635354 2003766853 200479725453 200579735453 2006868579 767854 200787868381798153 200885 818380 53 200985868382838252 201086 838584 53

42. NAEP and ISAT are very similar Both have 3 types of questions: Multiple Choice Short response Extended Response Both use similar rubrics

43. NAEP resources = ISAT Resources The nations report card and NAEP contain hundreds of sample questions— including some of each type Explore the NAEP websiteNAEP website

44. Samples of Short-Response Items from NAEP Go to http://nces.ed.gov/nationsreportcard/http://nces.ed.gov/nationsreportcard/ On the left side of the page, select “mathematics” from the subject area listmathematics” On the right side of the page, scroll down to “How the NAEP Mathematics Assessment Works” and select the third bullet that says “Explore sample questions…” Able to search by year, grade, content topic, and question type

45. Online Resources Illinois Interactive Report Card ISBE Math Assessment Information And ISAT information Assessment Tasks and Descriptors !!Interactive Online ISAT Samples!! ISAT Spanish tutorial Bob Mann’s webpage

46. Multiple Choice samples Previous ISAT exams Old test booklets Online Interactive Sample Tests ---WOW Interactive Sample Tests Entire old exams Pool samples (also on CD?) Pool samples ISAT prep. Books NAEP and TIMMS items NAEP

47. Math Break 2: Angle Sum activity How often was this idea used on the sample test?? sample test How does the activity correlate to the frameworks? frameworks How often is the notion of input/output patterns seen on the test?

48. Angle Sum extensions From assessment frameworks Stage F, about Grade 6 Polygons and diagonals

49. Angle sum and frameworks 9.5.03 Solve problems using properties of triangles (e.g., sum of interior angles of a triangle is 180  ). 9.6.03 Solve problems using properties of triangles and quadrilaterals (e.g., sum of interior angles of a quadrilateral is 360  ). 9.7.03 Solve problems using properties of triangles and quadrilaterals (e.g., opposite sides of a parallelogram are congruent).

50. Angle sum and Algebra frameworks 37. Which table satisfies the following equation? y = 3 - x 8.5.05 Demonstrate, in simple situations, how a change in one quantity results in a change in another quantity (e.g., input– output tables). 8.6.04 Determine a rule having two operations from an input– output table (e.g., multiply by 3 and add 2). 8.7.06 Determine how a change in one variable relates to a change in a second variable.8.8.06 Recognize, describe, and extend patterns using rate of change.

51. And one more sample question: From NAEP Subject: Mathematics Grade: 8Block: 1996- 8M3No.: 10 From any vertex of a 4-sided polygon, 1 diagonal can be drawn. From any vertex of a 5-sided polygon, 2 diagonals can be drawn. From any vertex of a 6-sided polygon, 3 diagonals can be drawn. From any vertex of a 7-sided polygon, 4 diagonals can be drawn. 10. How many diagonals can be drawn from any vertex of a 20- sided polygon? Answer:____________________

52. Preparing students for the MC Have them complete the online sample test Have them complete old ISAT exams Incorporate MC questions into your quizzes, tests, and curriculum Talk about dealing with MC formats But, cover the content……!!!

53. Short and Extended Response Short- and Extended-Response items are scored using a rubric. (www.isbe.net/assessment/math.htm)www.isbe.net/assessment/math.htm 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.

54. Extended- and Short-Response Samples  Extended- and Short-Response items are only different item formats, they do not define the content. The content is defined in the Illinois Mathematics Assessment Framework.  Directions for how students are to respond will be given in the item itself.

56. Short and Extended Response

57. But, they seem to like… Data Analysis and combinations Handshakes, teams, pizza Measurement (perimeter, area….) Systems like….

58. Extended Response Sample “Rabbit Chicken Problem” While visiting a farm, you notice that there are only chickens and rabbits in the farmyard. You can’t help but wonder how many of each animal there is in the yard. But when you ask Farmer Fred how many of each animal he has, he refuses to give you a direct answer. He says there are 18 animal heads and 58 animal feet. How many chickens and rabbits are there in the farmyard?

59. Notes on Sample Responses 1, 2, and 3 The following three student sample responses show how the “Rabbit Chicken” problem may be solved using three very different, but appropriate, strategies.

60. Sample Response #2

61. Sample Response #3

62. Sample Response #1

63. And others… The pumpkin problem The alien problem Others….

64. Extended- and Short-Response Samples SUGGESTIONS:  Extended-Response Samples: Use previous years’ released ISAT extended-response sample items from grades 3, 5, and 8 to practice this format. Use items from lower grades to help all students familiarize themselves with the extended-response format.  Use the rubrics and samples with the students  Use the NAEP questions!

65. Short Response Sample Question and Answer from Test Booklet

66. Short Response Sample IMAF: 6.3.04 From NAEP web site http://nces.ed.gov/nationsreportcard/http://nces.ed.gov/nationsreportcard/ Kim wants to give 7 stickers to each of her 5 friends. To find out how many stickers she needs, she writes the number sentence 7 + 7 + 7 + 7 + 7 =  Write a number sentence with multiplication that she could use to find the number of stickers she needs.

67. Short Response Scoring Guide Sample IMAF: 6.3.04

68. Short Response Sample IMAF: 6.4.10 From NAEP web site http://nces.ed.gov/nationsreportcard/http://nces.ed.gov/nationsreportcard/ Two whole numbers, each greater than 2, are multiplied together. The product is 126. What could the 2 numbers be? and

69. Short Response Scoring Guide Sample IMAF: 6.4.10

70. Short Response Sample IMAF: 9.5.01 From NAEP web site http://nces.ed.gov/nationsreportcard/http://nces.ed.gov/nationsreportcard/ In the space below, draw a closed figure with 5 sides. Make 2 of the angles right angles.

71. Short Response Scoring Guide Sample IMAF: 9.5.01

72. Short Response Sample IMAF: 6.6.10 From NAEP web site http://nces.ed.gov/nationsreportcard/http://nces.ed.gov/nationsreportcard/ On the portion of the number line below, a dot shows where ½ is. Use another dot to show where ¾ is.

73. Short Response Scoring Guide Sample IMAF: 6.6.10

74. Short Response Sample IMAF: 6.7.08 From NAEP web site http://nces.ed.gov/nationsreportcard/http://nces.ed.gov/nationsreportcard/ The lowest point of the St. Lawrence River is 294 feet below sea level. The top of Mt. Jacques Cartier is 1,277 feet above sea level. How many feet higher is the top of Mt. Jacques Cartier than the lowest point of the St. Lawrence River? Show your work.

75. Short Response Scoring Guide Sample IMAF: 6.7.08

76. Short Response Sample IMAF: 7.8.04 From NAEP web site http://nces.ed.gov/nationsreportcard/http://nces.ed.gov/nationsreportcard/ A cereal company packs its oatmeal into cylindrical containers. The height of each container is 10 inches and the radius of the bottom is 3 inches. What is the volume of the container to the nearest cubic inch? (The formula for the volume of a cylinder is V =  r 2 h ) Answer: cubic inches

77. Short Response Scoring Guide Sample IMAF: 7.8.04

78. 1)Explain and display the “student-friendly” version of the scoring rubric. 2)Discuss the “how” and “why” of multiple-choice items, too. 3)Discuss and display a variety student work in the classroom. 4)Aim for the ! 5)Use a T-chart to help guide explanations. 6)Use previous ISAT tasks from the sample books. 7)Write about mathematics in a journal/math notebook. 8)Practice! Practice! Practice! Extended-Response in the Classroom: Ideas for helping teachers help students

79. Extended Response Samples http://www.isbe.state.il.us/assessment/htmls/math_rele ased_er.htm Released Extended-Response Items from the Mathematics ISAT Grade LevelYear Grade 3 1999200020012002200320042005 Grade 5 1999200020012002200320042005 Grade 8 1999200020012002200320042005 Grade 10 19992000n/a

80. Extended Response practice Released ISAT items: http://www.isbe.net/assessment/htmls/m ath_released_er.htm State Assessment tasks http://www.isbe.state.il.us/ils/math/capd. htm TiPS: http://www.wiu.edu/mathtips/http://www.wiu.edu/mathtips/

81. Test Preparation for Students Illinois Learning Standards and Frameworks Students should be familiar with each of the testing formats Use available resources Positive atmosphere for testing Integrate test-taking skills into regular classroom instruction

82. Preparing for the ISAT Promote Achievement by promoting learning Improve test scores by improving understanding Identify trouble areas and address early

83. Response to Intervention After determining when a student is struggling Ask progressive questions to check for understanding Provide more practice Provide various representations and approaches…

84. Example for a student struggling with area Find the area of this rectangle (given a shape on a grid) Find the area of this rectangle (picture shown with sides of 10 and 6) Find the area of a rectangle with a length of 8 and a width of 5 Find the area of a rectangle with a length of 18 and a width of 15

85. Continued Draw a rectangle that has an area of 24 square units Can you draw a different rectangle that has the same area? Are there other rectangles that would also have an area of 24? What must be true about their side lengths?

86. And some more What is the perimeter of the first rectangle? What is the perimeter of the second rectangle? Can you draw a rectangle that has an area of 30 square units and a perimeter of 26 units?

87. Other issues to check Definitions and vocabulary Reading comprehension Writing and explaining

88. Preparing for the ISAT Promote Achievement by promoting learning Improve test scores by improving understanding Identify trouble areas and address early

89. Some data…. Illinois Interactive Report Card Past scores PSAE connection

90. Pizza Break We do need to order our pizzas for lunch. If we have 6 toppings to choose from and 4 types of crusts, how many different one-topping pizzas could we order?

91. So how did we do on the pizza problem? Each group will receive two sample student responses Use your rubrics to evaluate Knowledge 1-4 Strategy1-4 Explanation1-4 on each

92. Extended Response Sample Question and Answer from Test Booklet

93. ISAT Reporting Illinois Student Report Summary (Page 1)

94. Illinois Student Report Mathematics Results (Page 3) ISAT Reporting

95. Illinois Student Report National Comparisons (Page 4) NPR data are derived only from the thirty Stanford 10 items, which have been nationally normed. ISAT Reporting

96. NPR vs. Overall Scale Score Example with 2007 ISAT Data Student A: NPR=94, Scale Score=233 Exceeds Student B: NPR=55, Scale Score=233 Exceeds How can this happen? (Remember, NPR scores consider only the SAT-10 (first 30) items.) ISAT Scale Score Ranges - Grade 3 120-162163-183184-223224-341 Academic Warning BelowMeetsExceeds

97. NPR vs. Overall Scale Score Example with 2007 ISAT Data Grade 3 Student Details: Student A: NPR=94, Scale Score=233 Exceeds Goal 6=22/23, Goal 7=8/12, Goal 8=7/7, Goal 9=10/14, Goal 10=6/9 Total Multiple-Choice=53/65 SR #1=2 SR #2=2 ER=4, 4, 3 Student B: NPR=55, Scale Score=233 Exceeds Goal 6=19/23, Goal 7=7/12, Goal 8=7/7, Goal 9=11/14, Goal 10=9/9 Total Multiple-Choice=53/65 SR #1=2 SR #2=2 ER=3, 4, 4

98. Conclusion for Grade 3 Students… Student A and Student B answered the same number of multiple-choice items correctly (53/65), and earned exactly the same number of rubric points overall (4 for SR and 11 for ER), which causes the scale scores to be identical at 233, Exceeds. Student B missed more multiple-choice items from the SAT-10 (first 30) items than Student A, causing the NPR for Student B to be lower than the NPR for Student A. NPR vs. Overall Scale Score Example with 2007 ISAT Data

99. Student A: NPR=99, Scale Score=285 Exceeds Student B: NPR=99, Scale Score=277 Exceeds How can this happen? (Remember, NPR scores consider only the SAT-10 (first 30) items.) ISAT Scale Score Ranges - Grade 5 120-179180-213214-270271-369 Academic Warning BelowMeetsExceeds

100. NPR vs. Overall Scale Score Example with 2007 ISAT Data Grade 5 Student Details: Student A: NPR=99, Scale Score=285 Exceeds Goal 6=19/19, Goal 7=11/11, Goal 8=10/13, Goal 9=12/13, Goal 10=8/9 Total Multiple-Choice=60/65 SR #1=2 SR #2=2 ER=4, 4, 2 Student B: NPR=99, Scale Score=277 Exceeds Goal 6=18/19, Goal 7=11/11, Goal 8=10/13, Goal 9=11/13, Goal 10=8/9 Total Multiple-Choice=58/65 SR #1=2 SR #2=2 ER=4, 3, 3

101. Conclusion for Grade 5 Students… Student A and Student B answered all the SAT-10 (first 30) items correctly, which causes the NPR scores to be identical at 99. Both students earned exactly the same number of rubric points overall (4 for SR and 10 for ER). Student A answered 2 more (non-SAT 10) multiple-choice items correctly than Student B, which causes the scale score for Student A to be higher than the scale score for Student B. NPR vs. Overall Scale Score Example with 2007 ISAT Data

102. Mathematics Content Category Table Illinois Mathematics Assessment Framework (p.13)

103. Assessment Objectives Excerpt from Goals 6 and 7

105. Grade 3 Mathematics Multiple-Choice Sample Assessment Objective 6.3.11: Model and apply basic multiplication facts (up to 10×10), and apply them to related multiples of 10 (e.g., 3×4=12, 30×4=120).

106. Grade 4 Mathematics Multiple-Choice Sample Assessment Objective 6.4.16: Make estimates appropriate to a given situation with whole numbers.

107. Grade 5 Mathematics Multiple-Choice Sample Assessment Objective 7.5.07: Solve problems involving map interpretation (e.g., one inch represents five miles, so two inches represent ten miles).

108. Grade 6 Mathematics Multiple-Choice Sample Assessment Objective 10.6.05: Solve problems involving the probability of a simple event, including representing the probability as a fraction, decimal, or percent.

109. Grade 7 Mathematics Multiple-Choice Sample Assessment Objective 9.7.03: Solve problems using properties of triangles and quadrilaterals (e.g., opposite sides of a parallelogram are congruent).

110. Grade 8 Mathematics Multiple-Choice Sample Assessment Objective 8.8.04: Recognize and generate equivalent forms of algebraic expressions.

111. Reader Script Only students whose IEP or Section 504 Plan indicates that the assessment may be read to them may be read to during state assessments. Students must use a Form 1 test booklet because the Reader Scripts are produced using Form 1. Scripts must be used so that every student in Illinois hears the item presented consistently.

112. Reader Script Example 1 Reader Script Text Question number 1. The scale on Todd’s map is one inch equals two hundred miles. The distance from his house to his friend’s house on the map is five and one-fourth inches. What is the distance in miles from Todd’s house to his friend’s house? A. One thousand miles B. One thousand fifty miles C. One thousand five hundred miles D. Twenty-four thousand miles

113. Reader Script Example 2 Reader Script Text Question number 2. Tim’s mother put these cookies on a plate. The picture shows a plate with cookies. Which kind of cookie would Tim most likely get if he takes one without looking? Choose answer A, B, C, or D.

114. Reader Script Example 3 Reader Script Text In the nineteen eighty-eight Olympic Games, Florence Griffith Joyner of the United States set an Olympic record for the women’s one hundred-meter dash. Her time was ten and sixty-two hundredths seconds. How is this time written as a number? Choose answer A, B, C, or D. Note: Reading the choices here would give away the answer.

115. 2008 Mathematics ISAT Changes from 2007 Work Space has been added to Session 2 for the grade 3 multiple-choice pages. Short- and Extended-response sample items and sample student responses have been removed from the directions of all grade levels.

116. Short-Response Sample

117. Extended Response Sample

118. Short and Extended Response Short- and Extended-Response items are scored using a rubric. (www.isbe.net/assessment/math.htm)www.isbe.net/assessment/math.htm Item-specific rubrics are developed for each item before scoring. The 2 short-response items contribute a total of 5% to the scale score. The 1 extended-response item contributes a total of 10% to the scale score.

119. Assessment Objective 6.3.07: Identify and locate whole numbers and halves on a number line. Grade 3 Mathematics Short-Response Sample from 2007 ISAT

120. Grade 4 Mathematics Short-Response Sample from 2007 ISAT Assessment Objective 6.4.10: Solve problems and number sentences involving addition and subtraction with regrouping and multiplication (up to three–digit by one–digit).

121. Grade 5 Mathematics Short-Response Sample from 2007 ISAT Assessment Objective 10.5.05: Apply the fundamental counting principle in a simple problem (e.g., How many different combinations of one–scoop ice cream cones can be made with 3 flavors and 2 types of cones?).

122. Grade 6 Mathematics Short-Response Sample from 2007 ISAT 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).

123. Grade 7 Mathematics Short-Response Sample from 2007 ISAT Assessment Objective 7.7.02: Solve problems involving the perimeter and area of polygons and composite figures using diagrams, models, and grids or by measuring or using given formulas (may include sketching a figure from its description).

124. Grade 8 Mathematics Short-Response Sample from 2007 ISAT Assessment Objective 9.8.09: Solve problems involving vertical, complementary, and supplementary angles.

125. The answer space for each short-response item is 1 page, and it has faint square cm grid lines. These grid lines may help students if the item requires them to show work.

126. Grade 3 Mathematics Extended-Response Sample from 2007 ISAT Assessment Objective 10.3.02: Complete missing parts of a pictograph, bar graph, tally chart, or table for a given set of data.

127. Grade 4 Mathematics Extended-Response Sample from 2007 ISAT Assessment Objective 6.4.11: Solve problems involving the value of a collection of bills and coins whose total value is $100.00 or less, and make change.

128. Grade 5 Mathematics Extended-Response Sample from 2007 ISAT Assessment Objective 6.5.14: Model situations involving addition and subtraction of fractions.

129. Grade 6 Mathematics Extended-Response Sample from 2007 ISAT Assessment Objective 10.6.04: Determine the mode, range, median, and mean, given a set of data or a graph.

130. Grade 7 Mathematics Extended-Response Sample from 2007 ISAT Assessment Objective 9.7.14: Determine if figures are similar, and identify relationships between corresponding parts of similar figures.

131. Grade 8 Mathematics Extended-Response Sample from 2007 ISAT Assessment Objective 10.8.03: Create a bar graph, chart/table, line graph, or circle graph and solve a problem using the data in the graph for a given set of data.

132. The answer space for each extended-response item is 2 full pages. Page 1 has a blank area, and page 2 has faint square cm grid lines.

133. 1)Explain and display the “student-friendly” version of the scoring rubric. 2)Discuss “what you did” and “why you did it” for multiple-choice items, too. 3)Discuss and display a variety student work in the classroom. 4)Aim for the in all 3 rubric dimensions! 5)Use a T-chart to help guide explanations. This helps some students remember to explanation what they did and why they did it. 6)Use previous ISAT tasks from the sample books. (All are available online.) 7)Write about mathematics in a journal/math notebook. 8)Practice! Practice! Practice! Extended-Response in the Classroom: Ideas to Help Teachers Help Students

134. Short- and Extended-Response Samples Released Extended-Response Items from the Mathematics ISAT Grade LevelYear Grade 31999200020012002200320042005 Grade 51999200020012002200320042005 Grade 81999200020012002200320042005 Grade 1019992000n/a All items are available online at: www.isbe.net/assessment/htmls/math_released_er.htm www.isbe.net/assessment/htmls/math_released_er.htm Released Short- and Extended-Response Items from the Mathematics ISAT Grade LevelYear Grade 32006 2007 Grade 42006 2007 Grade 52006 2007 Grade 62006 2007 Grade 72006 2007 Grade 82006 2007 These items are organized by where they appeared on ISAT. Feel free to use these items with higher or lower grades or create your own adaptations of these items for additional practice.