ISAT Reading 2006

1
ISAT Reading - 2006

• Format of Questions
• Adapted from ISBE by NBRC at Illinois State
  University

2
Session Goals

• To understand the format and content of ISAT
  questions for Reading.

3
Pre-session Reflection

• What do my students know about answering the
  multiple choice questions in the ISAT reading
  assessment?

4
Outline of the Agenda

• Pre-Session Reflection
• Architecture of Teaching
• Overview of ISAT Sessions
• of Content
• Linking the IAF and Items on ISAT
• Types of Questions
• Test-taking Strategy Choices

5
Architecture of Teaching

• Knowledge of Students
• Set Worthwhile Goals.
• Select and Use Appropriate Instructional
  Strategies.
• Select and Use Appropriate Assessment Strategies.
• Evaluate Effectiveness.
• Set New Worthwhile Goals.

6
2005 Versus 2006 Reading Test

• 2005 2006
• Number of Sessions 3
  3
• Length of Sessions 40 minutes 45
  minutes
• Grades Tested 3, 5, 8 3,
  4, 5, 6, 7, 8
• of Score From ER 15 10
• Rubric for ER 3, 5, 8
  3-4, 5-6, 7-8
• Norm-referencing No questions 30
  questions

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Sessions

• Session One 6 short passages, 30 multiple
  choice
• Session Two 1 longer passage, 15-18 multiple
  choice, 1 extended response, 1 functional
  passage, 3-5 multiple choice
• Session Three The same as Session Two
• (Some items will be Pilot Items.)

8
Illinois Assessment Framework

• 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.

9
Multiple-choice Items

• 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.

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Content

• Reading 70
• Vocabulary Development 14
• Reading Strategies 10
• Reading Comprehension- 46
• Literature 30

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Reading Assessment Framework

• Content Category Targets
• Reading 70
• Vocabulary Development 14 (1A)
• Third Grade Example
• He gazed at the lighted window. What would one
  do if he gazed?
• A. Look at a building
• B. Think about a friend
• C. Build a home
• D. Talk about school
• (IAF R 1.3.07)

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Reading Assessment Framework (Cont.)

• Content Category Targets
• Reading Strategies 10 (1B,1C)
• Fifth Grade Example
• Based on the passage, what action do you think
  the people took after the fire?
• A. They rebuilt with wood.
• B. The city closed its fire department.
• C. Most people moved out of the city.
• D. New laws were passed requiring fireproofing.
• (IAF-R 1.5.08)

13
Reading Assessment Framework (Cont.)

• Content Category Targets
• Reading Comprehension- 46 (1C)
• Eighth Grade Example
• Why was Jane Addams described as a pioneer?A.
  She lived in Illinois during the Civil War.
• B. She traveled abroad without her family.
• C. She developed the first settlement house.
• D. She was given the Nobel Peace Prize.
• (IAF-R 1.8.14)

14
Reading Assessment Framework (cont.)

• Content Category Targets
• Literature 30 (2A, 2B)
• Fourth Grade Example
• The passage Damon and Pythias is an example of
  which type of literature?
• A. Poem
• B. Myth
• C. Drama
• D. Essay
• (IAF-R 2.4.14)

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Reading Assessment Framework (cont.)

• Literature 30 (2A, 2B)
• Seventh Grade Example
• Which is an example of alliteration?
• A. He ran like the wind.
• B. He sang softly and sweetly.
• C. He was a bear of a man.
• D. He walked and talked.
• (IAF-R 2.7.11)

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The Paired, Functional Passage

• Addresses the following IAF-R assessment
  objectives
• Determine whether a set of complex directions is
  complete and, therefore, clear.
• Use information in charts, graphs, tables,
  diagrams, maps, and headings.
• Draw conclusions from information in charts,
  maps, and graphs, etc.
• Identify or summarize the order of events in a
  story or non- fiction account.

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Functional Passage Question Types

• Passage How to Cook Noodles
• (Grade 3)
• When is the heat turned down on the stove?
• A. After the water begins to boil
• B. After the noodles become soft
• C. After the water boils away
• D. After the noodles become hard

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Functional Passage Question Types

• Passage Making Oatmeal Cookies
• (Grade 4)
• Which step tells about adding the wet
  ingredients?
• A. Step 2
• B. Step 3
• C. Step 4
• D. Step 5

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Functional Passage Question Types

• Passage Making Oatmeal Cookies
• (Grade 4)
• In what order are the numbered steps arranged?
• A. In the order in which the author remembered
  them
• B. From the simplest to the most difficult
• C. From the least to the most time-consuming
• D. In the order in which the steps should be
  followed

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Functional Passage Question Types

• Passage Health Tips
• (Grade 5)
• Some of the information in picture 3 is about
  Vitamin K. Which paragraph in the article gives
  the reader more information about this vitamin?
• A. Paragraph 2
• B. Paragraph 3
• C. Paragraph 4
• D. Paragraph 5

21
Functional Passage Question Types

• Passage The Skeletal System
• (Grade 6)
• In order to learn how bones are connected to each
  other, the reader needs the information in both
• A. Picture 1 and paragraph 1
• B. Picture 1 and paragraph 2
• C. Picture 2 and paragraph 1
• D. Picture 2 and paragraph 2

22
Functional Passage Question Types

• Passage The Shopper (Newspaper)
  
• (Grade 7)
• What must one do to place a 1 ad in this
  newspaper?
• A. Phone in the ad pay by credit card
• B. Phone in the ad pay by debit card
• C. Mail the ad pay by money order
• D. Mail the ad pay by check

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Functional Passage Question Types

• Passage Cleaning the Attic
• (Grade 8)
• How is the information in Paragraphs 6-8
  organized?
• A. By comparison/contrast
• B. From least to most important
• C. By cause and effect
• D. In chronological order

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Answers Linked to IAF

• Review the Answer Key with Assessment Objectives
  Identified to identify the knowledge and skills
  addressed in each of the questions.
• If time permits, ask participants to review
  another grade level Answer Key with Assessment
  Objectives Identified to identify patterns or
  additional knowledge and skills addressed in the
  questions.

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Types of ISAT Questions

• In groups,
• read the questions, answers, and objectives.
• identify questions currently asked in textbook
  materials and teacher-made assignments and
  discussions.
• On chart paper, list generic questions that
  teachers could revise and adapt to other texts.

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Examples of Generic Questions

• Grade 3
• According to the article, which of the following
  is true about.?
• Which sentence from the story tells how the
  author feels about.?

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Test-taking Strategy Choices

• Read the test-taking strategies and determine
  which one to use for each text.
• Role play as your students using the strategy to
  read the texts and answer the questions from the
  ISAT Reading Sample Booklets.

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Choice of 3 Strategies

• Strategy 1
• (1) Review the title and pictures to make
  predictions (2) read the text and (3) read and
  answer the questions.
• Strategy 2
• (1) Read the questions first and underline the
  key words (2) read the text and underline the
  answers (3) read and answer the questions.
• Strategy 3
• (1) Read the questions first and underline the
  key words (2) SKIM the text and underline the
  answers (3) read and answer the questions.

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Post-Session Reflection

• How can I support students to use appropriate
  strategies in taking the multiple choice tests?
• What further instruction is necessary for my
  students to understand the content in the ISAT
  reading assessment?

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Evaluation

• Please complete the Evaluation Form.