ISAT Reading 2006

1
ISAT Reading - 2006

• Format

2
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
• Norm-referencing No questions
  30 questions
• Word Analysis Separate section Embedded

3
Sessions

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

4

5
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)

6
Reading Assessment Framework (Cont.)

• 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)

7
Reading Assessment Framework (Cont.)

• 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)
• 
  

8
Reading Assessment Framework (cont.)

• Variety of Literary Works-8 (2A)
• Fourth Grade Example
• The passage Damon and Pythias is an example of
  which genre?
• A. Poem
• B. Myth
• C. Drama
• D. Essay
• (IAF-R 2.4.13)

9
Reading Assessment Framework (cont.)

• Literary Elements and Techniques -28 (2A)
• 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 2.7.10)

10
The Paired, Functional Passage

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

11
TEST DEVELOPMENT

• Passage Selection
• Authentic literature
• Chosen by contractors
• Screened by ISBE
• Selected by teacher committee
• Checked for readability and grade-level
  appropriateness
• Submitted for item writing

12
Test Development (cont.)

• Item Writing
• Test questions are written by teachers.
• All questions are written to objectives in the
• IAF-R.
• Questions are reviewed and edited by ISBE and
  contractors.
• Questions are further reviewed, edited, and
  checked for bias by teacher committees.
• Questions are selected by ISBE and contractors.

13
Test Development (cont.)

• Pilot Testing
• Test forms usually go through try-outs
• Tried out forms are pilot tested
• Data from pilot tests is reviewed by ISBE and
  contractors
• Pilot items that do not test well are not used in
  census tests

14
EXTENDED RESPONSE

• Draw inferences, conclusions, or
  generalizations about the text and support
  them with textual evidence.
• (1.3.24 1.4.22 1.5.22 1.6.19 1.7.20
  1.8.19)
• Make comparisons across reading passages.
• (1.3.19 1.4.16 1.5.14 2.6.05 2.7.04
  2.8.04)
• Identify explicit and implicit main ideas
• (1.3.17 1.4.14 1.5.12 1.6.12 1.7.13
  1.8.11)

15
Extended Response Rubric

• To Score a 4
• Answer the prompt by discussing KEY IDEAS.
• Include relevant TEXT REFERENCES.
• MAKE CONNECTIONS or DRAW CONCLUSIONS.(DOES NOT
  HAVE TO BE, BUT IT CAN BE PERSONAL EXPERIENCE)
• EXTEND rather than simply state ideas.
• BALANCE text references and connections.

16
Extended Response (Making Connections)

• Example from Flood
• Grandmother didnt want to leave the house
  because her husband died there (Key Idea and Text
  Reference), and she thought the levee wouldnt
  break (Conclusion drawn by student implied in
  text), so she stood up to the family. (Extension)

17
Extended Response (Making Connections) cont.

• Example from Geothermal Energy
• Because it will be plentiful (Key Idea), and
  scientists are working to limit the pollution
  problem (Key Idea), I think geothermal energy
  will be the best way to overcome our energy
  problems. (Conclusion/Interpretation)

18
Extended Response (Making Connections) cont.

• Example from Solomon Singer
• Solomon finds a café that reminds him of
  home. (Text Reference) This reminds me of when
  Cousin Katrina came to visit. She was homesick
  for Russia until we took her to Old Town.
  (Personal Experience) She was happy just like
  Solomon. (Extension)

19
Writing

• 2007 Grades 5, 8, and 11
• 2008 Grades 5, 8,11, and 6
• 2009 Grades 5, 8, 11, 6, and 3
• The format for this test has not yet been
  determined. Information will be posted on our
  website www.isbe.net/assessment as it becomes
  available.

20
For more information

• Contact
• Judie Steinhauser justeinh_at_isbe.net
• 217/782-4823
• Phyllis Hostmeyer phost_at_roe41.k12.il.us
• 618-692-6200 ext. 4363