ISAT Sample Book Gr72010

2010
ISAT
Sample Book
GRADE
7
Sample Items for Reading, Mathematics, and Science
ILLINOIS STATE BOARD OF EDUCATION
999-8738-93-8
ACKNOWLEDGMENTS
“New Friends” [Text & Illustrations]: Reprinted by permission

of CRICKET magazine, September 2001, Vol. 29, No. 1,
copyright © 2001 text by Patricia Russo, and illustrations by
Thomas F. Yezerski.
Copyright © 2010 by NCS Pearson, Inc. Copyright © 2010 by the Illinois State Board of Education. All
rights reserved. No part of this publication may be reproduced or transmitted in any form or by any
means, electronic or mechanical, including photocopy, recording, or any information storage and
retrieval system, without permission in writing from the copyright owner. Pearson and the Pearson logo
are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc. or its affiliate(s). Portions
of this work were previously published. Printed in the United States of America.
Printed by the authority of the State of Illinois, 111609, 20000, IL00003404.

2010 ISAT Grade 7 Sample Book
Table of Contents
Introduction ............................................................................................................................5
READING
Structure of the Grade 7 Reading ISAT ................................................................................9
Item Formats....................................................................................................................................................9
Reading Sessions............................................................................................................................................9
Shorter Passage Followed by Multiple-Choice Sample Items ..........................................11
Answer Key with Assessment Objectives Identified ........................................................14
Longer Passage Followed by Multiple-Choice Sample Items ..........................................15
Extended-Response Sample Item ......................................................................................23
Extended-Response Scoring Rubric....................................................................................25
Annotated Extended-Response Student Samples ............................................................27
MATHEMATICS
Structure of the Grade 7 Mathematics ISAT ......................................................................44
Item Formats ................................................................................................................................................44
Answer Document for Grade 7 Mathematics ISAT..........................................................................44
Mathematics Sessions................................................................................................................................45
Calculator Use for Grade 7 Mathematics ISAT ..................................................................................45
Rulers for Grade 7 Mathematics ISAT ..................................................................................................45
Scratch Paper for Grade 7 Mathematics ISAT ....................................................................................45
Reference Sheet for Grade 7 Mathematics ISAT ..............................................................................46
Multiple-Choice Sample Items ............................................................................................47
Short-Response Scoring Rubric ..........................................................................................61
Using Short-Response Samples ..........................................................................................62
Blank Short-Response Template ........................................................................................63
Short-Response Sample Items and Annotated Student Samples....................................64
Extended-Response Scoring Rubric....................................................................................74
3
Using Extended-Response Samples ..................................................................................75

Blank Extended-Response Template ..................................................................................76
Extended-Response Sample Items and Annotated Student Responses ........................79
SCIENCE
Structure of the Grade 7 Science ISAT ................................................................................91
Item Formats ................................................................................................................................................91
Science Sessions ..........................................................................................................................................91
Cumulative Knowledge ............................................................................................................................91
Multiple-Choice Sample Items ............................................................................................92
Answer Key with Assessment Objectives Identified ......................................................112
4
Introduction
This sample book contains sample ISAT items classified with an assessment objective from the Illinois
Assessment Frameworks. These 2010 samples are meant to give educators and students a general sense
of how items are formatted for ISAT. All 2010 ISATs will be printed in color. This sample book does not
cover the entire content of what may be assessed. Please refer to the Illinois Assessment Frameworks for
complete descriptions of the content to be assessed at each grade level and subject area. The Illinois
Assessment Frameworks are available online at www.isbe.net/assessment/IAFindex.htm. The Student
Assessment website contains additional information about state testing (www.isbe.net/assessment).
5
6
Illinois Standards Achievement Test
Reading Samples
7
8
Structure of the Grade 7 Reading ISAT

ISAT Reading testing in spring 2010 will consist of 30 norm-referenced items, as well as
criterion-referenced items. The 30 norm-referenced items are an abbreviated form of the Stanford 10
Reading assessment, developed by Pearson, Inc. The criterion-referenced items are all written by
Illinois educators and pilot tested with Illinois students.
Item Formats
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.
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.
Extended-response items require students to demonstrate an understanding of a passage by explaining
key ideas using textual evidence and by using this information to draw conclusions or make
connections to other situations. The extended-response items are scored with a holistic rubric and count
as 10% of the scale score of the test.
Reading Sessions
All standard time administration test sessions are a minimum of 45 minutes in length. Any student who
is still actively engaged in testing when the 45 minutes have elapsed will be allowed up to an additional
10 minutes to complete that test session. More details about how to administer this extra time will
appear in the ISAT Test Administration Manual. This policy does not affect students who already receive
extended time as determined by their IEP.
Reading ISAT Grade 7

Session 1
45 minutes
6 shorter passages—30 multiple-choice items total
Two longer passages consisting of:

Session 2 1 expository passage with 10 multiple-choice items
45 minutes 1 literary passage with 10 multiple-choice items
1 extended-response item
2 shorter passages each of which are followed by 5 multiple-choice items

Session 3
1 longer passage followed by 10 multiple-choice items
45 minutes
1 extended response item
(Some items will be pilot items.)
9
10
Shorter Passage Followed by
Multiple-Choice Sample Items
11
Reading
School Photographer
by
Kristine O’Connell George
When I am behind my camera lens

I can make people stand closer,
wrap their arms around each other,
even get them to smile.
5 When I am behind my camera lens
I see things others don’t.
I can record a single moment
That distorts or tells the truth.
When I am behind my camera lens
10 I can see everything
Except my own self, hiding
behind my camera.
GO ON
12
Reading
XEJ231 XEJ237
1 4
The poet most likely took the If you did not know the
idea for this poem from — meaning of distorts in stanza 2,
you should —
A a book on photography
B a volume of poetry A look for other words in the poem
C her camera’s owner’s manual that begin with “d”
≥ D her own experience B say the word over and over to
yourself
≥ C read on, looking for clues
XEJ232 D decide on the word’s part of
2 speech
Why does the speaker feel
hidden?
XEJ239
5
A No one can see her.
≥ B She is looking through the In this poem, which point of
view does the poet use?
camera.
C There is no one around.
D Other people are standing in
front of her.
≥A First person (one person who
describes her own thoughts)
B Third person (a person outside
the story who describes the
XEJ234
thoughts of one other person)
3 C Third person omniscient (a
person outside the story who
In line 6, when the speaker describes the thoughts of several
says, “I see things others don’t,” characters)
she most likely means — D Third person objective (a person
outside the story who describes
≥A people often overlook what’s events objectively)

around them
B people don’t pay attention when
their picture is taken
C cameras are the most accurate
form of record keeping
D the camera lens is like a
microscope
GO ON
13
Answer Key with Assessment Objectives Identified
Item Correct
Assessment Objective
Number Answer
2.7.04 Compare stories to personal experience, prior knowledge, or other
1 D
stories.
Shorter Passage
1.7.20 Draw inferences, conclusions, or generalizations about text, and

2 B
support them with textual evidence and prior knowledge.
2.7.10 Identify literary devices: (e.g., alliteration, imagery, sensory detail,

3 A
simile, rhyme, repetition, subtle metaphors, alliteration, personification).
1.7.03 Determine the meaning of an unknown word using word,

4 C
sentence, and cross-sentence clues.
5 A 2.7.05 Recognize points of view in narratives (e.g., first person).
To view all the reading assessment objectives, download the Illinois Reading Assessment Framework for
Grades 3–8 online at www.isbe.net/assessment/IAFindex.htm.
14
Longer Passage Followed by
Multiple-Choice Sample Items
15
Reading
Sometimes it takes the kindness and interest of just one person to change the way we look at
life. This passage tells about one girl’s experience with such a person.
New Friends
by Patricia Russo
1 Dad had gone to work, and Mom and I were alone in our new house, which was in a
new city — in a new state. Dad was happy about his new job, and Mom was busy-busy-
busy, getting everything unpacked and sorted out.
2 I was alone. Mom was looking out the window. She loved our new neighborhood.
3 Suddenly Mom got excited. Turning, she grinned and gestured for me to come to the
window.
4 Now what?
5 On the other side of the street, I saw four or five kids. Yeah, five: three girls and two
boys — all about my age. They were laughing and shoving each other playfully.
6 I looked at Mom.
7 “Go over and say hello,” she instructed me.
8 “Are you kidding me?” I signed.
9 Mom did one of her flash frowns, making her face scrunch up. “I’m not kidding you,”
she signed. “Go make friends, Ronnie. These are the kids you’ll be going to school with in
September.”
10 She was right about that. In only a couple of weeks, I was going to go to public school.
The Board of Education had told my parents that there’d be no problem. They had three
freelance interpreters on their list, so in case the main one got sick or something, there’d
always be someone to cover her shift.
11 I felt O.K. about going to public school —
nervous but not really freaked out. However,
there was no way I was going to go outside
now and make friends with a bunch of total
strangers.
12 “They can’t sign,” I pointed out.
13 Mom rolled her eyes. “Nobody’s born
knowing sign. Nobody’s born knowing
anything. I learned. Your dad learned. Teach
them.”
14 What? Suddenly I was Miss Junior
Ambassador to the hearing community? I
couldn’t believe Mom was serious.
15 She was. Grabbing my arm, she dragged me
to the front door. “Go make friends.”
16 I still can’t believe what she did next.
17 She shoved me out the door and shut it
behind me.
GO ON
16
Reading
18 Of course the kids across the street turned and looked. I’d look, too, if a skinny, red-
haired girl had just been bodily ejected from her own house.
19 Heart pounding, feeling like the supreme dweeb of the universe, I crossed the street.
20 The kids stared at me. One of the boys, a round-faced guy with freckles, sort of nodded.
21 I lifted my hand — palm out and fingers together — and swept it in a semicircle from
left to right, signing, “Hi.”
22 The kids stared.
23 “I’m deaf,” I signed, touching my right ear and then my mouth with my index finger. I
pointed to my house. Then pointed to me. Then pointed to my house again. I wasn’t
signing now, just gesturing.
24 One of the girls, the shortest one, opened her eyes wide and said, “Oh.”
25 Hearing people think lipreading is easy. They think all deaf people can do it, too. Well,
it isn’t, and we can’t. Most of the time, you’re basically lipguessing. But “oh” is an easy
one.
26 “Yes,” I said out loud.
27 “Yes” isn’t the hardest word to lipread, either. After a second, I nodded, and she
grinned.
28 The other kids were hanging back, shuffling their feet, looking at each other, not at me.
The short girl said something. The only word I was sure of was “no.”
29 Was she asking me how to sign “no?”
30 She was. I signed it, and she signed it back to me.
31 I didn’t know what to think.
32 Nobody I’d ever met had reacted like this. No hearing person, I mean. Like sign was
something cool.
33 Teach them, Mom had said.
34 The girl pointed at herself, then at an old brown-shingled house at the end of the block.
35 “You live in the brown house,” I signed, wearily. Of course she didn’t get any of that.
“House,” I signed and pointed. She nodded happily. Then she said something and gazed
at me expectantly.
36 I didn’t get it.
37 She mimed kicking, then positioned her hands like she was holding a ball. Then she
pointed at me.
38 Soccer. She was asking if I wanted to play soccer.
39 I’d played forward on the soccer team at my old school. And suddenly I wanted to show
these kids something.
40 I nodded.
41 I came home dirty, sweaty, and happier than I wanted to admit. I told myself it was
because I’d scored two goals in our three-on-three match.
42 The first thing I did when I got inside was accuse Mom of setting the whole thing up.
43 “How could I do that? We’ve been here three days, Ronnie. I don’t know anybody yet.”
44 “You didn’t?” I was still suspicious.
45 “I take a vow,” she signed, putting on her solemn face.
46 Oh.
47 I didn’t know what to think. I really didn’t.
GO ON
17
Reading
48 A couple of days later, I was thrown for an even bigger loop. The short girl came to see
me. Actually, the whole bunch came, but the other kids waited outside.
49 She was clutching a book in her hands. Her face was red, and she was chewing her lip.
She held up the book so I could see the title: Signing Is Fun.
50 You could’ve knocked me down with a feather duster.
51 Mom was beaming.
52 The short girl glanced around, saw the coffee table, and set the book on it. “My name
L-I-N-D-A,” she spelled slowly and jerkily. Her face got even redder, like she was scared
I was going to laugh at her. “Get book. Learn.”
53 “Isn’t that great?” Mom put in. “Her name is Ronnie.” Mom signed and spoke.
54 “R-O-N-N-I-E.” Linda spelled it out slowly.
55 I nodded. I felt seriously weird.
56 “Soccer. Play,” she signed.
57 She didn’t know how to indicate questions yet, but that was O.K. “Yes,” I signed.
“Good. Thanks.” She knew both those signs and smiled.
58 “You’ve been studying.”
59 She nodded again. “Like. Interesting.”
60 She really had been studying.
61 Smiling, I signed, “Let’s go.” She didn’t get that, so I pointed to the front door. She
grabbed her book, and we went.
62 The other kids were outside. Linda spelled their names, one by one, slowly. I could tell
she was nervous, but she did a good job. I nodded at each one and smiled.
63 They all smiled back.
64 None of the hearing kids in my old neighborhood had ever learned a single sign, and
I’d lived there my whole life. Mom had sworn she had nothing to do with this. It was all
Linda’s doing.
65 So not all hearing people
were inconsiderate, I thought.
Not all hearing people were
afraid of people who weren’t
exactly like them. Not all
hearing people thought deaf
people were stupid — or
thought it was too much
trouble to try to communicate
with us.
66 Later, when I was talking to
Dad about it, he signed, “All it
takes is one person to make you
feel welcome.”
GO ON
18
Reading
1 4
What element of fiction is What event causes Ronnie to
represented in the first meet the kids in the
paragraph of the passage? neighborhood?
A Plot A Ronnie plays soccer with the

B Setting five kids.
C Climax B Ronnie’s mom pushes her out of
D Flashback the house.
C Ronnie sees the five kids at her
new school.
D Ronnie’s mom teaches the
children sign language.
2
Which of these has the same
meaning of flash as used in
paragraph 9? 5
What is the meaning of the
A A quick display prefix semi–, as used in
B A short report semicircle?
C A bright light
D A sudden flame
A Half circle
B Tight circle
C Large circle
D Cross circle
3
What does the author
accomplish with the text in
paragraphs 12–17? 6
Which of these is the best
A The author reveals the setting example of imagery?
for the passage.
B The author inserts a flashback to
A “One of the girls, the shortest
expose the plot.
one . . .”
C The author sets the mood for the
B “Hearing people think lipreading
rest of the passage.
is easy.”
D The author creates conflict
C “Yes isn’t the hardest word to
between characters.
lipread . . .”
D “I came home dirty, sweaty, and
happier . . .”
GO ON
19
Reading
7 9
What does the author What does the word
communicate with the text inconsiderate mean in
below? paragraph 65?
“You could’ve knocked me

down with a feather duster.” A A lack of caring for others
B The ability to speak clearly
C The ability to listen closely
A Ronnie is absolutely stunned.
D A lack of confidence in others
B Ronnie is a terrible soccer player.
C Mom is happy with the new
house.
D Mom is busy cleaning the new
house. 10
Which type of passage is “New
Friends”?
8
A Narrative
What is the main idea of B Persuasive
paragraphs 49–52? C Expository
D Comparative
A Linda is learning to sign.
B Linda is afraid to meet Ronnie.
C Linda wants Ronnie to play
soccer.
D Linda wants to help clean the
house.
STOP
20
Item Correct
Number Answer
2.7.01 Identify elements of fiction: character, theme, conflict, point of view,
1 B
plot, setting, and flashback.
Longer Passage with Multiple-Choice Items
2 A 1.7.06 Determine the meaning of a word in context when the word has
multiple meanings.
2.7.01 Identify elements of fiction: character, theme, conflict, point of view,
3 D
plot, setting, and flashback.
4 B 1.7.19 Identify the causes of events in a story or nonfiction account.
1.7.01 Determine the meaning of an unknown word or content-area

5 A vocabulary using knowledge of prefixes, suffixes, and word roots (see
Roots and Affixes list).
2.7.10 Identify literary devices: (e.g., alliteration, imagery, sensory detail,
6 D
simile, rhyme, repetition, subtle metaphors, alliteration, personification).
1.7.23 Explain how the author’s choice of words appeals to the senses,
7 A
creates imagery, suggests mood, and sets tone.
8 A 1.7.16 Distinguish the main ideas and supporting details in any text.
1.7.03 Determine the meaning of an unknown word using word, sentence,

9 A
and cross-sentence clues.
2.7.14 Identify whether a given passage is narrative, persuasive,
10 A
or expository.
To view all the reading assessment objectives, download the Illinois Reading Assessment Framework for
Grades 3–8 online at www.isbe.net/assessment/IAFindex.htm.
21
22
Extended-Response Sample Item
23
Reading
Assessment Objective: 2.7.04 Compare stories to personal experience, prior knowledge, or

other stories.
1
How was the way that Linda made friends with Ronnie similar to or different from the way
you have made friends? Use information from the passage and your own ideas and
conclusions to support your answer.
STOP
24
Extended-Response
Scoring Rubric
25
Reading Extended-Response Scoring Rubric

Readers identify important information found explicitly and implicitly in the text. Readers use this
information to interpret the text and/or make connections to other situations or contexts through
analysis, evaluation, or comparison/contrast. A student-friendly version of this extended-response rubric
is available online at www.isbe.net/assessment/reading.htm.
Score Criteria
• Reader demonstrates an accurate understanding of important information in the text by focusing on the key ideas presented
explicitly and implicitly.
• Reader uses information from the text to interpret significant concepts or make connections to other situations or contexts logically
4 through analysis, evaluation, inference, or comparison/contrast.
• Reader uses relevant and accurate references; most are specific and fully supported.
• Reader integrates interpretation of the text with text-based support (balanced).
• Reader demonstrates an accurate understanding of information in the text by focusing on some key ideas presented explicitly and
implicitly.
• Reader uses information from the text to interpret significant concepts or make connections to other situations or contexts logically
3 (with some gaps) through analysis, evaluation, inference, or comparison/contrast.
• Reader uses relevant and accurate references; some are specific; some may be general and not fully supported.
• Reader partially integrates interpretation of the text with text-based support.
• Reader demonstrates an accurate but limited understanding of the text.

• Reader uses information from the text to make simplistic interpretations of the text without using significant concepts or by making
2 only limited connections to other situations or contexts.
• Reader uses irrelevant or limited references.
• Reader generalizes without illustrating key ideas; may have gaps.
• Reader demonstrates little or no understanding of the text; may be inaccurate.

• Reader makes little or no interpretation of the text.
1 • Reader uses no references or the references are inaccurate.
• Reader’s response is insufficient to show that criteria are met.
• Reader’s response is absent or does not address the task.

0 • Reader’s response is insufficient to show that criteria are met.
26
Grade: 7 Sample: 1 Score: 2
DIRECTIONS Make sure you

– Read the question completely before you start to write your
answer,
– Write your answer to the question in your own words,
– Write as clearly as you can so that another person can read
your answer and understand what you were thinking,
– Read over your answer to see if you need to rewrite any
part of it.
27
*This reader demonstrates accurate but limited understanding of the text by making limited connections
to personal experience (The way I make friends is that I just go say hi and try to get a conversation
started. All Linda did was be nice say hi and have a conversation. So you can say that we made friends
in a similar way but I didn’t use signs). The reader uses information in the text to support a simplistic
interpretation (An example of how Linda made friends was by playing soccer. Having a common hobbie
makes getting friends easy because you can relate and breaks the shyness).
28

answer,
part of it.
29
*The reader demonstrates accurate but limited understanding by making limited connections to personal
experience (. . . Linda used sign language to make friends with Ronnie and the way I make new friends
is I go and ask them their name then say my name), and providing limited references to the text (Like in
the story, her mom had to force her to make friend. For an example, she said “They can’t sign”. So that
was why Ronnie didn’t want to be friends with them). The reader responds to the prompt without
interpreting significant concepts in the text.
30

answer,
part of it.
31
*The response demonstrates an accurate understanding of information in the text. The reader provides
text details to support comparisons, but references are not all specific and fully supported (It is very
different in the signing aspect. When I made friends I just talked to them. When Linda met Ronnie, she
made the effort to learn how to sign, so that they could be friends). The reader makes personal
connections throughout the response (Linda and Ronnie’s friendship is similar to mine in where our
mothers come in. Ronnie’s mother actually pushed Ronnie out the door so that she could make friends.
My mom didn’t push me, but she did tell me to sit at new lunch tables and things like that).
32

answer,
part of it.
33
34
*This reader demonstrates an accurate understanding of information in the text, providing text details in
support of interpretation (When Linda gets her book and starts to read from it making hand gestures,
Ronnie feels weird but yet surprised. “I could tell she was nervous, but she did a good job.” Ronnie was
greatful and found out that “not all hearing people are inconsiderate”). The reader makes a personal
connection to three deaf cousins, but there are gaps in the references to the text (Sometimes I used to
feel bad so when we went to the park or just outside, I used to speak for them and introduce them to other
kids that lived nearby. And just because you can’t speak or hear or have a disability, doesn’t mean you
can’t have fun and do great things in your life feeling like a normal kid).
35

answer,
part of it.
36
37
*The reader demonstrates an accurate understanding of important information in the text (The way
Linda made friends with Ronnie was she tried to learn sign language because Ronnie is deaf. The way I
make friends is different. Sometimes I go up to people or they come up to me and say “hi”). The reader
uses relevant and specific text details to support interpretations in this balanced response (Linda also
goes over to Ronnie’s house to show Ronnie she has been studying. Ronnie really appreciates that Linda is
doing all this. Now Ronnie thinks that maybe all hearing people weren’t inconsiderate, they didn’t think
communicating with deaf people is hard), and makes connections to personal situations (I also make
friends by being nice and being myself, like Linda. If somebody wants to play I ask if they want to play.
That way they won’t feel left out. I think that’s something Linda would also do).
38

answer,
part of it.
39
40
*This reader demonstrates an accurate understanding, interpreting key ideas expressed both explicitly
and implicitly (In the story, one of the reasons Linda befriended Ronnie was because she understood how
difficult it must be to be deaf). The reader uses full, relevant and specific text support to make
inferences and connect the text to personal experience (Linda said “Like. Interesting”, meaning she
enjoyed the language. I became friends with Noor because she was interested in English and the
American lifestyle, creating another similarity between Linda and Ronnie’s friendship and the friendship
Noor and I had), resulting in a balance of interpretation and support in the response.
41
42
Mathematics Samples
43
Structure of the Grade 7 Mathematics ISAT

ISAT Mathematics testing in spring 2010 will consist of 30 norm-referenced items, as well as 45 criterion-
referenced items, some of which will be used for developmental purposes. The 30 norm-referenced
items are an abbreviated form of the Stanford 10 Mathematics Problem Solving assessment, developed
by Pearson, Inc. The 45 criterion-referenced items are all written by Illinois educators and pilot tested
with Illinois students.
Item Formats
All 75 items are aligned to the Illinois Mathematics Assessment Framework, which defines the elements
of the Illinois Learning Standards that are suitable for state testing.
Multiple-choice items require students to read, reflect, or compute and then to select the alternative
that best expresses what they believe the answer to be. This format is appropriate for quickly
determining whether students have achieved certain knowledge and skills. Well-designed multiple-
choice items can measure student knowledge and understanding, as well as students’ selection and
application of problem-solving strategies. A carefully constructed multiple-choice item can assess any of
the levels of mathematical complexity from simple procedures to sophisticated concepts. They can be
designed to reach beyond the ability of students to “plug-in” alternatives or eliminate choices to
determine a correct answer. Such items are limited in the extent to which they can provide evidence of
the depth of students’ thinking.
Short-response items pose similar questions as multiple-choice items and provide a reliable and valid
basis for extrapolating about students’ approaches to problems. These items reduce the concern about
guessing that accompanies multiple-choice items. The short-response items are scored with a rubric and
count as 5% of the scale score of the test.
Extended-response items require students to consider a situation that demands more than a numerical
response. These items require students to model, as much as possible, real problem solving in a large-
scale assessment context. When an extended-response item poses a problem to solve, the student must
determine what is required to “solve” the problem, choose a plan, carry out the plan, and interpret the
solution in terms of the original situation. Students are expected to clearly communicate their decision-
making processes in the context of the task proposed by the item (e.g., through writing, pictures,
diagrams, or well-ordered steps). The extended-response items are scored with a rubric and count as
10% of the scale score of the test.
Scoring Extended- and Short-Response Items
Extended- and short-response items are evaluated according to an established scoring scale, called a
rubric, developed from a combination of expectations and a sample of actual student responses. Such
rubrics must be particularized by expected work and further developed by examples of student work in
developing a guide for scorers. Illinois educators play a substantial role in developing these guides used
for the scoring of the short- and extended-response items. Committees of mathematics educators from
throughout the state attend a validation meeting, during which they use the mathematics scoring rubrics
to establish task-specific criteria that are used to score all short- and extended-response items
consistently and systematically.
Answer Document for Grade 7 Mathematics ISAT

Students in grade 7 respond to all test items in a separate answer document. Test administrators should
monitor students carefully during testing to make sure students are using the appropriate pages of the
answer document, especially for the short- and extended-response items.
44
Mathematics Sessions
Mathematics ISAT Grade 7

Session 1 40 multiple-choice items
45 minutes (30 of these are an abbreviated form of the Stanford 10.)

45 minutes 3 short-response items
Session 3
45 minutes
2 extended-response items
(Some items will be pilot items.)
Calculator Use for Grade 7 Mathematics ISAT

All students in grade 7 are allowed to use a calculator during all sessions of the mathematics
assessment. Students are allowed to use any calculator they normally use in their mathematics classes.
Schools, teachers, and parents should be advised that when students attempt to use calculators with
which they are unfamiliar, their performance may suffer. In a like manner, students who are not
taught when and how to use a calculator as part of their regular mathematics instructional program are
also at risk.
Rulers for Grade 7 Mathematics ISAT

All students in grade 7 will be provided with a ruler to use during all sessions of the mathematics
assessment. This ruler will allow students to measure in both inches and centimeters.
0 1 2 3 4 5 6
Inches
ISAT GRADES FOUR–EIGHT Centimeters
15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0
Scratch Paper for Grade 7 Mathematics ISAT

Students must be provided with blank scratch paper to use during only session 1. Only session 1
contains norm-referenced items, which were normed under such conditions. Students may not use
scratch paper during session 2 or session 3, but they may use the test booklet itself as scratch paper.
However, students must show their work, when required, for each short-response item in session 2 on
the appropriate page in the answer document. Students must show their work for each extended-
response item in session 3 on the appropriate pages in the answer document.
45
Reference Sheet for Grade 7 Mathematics ISAT
All students in grade 7 will be provided with a reference sheet to use during all sessions of the
mathematics assessment. This reference sheet is shown below.
ISAT MATHEMATICS REFERENCE SHEET

Grades 7 and 8
or
46
Mathematics
3484193 3349189 3349189.AR1

1 4
Seven students bought enough A square has an area of
pencils to share equally among approximately 750 square feet.
themselves.
The length of the side of the

Which could be the number square is between which two
of pencils they bought? whole numbers?
27 38 56 64 A 20 and 21 feet
A B ≥ C D B 24 and 25 feet
≥ C 27 and 28 feet
D 30 and 31 feet
2
Jade used mental math to 5
multiply 7(52). She used the
following steps: Angela is 4 feet 7 inches tall.
Angela’s doll is 11 inches tall.
First step: 7(50 ⫹ 2) What is the ratio of Angela’s
Second step: 7(50) ⫹ 7(2) height to the doll’s height?
What property does this

represent? A 1:5
B 11:4.7
C 4.7:11
A Associative Property D 5:1
B Additive Inverse Property
C Commutative Property
D Distributive Property 3484197
6
The ratio of the number of girls
3 to the number of boys in a class is
3 to 2. There are 18 girls in the class.
Jonathon correctly determined that
12.9 divided by 8.6 is equal to 1.5.
How many boys are in
the class?
Which shows how Jonathon
could check his answer?
23 12 3 2
A 1.5 ⫻ 8.6 C
1.5 A ≥B C D
12.9
8.6
B 12.9 ⫻ 1.5 D
12.9
GO ON
47
Mathematics
3528355 3528355_AR1 3349238 3349238_AR1

7 8
Use your inch ruler to help you 9 feet
answer this question. 3 feet
15 feet
27 feet
What is the area, in square feet,

of the polygon shown above?
A 90 square feet
R Q
B 144 square feet
C 405 square feet
Which is closest to the ≥ D 432 square feet
perimeter in inches of
triangle PQR?
3349264 3349264_AR1
A 7 inches 9
1
B 7 inches Two angles are drawn below. The
2 measure of angle X is 90°.
C 8 inches
1
≥D 8 inches
2
Y X
Which best represents the

measure of angle Y ?
20° 60° 100° 120°

A ≥B C D
GO ON
48
Mathematics
3484202 3484202_AR1 3484199 3484199_AR1

10 11
What is the surface area of this The area of the square below is
rectangular prism? 9 square yards.
3 yards
4 inches
3 yards
2 inches
10 inches
What is the area of the square
in square feet?
≥A 136 square inches
B 120 square inches
C 80 square inches A 12 square feet
D 16 square inches B 27 square feet
C 54 square feet
≥ D 81 square feet
3484208 3484208_AR1
12
The table below shows Jan’s pattern between the number of squares made and the
number of toothpicks used.
Number of Squares Number of Toothpicks Picture

1 4
2 7
3 10
4 13
n ?
Which expression can Jan use to determine the number of toothpicks used to make
n squares?
4n 4n ⫺ 1 3n ⫹ 1 3n ⫺ 1
A B ≥ C D
GO ON
49
Mathematics
3349209 3530064
13 15
A cheese pizza costs $6.00 not Which of the following is
including tax. Additional toppings equivalent to the expression
may be added for $0.85 each. below?
Which expression represents x ⫹ 7 ⫺ 3x ⫹ 2x2 ⫹ 13

the cost of a cheese pizza with
t additional toppings? A 6x2 ⫹ 13
B 4x2 ⫹ 20
C 2x2 ⫺ 4x ⫹ 13
A 6.85t
B 6.00t ⫹ 0.85t ≥ D 2x2 ⫺ 2x ⫹ 20
≥ C 6.00 ⫹ 0.85t
D 6.00t ⫹ 0.85
3349214
16
3484211 Which expression is equivalent
14 to 5(2a + 9)?
Which of the following

expressions is equivalent to ≥A 10a ⫹ 45
3x ⫹ 5 ⫹ x ⫹ 10 ⫹ 2y? B 7a ⫹ 14
C 7a ⫹ 45
D 10a ⫹ 9
A 6x ⫹ 15
B 3x ⫹ 2y ⫹ 15
≥ C 4x ⫹ 2y ⫹ 15
D 9x ⫹ 12y
3530048
17
What is the value of the
expression below when
x ⫽ 6 and y ⫽ - 4?
x ⫹ 2y2
A - 38
- 26
≥ C 38
B D 70
GO ON
50
Mathematics
3530052 3530052_AR1
18 20
The graph of a line is shown on the Max scored 12 points in the first half
grid below. of a basketball game. In the second
half, Max scored only 3-point
y
baskets. He scored a total of
5 21 points in the game. The number
4 of 3-point baskets Max scored is
3 represented by t.
2
1
x
Which equation correctly
-5 -4 -3 -2 -1 0 1 2 3 4 5
-1
represents this situation?
-2
-3 A 12 ⫹ 3t ⫽ 21
-4 B 12t ⫹ 3 ⫽ 21
-5 C 12 ⫺ 3t ⫽ 21
D 21t ⫽ 12 ⫹ 3
Which equation best represents

the graph of the line?
3349277
21
A y ⫽ - 2x ⫺ 2
B y ⫽ - 2x ⫹ 4 What values of x satisfy this
C y ⫽ 2x ⫺ 2 inequality?
≥ D y ⫽ 2x ⫹ 4
3x ⫺ 4 ⬎ 38
3484212 3484212_AR1 ≥A x ⬎ 14
19 B x ⬍ 14
C x ⬎ 11
Which inequality best D x ⬍ 11
represents the graph below?
-3 -2 -1 0 1 2 3
≥A xⱕ2 C x⬍2
B x⬎2 D xⱖ2
GO ON
51
Mathematics
3349273 3484213 3484213_AR1

22 24
Frank scored 7 points in the first half Points M, N, Q, Y, Z, and X all lie on
circle P.
and 9 points in the second half of
M N
the basketball game. The total points
1
he scored represented of the total Q
5
points his team scored. X
P
How many total points did his

team score? Z Y
A 35 points Which represents the diameter

B 45 points of circle P?
C 72 points
≥ D 80 points
A PM C XY
≥ B ZN D PQ
3349271 3349271_AR1
23
60°
What is the value of x in

this polygon?
120° 150° 240° 300°

≥A B C D
GO ON
52
Mathematics
3349265 3349265_AR1 3484214 3484214_AR1

25 26
y Points K, L, and M are three of the
5
vertices of rectangle KLMN.
4
y
P R
3
2 M (7, 10)
10
1
9
x
–5 –4 –3 –2 –1 0 1 2 3 4 5
8
–1
7
–2
S 6
–3
Q 5
–4
–5 4
3
K (1, 3) L (7, 3)
2
1
Which point best represents the x
0 1 2 3 4 5 6 7 8 9 10
coordinates (3, - 2)?
A P C R What are the coordinates of

B Q ≥ D S vertex N to create rectangle
KLMN?
A (7, 7) C (10, 3)
≥ B (1, 10) D (10, 1)
GO ON
53
Mathematics
3349670 3349670_AR1 3484217 3484217_AR1

27 28
The dimensions of rectangle N are
half the dimensions of rectangle M.
4 cm
4 cm M N
Which of the following must be

true about the two rectangles?
What three-dimensional shape
could be formed by folding this A The area of rectangle N is half
figure on the dashed line the area of rectangle M.
segments? B The perimeter of rectangle N is
equal to the perimeter of
rectangle M.
A Rectangular prism
C The area of rectangle N is equal
≥ B Square pyramid
to the area of rectangle M.
C Triangular prism
D Triangular pyramid ≥D The perimeter of rectangle N
is half the perimeter of
rectangle M.
GO ON
54
Mathematics
3484222 3484222_AR1 to AR5

29 31
A gardener wants to enclose all Look at the circle graph shown
four sides of a rectangular vegetable below.
garden.
What dimensions should the

gardener use in order to enclose
the maximum area with
100 feet of fencing?
A 10 ft by 10 ft
B 15 ft by 35 ft
C 25 ft by 25 ft Which set of bars could be
D 35 ft by 65 ft used to create a bar graph that
best represents the data in the
circle graph?
3349226 3349226_AR1
30
Triangle PQT is similar to
triangle PRS.
≥A
T B
4m
P R
10 m Q 10 m
C
What is the length of SR?
8m 10 m 14 m 20 m
≥A B C D D
GO ON
55
Mathematics
3356854 3356854.AR1 to .AR4

32
Which scatter plot shows the line that best fits the data points given?
y y
x x
≥A C
y y
x x
B D
GO ON
56
Mathematics
3349237 3484227
33 35
Jo needs an 85% average on her A hamburger restaurant offers
five math tests. She earned 5 different combinations of
99%, 85%, 79%, and 88% on her hamburgers. There are french fries,
first four tests. tater tots, onion rings, and
fried mushrooms that can be
ordered as sides.
What score must she earn on
her fifth test in order to have an
average of exactly 85% for all How many different
five tests? combinations of one hamburger
and one side are possible?
74% 79% 85% 88%

≥A B C D 2 5 9 20
A B C ≥D
3530065
34
Karen has 2 bags of marbles. The
marbles in each bag are the
same size.
• Bag 1 has only 4 red and

2 white marbles.
• Bag 2 has only 3 red and
7 white marbles.
Karen will choose 1 marble

from each bag without looking.
What is the probability that she
will choose a red marble from
each bag?
1 7 7 6
5 16 9 7
≥A B C D
STOP
57
Item Correct
Number Answer
6.7.07 Solve problems involving descriptions of numbers, including
1 C characteristics and relationships (e.g., square numbers, prime/composite, prime
factorization, greatest common factor, least common multiple).
6.7.10 Identify and apply the following properties of operations with rational
numbers:
– the commutative and associative properties for addition and multiplication;
2 D – the distributive property;
– the additive and multiplicative identity properties;
– the additive and multiplicative inverse properties; and
– the multiplicative property of zero.
6.7.11 Demonstrate and apply the relationships between addition/subtraction

3 A
and multiplication/division with rational numbers.
4 C 6.7.13 Estimate the square root of a number less than 1,000 between two
whole numbers (e.g., 41 is between 6 and 7).
5 D 6.7.14 Create and explain ratios that represent a given situation.
6 B 6.7.15 Use proportional reasoning to model and solve problems.
7.7.02 Solve problems involving the perimeter and area of polygons and
7 D composite figures using diagrams, models, and grids or by measuring or using
given formulas (may include sketching a figure from its description).
7.7.02 Solve problems involving the perimeter and area of polygons and
8 D composite figures using diagrams, models, and grids or by measuring or using
given formulas (may include sketching a figure from its description).
7.7.03 Compare and estimate length (including perimeter), area, volume,

9 B
weight/mass, and angles (0° to 180°) using referents.
7.7.04 Determine the volume and surface area of a right rectangular prism
10 A
using an appropriate formula or strategy.
7.7.05 Solve problems involving unit conversions within the same

11 D measurement system for length, weight/mass, capacity, and square units
(e.g., 1 ft2 = 144 in2).
8.7.01 Determine a missing term in a sequence, extend a sequence, and

12 C construct and identify a rule that can generate the terms of an arithmetic or
geometric sequence.
13 C 8.7.02 Write an expression using variables to represent unknown quantities.
14 C 8.7.03 Simplify algebraic expressions by identifying and combining like terms.

15 D 8.7.03 Simplify algebraic expressions by identifying and combining like terms.
16 A 8.7.04 Recognize equivalent forms of algebraic expressions.
8.7.05 Evaluate or simplify algebraic expressions with one or more integer

17 C
variable values (e.g., a2 + b for a = 3 and b = –4).
58
Item Correct
Number Answer
8.7.07 Represent linear equations and quantitative relationships on a
18 D rectangular coordinate system, and interpret the meaning of a specific part of a
graph.
19 A 8.7.09 Identify, graph, and interpret inequalities on a number line.
20 A 8.7.10 Represent and analyze problems with linear equations and inequalities.
8.7.11 Solve linear equations in one variable (e.g., 2x + 3 = 13) and inequalities
21 A
involving < or > (e.g., 2x < 6, x + 7 > 10).
22 D 8.7.12 Solve word problems involving unknown quantities.
9.7.03 Solve problems using properties of triangles and quadrilaterals (e.g.,

23 A
opposite sides of a parallelogram are congruent).
24 B 9.7.04 Identify, describe, and determine the radius and diameter of a circle.
9.7.05 Graph points and identify coordinates of points on the Cartesian

25 D
coordinate plane (all four quadrants).
9.7.06 Represent and identify geometric figures using coordinate

26 B
geometry.
27 B 9.7.11 Identify a three–dimensional object from its net.
9.7.12 Recognize which attributes (such as shape, perimeter, and area) change
28 D
or don’t change when plane figures are composed, decomposed, or rearranged.
9.7.12 Recognize which attributes (such as shape, perimeter, and area) change
29 C
or don’t change when plane figures are composed, decomposed, or rearranged.
9.7.14 Determine if figures are similar, and identify relationships between

30 A
corresponding parts of similar figures.
31 A 10.7.02 Compare different representations of the same data.
10.7.04 Identify a reasonable approximation of the line of best fit from a set
32 A
of data or a scatter plot.
10.7.05 Determine and use the mode, range, median, and mean to
33 A
interpret data.
10.7.06 Solve problems involving the probability of a simple or compound
34 A event, including representing the probability as a fraction, decimal, or
percent.
10.7.08 Solve simple problems involving the number of ways objects can
35 D
be arranged (permutations and combinations).
To view all the Mathematics assessment objectives, download the Illinois Mathematics Assessment
Framework for Grades 3–8 online at www.isbe.net/assessment/IAFindex.htm.
59
60
Mathematics Short-Response
Scoring Rubric
Followed by Student Samples
61
Mathematics Short-Response Scoring Rubric

The following rubric is used to score the short-response items for all grade levels.
SCORE
LEVEL DESCRIPTION
Completely correct response, including correct work shown and/or correct labels/units if called
2 for in the item
1 Partially correct response
0 No response, or the response is incorrect
Using Short-Response Samples

Beginning with the spring 2008 ISAT, the sample short-response question and answer (shown below)
that appeared in the 2006 and 2007 ISAT test directions will no longer be included in the directions
immediately prior to session 2. ISBE encourages educators to practice these types of items with students
during the course of the school year so they are familiar with them prior to ISAT testing.
SAMPLE SHORT-RESPONSE QUESTION

Sam can buy his lunch at school. Each day, he wants to buy juice that costs 50¢,
a sandwich that costs 90¢, and fruit that costs 35¢.
Exactly how much money does Sam need to buy lunch for 5 days?
Show your work and label your answer.
SAMPLE SHORT-RESPONSE ANSWER

3 2
$1.75
50¢ + 90¢ + 35¢r =each 1.75
day fo 1.75
1.75
My answer 1.75
$8.75 +_
_ 5
1.7_
$8.75 for five days
Please refer to the 2008 and 2009 ISAT sample books for additional short-response items and student
samples (online at www.isbe.net/assessment/htmls/sample_books.htm).
62
Blank Short-Response Template

Mathematics - Session 2 Question 1
Write your response to question 1 on this page. Only what you write on this page will be scored.
63
Mathematics Short-Response Sample Item 1

Below is a short-response sample item, followed by 3 samples of student responses.
This short-response sample item is classified to assessment objective 6.7.12, “Make estimates
appropriate to a given situation and analyze what effect the estimation method used has on the
accuracy of results.”
1
A package of 5 bars of soap costs $1.79. A package of 3 bars of soap costs $1.10.
Which package of soap costs less per bar of soap?
Show your work.
64
Short-Response Student Sample 1A

Rubric Score Point = 2
Note: The student correctly solves for the costs per bar and correctly rounds the answers for both the
5 and the 3 bar packs. The student provides the correct answer of the package of 5 bars costs less per
bar of soap.
65
Short-Response Student Sample 1B

Note: The student divides to find the cost per bar in each pack. The student truncates both answers.
The student indicates which option is the correct answer of the lower cost per bar.
66
Short-Response Student Sample 1C

Note: The student estimates the cost of each bar of soap and attempts to check the work by adding
these numbers together. The student does not indicate which package has the lower cost per bar.
67
Mathematics Short-Response Sample Item 2

Below is a short-response sample item, followed by 3 samples of student responses.
This short-response sample item is classified to assessment objective 7.7.01, “Select and use
appropriate standard units and tools to measure length, mass/weight, capacity, and angles. Sketch, with
given specifications, line segments, angles, triangles, and quadrilaterals.”
2
A right angle is shown below.
In your answer document, sketch a 45° angle and label it A.
In your answer document, sketch a 135° angle and label it B.
68

Note: The student recognizes the angles as supplementary. The student draws the angles with a
common vertex and sharing a side. The angles are labeled correctly.
69

Note: The student draws 90º angles. The student divides 90 by 2, resulting in 45, and draws a 45º angle.
The student adds 45 to 90, resulting in 135, and draws a 135º angle.
70

Note: The student sketches a 45º angle and appropriately labels it “A,” but then incorrectly sketches a
second 45º angle and labels it “B.”
71
72
Mathematics Extended-Response
Scoring Rubric
Followed by Student Samples
73
Mathematics Extended-Response Scoring Rubric

The following rubric is used to score the extended-response items for all grade levels. A student-friendly
version of this extended-response scoring rubric is available online at
www.isbe.net/assessment/math.htm.
SCORE MATHEMATICAL KNOWLEDGE: STRATEGIC KNOWLEDGE: EXPLANATION:

LEVEL Knowledge of mathematical principles and Identification and use of important Written explanation of the rationales and
concepts which result in a correct solution to elements of the problem that represent steps of the solution process. A justification
a problem. and integrate concepts which yield the of each step is provided. Though important,
solution (e.g., models, diagrams, symbols, the length of the response, grammar, and
algorithms). syntax are not the critical elements of this
dimension.
• shows complete understanding of the • identifies all important elements of • gives a complete written explanation of the
problem’s mathematical concepts and the problem and shows complete solution process; clearly explains what was
principles understanding of the relationships among done and why it was done
• uses appropriate mathematical terminology elements • may include a diagram with a complete
4 and notations including labeling answer if • shows complete evidence of an appropriate explanation of all its elements
appropriate strategy that would correctly solve the
• executes algorithms and computations problem
completely and correctly
• shows nearly complete understanding of • identifies most of the important elements • gives a nearly complete written explanation
the problem’s mathematical concepts and of the problem and shows a general of the solution process; clearly explains
principles understanding of the relationships among what was done and begins to address why
• uses mostly correct mathematical them it was done
3 terminology and notations • shows nearly complete evidence of an • may include a diagram with most of its
• executes algorithms completely; appropriate strategy for solving the elements explained
computations are generally correct but may problem
contain minor errors
• shows some understanding of the • identifies some important elements • gives some written explanation of the
problem’s mathematical concepts and of the problem but shows only limited solution process; either explains what was
principles understanding of the relationships among done or addresses why it was done
• uses some correct mathematical them • explanation is vague, difficult to interpret,
2 terminology and notations • shows some evidence of a strategy for or does not completely match the solution
• may contain major algorithmic or solving the problem process
computational errors • may include a diagram with some of its
elements explained
• shows limited to no understanding of the • fails to identify important elements or • gives minimal written explanation of the
problem’s mathematical concepts and places too much emphasis on unrelated solution process; may fail to explain what
principles elements was done and why it was done
• may misuse or fail to use mathematical • reflects an inappropriate strategy for • explanation does not match presented
1 terminology and notations solving the problem; strategy may be solution process
• attempts an answer difficult to identify • may include minimal discussion of the
elements in a diagram; explanation of
significant elements is unclear
• no answer attempted • no apparent strategy • no written explanation of the solution

0 process is provided
74
Using Extended-Response Samples

Beginning with the spring 2008 ISAT, the sample extended-response problem and solution (shown
below) that appeared in the 2006 and 2007 ISAT test directions will no longer be included in the
directions immediately prior to session 3. ISBE encourages educators to practice these types of items
with students during the course of the school year so they are familiar with them prior to ISAT testing.
SAMPLE EXTENDED-RESPONSE PROBLEM

Mrs. Martin wants to put tiles on the floor by the front door of her house. She wants
to use 3 different colors of tiles in her design.
She also wants

1
— of the tiles to be blue,
2
1
— of the tiles to be gray, and
4
1
— of the tiles to be red.
4
Use the grid below to design a floor for Mrs. Martin. Label each tile with the first
letter of the color that should be placed there.
Show all your work. Explain in words how you found your answer. Tell why you
took the steps you did to solve the problem.
SAMPLE EXTENDED-RESPONSE SOLUTION
B B B B B B –1
2 blue
B B B B B B
G –1 gray
G G G G G 4
R R R R R R –1
4 red
First , I know that there are 4 equal rows, so 2 rows is half and
1 row is –41 . So I made 2 rows B for blue because she wants
half the tiles blue. Then I made 1 row G for gray because she
wants –41 of the tiles to be gray. Since she wants gray and red
to be the same amount of tiles, I made the last row R for red.
Please refer to the 2008 and 2009 ISAT sample books for additional extended-response items and
student samples (online at www.isbe.net/assessment/htmls/sample_books.htm).
75
Blank Extended-Response Template
Mathematics - Session 3 Problem 1
DIRECTIONS
Make sure you
– show all your work in solving the problem,
– clearly label your answer,
– write in words how you solved the problem,
– write in words why you took the steps you did to solve the problem, and
– write as clearly as you can.
76
Mathematics - Session 3 Problem 1 - continued
77
78
Mathematics Extended-Response Sample Item 1

Below is a extended-response sample item, followed by 3 student samples.
This extended-response sample item is classified to assessment objective 6.7.08, “Solve problems
and number sentences involving addition, subtraction, multiplication, and division using integers,
fractions, and decimals.”
1
Alexis is making bead bracelets to sell at a fundraiser.
• Each bracelet requires 25 beads.

• Each package of beads has 100 beads.
• Each package of beads costs $2.00.
Alexis bought 17 packages of beads and used all of the beads in the packages to make the
bracelets. She will sell each bracelet for $5.00.
If Alexis sells all the bracelets, how much profit will she make?
Show all your work. Explain in words how you found your answer. Write why you
took the steps you did to solve the problem.
79
Extended-Response Student Sample 1A
DIRECTIONS
Make sure you
80
Extended-Response Student Sample 1A Continued
81
Extended-Response Student Sample 1B
DIRECTIONS
Make sure you
82
Extended-Response Student Sample 1B Continued
83
Extended-Response Student Sample 1C
DIRECTIONS
Make sure you
84
Extended-Response Student Sample 1C Continued
85
Scoring Guide for “Bead Bracelets”

To solve this problem, students are asked to determine how much profit will be made from selling
bracelets, given information about bracelet supplies and their costs and the selling price of each
bracelet.
Extended-Response Student Sample 1A

MATHEMATICAL KNOWLEDGE STRATEGIC KNOWLEDGE EXPLANATION
4 4 4
This response shows complete This response shows complete This response gives a complete
understanding of the problem’s evidence of an appropriate written explanation of the
mathematical concepts and strategy that would correctly solve solution process; it clearly explains
principles, correctly determining the problem, and identifies all the what was done and why.
the profit that Alexis makes by important elements of the
selling bracelets ($306). solution process.
Extended-Response Student Sample 1B

4 4 2
This response shows complete This response shows complete This response gives some written
understanding of the problem’s evidence of an appropriate explanation of the solution
mathematical concepts and strategy that would correctly solve process by explaining only what
principles by correctly the problem, and identifies all the was done.
determining the profit that Alexis important elements of the
makes by selling bracelets (306). solution process.
Note that the dollar label is not
required on the final answer as
long as it is clear in the work that
dollars are being used.
86
Extended-Response Student Sample 1C

3 4 4
This response shows nearly This response shows complete This response gives a complete
complete understanding of the evidence of an appropriate written explanation of the
problem’s mathematical concepts strategy and identifies all the solution process, clearly
and principles by correctly important elements of the explaining what was done
determining the number of solution process. The response and why.
bracelets that can be made (68). shows the process for the total
The cost to make each bracelet is number of bracelets that can be
$.50, not “$2.00.”This minor error made, and shows work to find the
leads to an incorrect answer of profit made per bracelet and for
“$204.” 68 bracelets. An error in
determining the profit on each
individual bracelet leads to an
incorrect final answer. However,
the process is still correct and all
steps are clearly shown.
87
88
Science Samples
89
90
Structure of the Grade 7 Science ISAT

ISAT Science testing in spring 2010 will consist of 82 items: 30 norm-referenced, as well as
52 criterion-referenced items. The 30 norm-referenced items are an abbreviated form of the Stanford 10
Science assessment, developed by Pearson, Inc. The 52 criterion-referenced items were written by
Illinois educators and pilot tested with Illinois students.
Item Formats
All 82 items will be in multiple-choice format. All items are aligned to the Illinois Science Assessment
Framework, which defines the elements of the Illinois Learning Standards that are suitable for state
testing.
Science Sessions
Science ISAT Grade 7

45 minutes (30 of these are an abbreviated form of the Stanford 10.)

45 minutes (Some items will be pilot items.)
Cumulative Knowledge
ISAT tests students on the knowledge and skills that they should have acquired by grade 4 and grade 7.
Proper curriculum alignment can establish which assessment objectives are covered at each grade level
so that by the spring of any given year, all objectives have been presented. It is not the sole
responsibility of a 4th grade teacher or a 7th grade teacher to teach all of the assessment objectives
contained within the framework.
The grade 4 ISAT will assess the grade 4 assessment objectives. The grade 7 ISAT will assess the
grade 7 assessment objectives but may also include the assessment objectives from grade 4. The sample
items within this booklet provide the reader with an opportunity to see the ISAT format and how the
items align to the assessment framework.
91
Science
3484783 3484784 3484784_AR1

1 3
Bacterium 1 Bacterium 2
A student wants to perform
an experiment to test how
Number of
Number of
Bacteria
Bacteria
much water bean plants need
for good growth. Which factor
should be changed?
0 Time 0 Time
A The temperature
B The amount of light Bacterium 3 Bacterium 4
≥ C The amount of water
D The amount of soil
Number of
Number of
Bacteria
Bacteria
XNF122 XNF122.AR1
2 0 Time 0 Time
Average Rainfall in an Area
Amount of Rainfall in Centimeters
28
26 These graphs show the rate
24
at which four different
22
20 disease-producing bacteria
18 grow. Which bacterium would
16
14 produce a disease in the shortest
12 amount of time?
10
8
≥A
6
4 Bacterium 1
2 B Bacterium 2
0
J F M A M J J A S O N D
C Bacterium 3
D Bacterium 4
Month
How much more rain fell in

February than in November?
A 4 centimeters
≥ B 6 centimeters
C 14 centimeters
D 16 centimeters
GO ON
92
Science
3484799 3484799_AR1 3484803 3484803_AR1

4 5
mL Look at this picture of a candle.
300
200
100
Which statement is a direct

visual observation?
If the volume of the rock A The candle is heavy.

immersed in the graduated B The flame is hot.
cylinder is 60 mL, what will the ≥ C The candle is lit.
level of the water be after the D The wax is soft.
rock is removed?
A 30 mL
B 90 mL
≥ C 120 mL
D 150 mL
GO ON
93
Science
3484805 3484805_AR1
6
An experiment was conducted to determine the feeding rate at which two different water
beetles eat frog eggs. The data are shown in the following graph.
50
Total Number of Frog Eggs Eaten
40 + + + + +
30
20
Beetle A = +
10 + Beetle B =
0
+
1 2 3 4 5 6
Time (minutes)
How many frog eggs did Beetle B eat in the first 4 minutes?
A 20
≥ B 30
C 60
D 90
GO ON
94
Science
3484806 3484806_AR1
7
Compound, Simple, Compound, Simple,
many leaflets one leaf many leaflets one leaf
[Honey Locust] [White Oak] [Horse Chestnut] [Silver Maple]
Short, Long,
ALTERNATE OPPOSITE in bunches of 3 in bunches of 5
[Yellow Pine] [White Pine]
stem
stem
on
on
BROAD AND FLAT WITH NEEDLES
LEAVES OF TREES
What is the name of this plant?
≥A White Pine
B Honey Locust
C Silver Maple
D White Oak
GO ON
95
Science
3346316 3346316_AR1 3348364

8 9
A Euglena contains a structure called An amoeba divides into two
a flagellum. identical daughter cells. They
have exactly the same
characteristics as the parent
amoeba. Which best describes
the amoeba’s division?
Flagellum
A Diffusion
B Meiosis
≥ C Mitosis
D Osmosis
3484786 3484786_AR1
10
B b
B BB Bb
What is the function of the

flagellum? b Bb bb
A Reproduction
≥ B Movement
This is a diagram of a genetic
C Protection
cross. In guinea pigs, black
D Food gathering
hair color is dominant (B) and
white hair color is recessive (b).
What hair color are the guinea
pigs’ offspring?
A All black
B All white
≥ C Mostly black with some white
D Mostly white with some black
GO ON
96
Science
3484788 3484804 3484804_AR1

11 13
In a food chain, which are Group A Group B
the most efficient users of
solar energy? Grasshopper Owl
Deer Opossum
≥A Herbivores Robin
Beaver
Moth
Bat
B Carnivores
C Omnivores
D Parasites
Why were these animals placed
into these groups?
3461796
12 ≥A One group is active during
the day; the other group is
In Illinois, the constellation
active at night.
Orion can be seen in the night
B One group lives near
sky in winter. Why can this
prairies; the other group
constellation not be seen in the
lives near forests.
summer?
C One group benefits people; the
other group is a pest to people.
A Earth is tilted away from the D One group eats only plants; the
constellation. other group eats only meat.
≥ B Earth orbits to the other side of
the sun.
C Brighter constellations block
3484787
Orion from view in the
Northern Hemisphere.
14
D The orbit of the moon blocks Green plants are important to
Orion from view in the animals because the plants —
Northern Hemisphere.
A consume food and give

off oxygen
B consume food and give
off carbon dioxide
≥ C produce food and give
off oxygen
D produce food and give
off carbon dioxide
GO ON
97
Science
3484789 3484801 3484801_AR1

15 17
Snakes feed on mice. The mice
eat grain crops. When the crops
are plentiful, what will happen?
A The mouse population

will decrease.
≥ B The snake population
will increase.
C The snake population
will decrease.
D The mouse population
will not change.
You need to put a metal rod
into a hole in a metal cylinder.
It is too tight. Which would
3484800 3484800_AR1
16 be the best strategy to make
the rod fit?
Snake
Hawk Bird A Heat the rod and cylinder.

Fox Level III ≥ B Cool the rod and cylinder.
C Heat the rod and cool
the cylinder.
Squirrel Rabbit Mole Insect Level II D Cool the rod and heat
the cylinder.
Plants Level I
If foxes and hawks are

removed from this food web,
one result will be —
A a decrease in snakes
≥ B an increase in rabbits
C an increase in insects
D a decrease in moles
GO ON
98
Science
3484797 3345497
18 20
Which is the best method for What property of light waves
a student to identify a solution can be observed as light waves
as an acid or a base? pass from one medium to
another and change speed?
≥A Use litmus paper.

B Taste the solution. A Diffraction
C Dilute in water. ≥ B Refraction
D Heat the solution. C Reflection
D Separation
3484790
19 XNG018 XNG018.AR1
21
Most of the chemical energy of
the gasoline burned in a car is
not used to move the car but is
changed into —
A electricity
≥ B heat
Applying the brakes on this
C magnetism
bicycle causes it to slow down
D sound
because the brakes —
≥A produce friction
B use gravity to slow down the
bicycle
C add energy to the bicycle
D help cool the bicycle’s tires
GO ON
99
Science
22
1 2 3 4
If these four identical balls are dropped at the same time and from the same height,
which ball will land first?
A Ball 1
B Ball 2
C Ball 3
D Ball 4
GO ON
100
Science
YNF156 3348422
23 25
Which of these parts of an What type of rock is formed in
animal would be most likely to layers?
form a fossil?
≥A Sedimentary
A Heart B Igneous
B Kidney C Granite
C Eye D Obsidian
≥ D Tooth
3484802 3484802_AR1
3484793 3484793_AR1 26
24 Rock Cycle
3 Lithification
4 Sediment
1 Weathering
4 Sedimentary
Rock
2 Igneous
5 Rock 2
Metamorphism
3
6 Metamorphic
Rock
5
Cooling Melting
(or crystallization) Magma 1
Which rock layer is probably

the oldest?
Erosion occurs at —
A 1
≥ B 3 A
B
position 1
position 2
C 4
D 6 C position 3
≥ D position 4
GO ON
101
Science
3344829 3484795 3484795_AR1

27 29
Wind occurs when air masses
move from one place to
Position 2
another. What causes the
movement of air masses?
Position 4
A The position of the moon Sun June

≥ B The heating of the air Position 1 21st
C The rotation of Earth
D The condensation of air
Position 3
3461819
28 Earth Orbit
What does the color of a star

indicate? At which position in Earth’s
orbit are daytime and
nighttime equal?
A Age
B Size
C Distance ≥A 1
≥ D Temperature B 2
C 3
D 4
GO ON
102
Science
3484798 3461824
30 31
When modern Karen just bought a new battery
disease-controlling for her car. What should she do
medicines and practices with the old battery?
are introduced in developing
countries, the first major
A Wrap the battery in a
change is that —
biodegradable bag and bury it.
B Put it in the garbage to be taken
≥A life spans increase to a landfill.
B birthrates decrease C Dispose of it in the empty field
C the population decreases behind her house.
D the water supply increases ≥ D Leave it with the dealer to
recycle.
GO ON
103
Science
3547798 3547798_AR1 to AR4

32
Which pole arrangement of the four magnets will hold the cabinet door shut most
tightly when it is closed?
S N
N S
N N
S S
S N
N S
N S
S N
≥ A C
N N
S S
N S
S N
S S
N N
S S
N N
B D
GO ON
104
Science
3461806 3461823
33 35
New studies on a drug that Why are different constellations
regulates blood pressure show of stars seen during different
that it can cause harmful seasons?
side effects if used for many
years. What should the
manufacturer do? ≥A Earth is on a different side of the
sun during each season.
B Seasonal changes in the
≥A Inform the public and remove magnetic poles create the
the drug from the market northern lights, which block
immediately. the view.
B Ignore the new studies because C The Milky Way revolves to a
all drugs have harmful long-term different position with each
side effects. season.
C Market the drug under a new D Constellations move around the
name to avoid bad publicity. sun during different seasons.
D Destroy the new results.
3547904
34
DNA testing is important in
A architecture.
≥ B law enforcement.
C computer programming.
D banking.
GO ON
105
Science
3547907 3547907_AR1
36
G
H F
Earth
Sunlight
A E
B D
As seen from Earth, at which position would the moon appear to be full?
≥A Position A
B Position B
C Position C
D Position D
GO ON
106
Science
3533604 3533604_AR1 3531254 3531254_AR1

37 38
A Soil Profile
4
Which best describes the
characteristics of this leaf?
5
A Simple, pinnate
B Simple, palmate
≥ C Compound, pinnate
According to the soil profile,
D Compound, palmate
in which layer are most of the
soil’s nutrients most likely
found?
≥A 1
B 2
C 3
D 5
GO ON
107
Science
3461793 3469655 3469655_AR1

39 41
After a recent experiment, a Percentage Home Use of Water (U.S.)
scientist noticed that the Garden/Lawn
computer simulation varied 3%
Household Cleaning
from the actual experiment. 3% Car Washing
What should the scientist do? 1%
Laundry
Drinking
4%
≥A Repeat the experiment several Kitchen 5%
times in order to verify the Use
results. 7%
Flush Toilets
B Adjust the computer’s program 40%
so it matches the actual results.
C Ignore the actual results as
inaccurate because computers Bathing
are very precise. 37%
D Ignore the simulation as
inaccurate because of a possible
computer virus.
The percentages show how

3344862 water is used in homes in the
40 United States. Which is most
likely to conserve the most
Which structure makes a plant
water?
cell rigid?
A Chromosome ≥A Reducing the water used to

flush toilets
B Chloroplast
B Putting suds savers on
≥ C Cell wall
washing machines
D Cell membrane
C Prohibiting the use of treated
water for lawns and gardens
D Reducing the amount of water
used per load in a dishwasher
GO ON
108
Science
3461799 3346357 3346357_AR1

42 44
A scientific illustrator was asked A lab group is given 5 meters of
to draw the human digestive string, a drinking straw, a balloon,
system. Knowledge of which and tape. The group uses these
branch of science would help materials to demonstrate rocket
her the most? motion as shown below.
A Geology
B Ecology
≥ C Anatomy
D Paleontology
3461820
43
What would most likely make
Why does the moon have more
the balloon rocket go faster?
effect on the tides than the sun?
A Holding the string so that it is

A The moon is more dense than
less tight
the sun.
B Using a wider straw
B The moon is in motion in space,
while the sun is not. ≥ C Filling the balloon with more air
D Wrapping the tape all the way
C The moon is larger than the sun.
≥ D The moon is nearer to Earth
around the balloon
than the sun.
GO ON
109
Science
45 47
t = 0 seconds Some scientists are concerned
that television, radio, and
newspapers report the outcome
ramp of experiments too quickly.
What would be the major
100 cm
scientific concern?
t = 2 seconds A Conclusions may be drawn by

the public before the results are
verified by other laboratories.
B Other agencies may hear of the
experiments and claim credit
In 2 seconds, a ball travels for them.
100 cm. What is the average C Commercial organizations may
speed of the ball? copy the ideas and sell them
for profit.
D The level of scientific research is
A 25 cm/sec lowered to a media event.
B 50 cm/sec
C 100 cm/sec
D 200 cm/sec
48
work ⫽ force ⫻ distance
46
A girl weighs 200 newtons. How
A politician supports a bill to much work does she do
increase the drilling of offshore climbing 10 meters of steps?
oil wells. What is the most
likely reason that he supports
the bill? A 20 joules
B 190 joules
C 210 joules
A Hurricanes offshore could cause D 2000 joules
oil pollution.
B Offshore wildlife will increase in
numbers.
C People would have more oil
to use.
D Beaches along the shore could
be polluted.
GO ON
110
Science
49 50
The picture below shows a section of
Mitosis Meiosis the periodic table of elements.
7 8 9
N O F
14.007 15.999 18.998
15 16 17
P S Cl
30.974 32.06 35.453
33 34 35
As Se Br
74.922 78.96 79.904
Which three elements should

be classified together?
A Nitrogen, fluorine, bromine

B Astatine, sulfur, fluorine
C Nitrogen, sulfur, bromine
D Oxygen, sulfur, selenium
Why does a gamete produced

during meiosis have half as 51
many chromosomes as a
When heated, sulfuric acid
daughter cell produced during
breaks down into sulfur trioxide
mitosis?
and water. From the equation
below, which answer shows the
A Meiosis does not involve a step equation as balanced?
in which the original cell makes
a copy of its chromosomes. H2SO4 → H2O ⫹ S___
B Meiosis involves a second cell
division that separates identical
chromosomes. A O3
C Mitosis does not involve a step B O2
in which the original cell makes C O4
a copy of its chromosomes. D O5
D Mitosis involves a second cell
division that separates identical
chromosomes.
STOP
111
Item Correct
Number Answer
11.7.01 Understand how to follow procedures relating to scientific
investigations including formulating hypotheses, controlling variables,
1 C
collecting and recording and analyzing data, interpreting results, and reporting
and displaying results.
11.7.02 Distinguish among and answer questions about performing the

following: observing, drawing a conclusion based on observation, forming
2 B a hypothesis, conducting an experiment, organizing data, constructing and
reading charts and graphs, and comparing data. Recognize the common units
of the metric system.

3 A a hypothesis, conducting an experiment, organizing data, constructing and

4 C a hypothesis, conducting an experiment, organizing data, constructing and

5 C a hypothesis, conducting an experiment, organizing data, constructing and

6 B a hypothesis, conducting an experiment, organizing data, constructing and
12.7.01 Understand how scientists classify organisms. Identify common

7 A
insects, flowers, birds, reptiles, and mammals using a dichotomous key.
12.7.04 Understand that some organisms are unicellular, others multi-cellular.

Understand that some unicellular organisms are like tiny animals, able to
8 B
propel themselves or change their shape and that they are endowed with
sensation.
12.7.06 Understand that cells divide to increase their numbers, and the
9 C process of cell division called mitosis results in two daughter cells each with
identical sets of chromosomes.
112
Item Correct
Number Answer
12.7.12 Understand that heredity is based on the probability of inheriting a
given trait for which one or both of the parents carries a gene, and that this
10 C
probability can be calculated given the genetic make-up of the parents with
regard to that kind of trait (e.g., blue eyes) using a Punnett Square.
12.4.07 Understand the concept of food chains and food webs and the related
11 A classifications of plants or animals (e.g., producers, decomposers, consumers,
herbivores, carnivores).
12.4.47 Identify the order of planets from the sun, and know that the further
planets take longer to go around the sun. Understand that all planets in our
solar system revolve around the sun. Because Earth revolves around the sun,
12 B
objects (e.g., stars, planets, constellations) in the sky appear to change
position throughout the year. Know that it takes Earth 365 ¼ days to revolve
around the sun.
12.4.10 Identify the basic classifications of animals based on how they

interact with their environment [e.g., (a) Some animals are active in the
daytime (diurnal), others in the night time (nocturnal). (b) Some animals have
a body temperature that stays the same regardless of significant temperature
13 A
changes in their immediate environment (warm blooded), others have a
body temperature that rises and falls with the temperature changes of their
environment (cold blooded). (c) Some animals are herbivores, others are
carnivores].
12.7.25 Understand that three important cycles for the survival of living things
14 C in Earth’s ecosystems are the carbon dioxide-oxygen cycle, the water cycle, and
the nitrogen cycle.
12.7.26 Understand that the number of organisms an ecosystem can support

depends on the resources available and abiotic factors (e.g., the quantity of
light and water, the range of temperatures, soil composition). Know that given
15 B adequate biotic and abiotic resources and no disease or predators, populations
can increase at rapid rates. Understand that lack of resources and other factors
(e.g., predation, climate) limit the growth of populations in specific niches in
the ecosystem.
12.7.28 Distinguish the various members of a food web and identify the order
16 B
of dependence among these members.
12.4.15 Understand that an increase in temperature generally causes things

to expand, and that a decrease in temperature generally causes things to
17 D
contract. Understand that particles move more slowly in a solid than they do in
a liquid or a gas.
12.7.47 Identify the basic properties of acids and bases. Know the relationship
18 A between acids, bases, and indicators (e.g., blue litmus paper changes to red
when placed in an acid).
113
Item Correct
Number Answer
12.7.49 Understand that energy appears in many forms, such as heat, light,
sound, chemical, mechanical, solar, nuclear, and electromagnetic energy.
19 B
Understand the basic characteristics of each of these kinds of energy.
Understand the nature of kinetic and potential energy.
12.7.57 Understand that light travels at different speeds in different materials.

Understand that this is why light refracts—or changes direction—namely
20 B
because it goes from one material in which it moves at one speed into another
material through which it moves at a different speed.
12.4.26 Identify the basic forces, such as friction, magnetism, and gravity.
21 A
Identify which force is operative in a simple scenario.
12.4.26 Identify the basic forces, such as friction, magnetism, and gravity.
22 D
Identify which force is operative in a simple scenario.
12.4.33 Understand that some rocks contain plant and animal fossils. Know
23 D
how they were formed.
12.7.75 Understand that that there are strata (layers) in many places in the
crust of the earth. Understand that the crust of the earth is mostly igneous/
24 B metamorphic, with a relatively thin veneer of sedimentary rock layers in many,
but not all places. Understand the principle of superposition: in a layered
sedimentary sequence, the oldest rocks are usually at the bottom.
12.7.75 Understand that that there are strata (layers) in many places in the
crust of the earth. Understand that the crust of the earth is mostly igneous/
25 A metamorphic, with a relatively thin veneer of sedimentary rock layers in many,
but not all places. Understand the principle of superposition: in a layered
sedimentary sequence, the oldest rocks are usually at the bottom.
12.7.78 Understand that some changes in the solid earth can be described
as the rock cycle: rocks at the earth’s surface weather, forming sediments that
are buried, then compacted, heated, and often recrystalized into new rock.
Eventually, those new rocks may be brought to the surface by the forces that
drive plate motions, and thus the rock cycle continues. Identify the three basic
26 D
kinds of rock. Igneous rock is the result of cooled magma; granite, pumice,
and scoria are examples. Sedimentary rock is the result of fine particles from
eroded rocks being re-deposited by water or wind; sandstone and limestone
are examples. Metamorphic rock is the result of rocks being changed by high
temperatures and/or pressures; marble is an example.
12.7.87 Understand patterns of atmospheric movement and how they

27 B influence weather. Understand that oceans have a major affect on climate
because water in the oceans holds and distributes a large amount of heat.
114
Item Correct
Number Answer
12.7.99 Understand that the sun is an average star. Know that a solar system
consists of a sun and planets and other objects that revolve around it. Know
28 D
that the planets closest to the sun are hotter than the planets farther away
from the sun. Understand that the color of a star depends on its temperature.
12.7.100 Identify the relative positions of the earth, moon, and sun when the
moon appears full, new, half, and when a lunar or solar eclipse occurs. Given
a diagram of the sun and the earth in some definite position with its axis of
29 B
rotation drawn (and with the poles labeled), identify the earth in the positions
of summer solstice, winter solstice, spring equinox, and fall equinox (for the
northern hemisphere).
13.7.08 Understand that the introduction of a new technology can affect

30 A
human activities worldwide.
31 D 13.4.13 Identify ways to reduce, reuse and recycle materials.
11.7.07 Identify a design problem and establish criteria for determining the
32 A
success of a solution.
13.7.06 Understand that important social decisions are made on the basis of
33 A
risk/benefit analysis (e.g., whether to administer a smallpox vaccine or not).
13.7.09 Describe how occupations use scientific and technological knowledge

34 B
and skills.
12.4.47 Identify the order of planets from the sun, and know that the further
planets take longer to go around the sun. Understand that all planets in our
solar system revolve around the sun. Because Earth revolves around the
35 A
sun, objects (e.g., stars, planets, constellations) in the sky appear to change
positions throughout the year. Know that it takes Earth 365 ¼ days to revolve
around the sun.
12.7.91 Understand that objects in the solar system are for the most part
36 A in regular and predictable motion. Know that those motions explain such
phenomena as the day, the year, the phases of the moon, and eclipses.
12.7.17 Identify the basic anatomy of leaves: blade, vein, and petiole; classify
37 C leaves as dicot or monocot, simple or compound, and palmately compound or
pinnately compound.
12.7.72 Understand that soil consists of weathered rocks and decomposed

38 A organic material from dead plants, animals, and bacteria. Understand that soils
are often found in layers, with each having a different chemical composition
and texture.
115
Item Correct
Number Answer
13.7.04 Understand that one set of data is not sufficient evidence for making a
generalization. Identify the kind of reasoning called induction, and know that
39 A
the more cases that are seen, the greater the certainty of the generalization
drawn from those cases.
12.7.03 Identify the main differences between plant cells and animal cells,
namely that plant cells have chloroplasts and cell walls (which provide rigidity
40 C
to the plant, since plants have no skeletons). Identify the basic cell organelles
and their functions.
41 A 13.4.13 Identify ways to reduce, reuse, and recycle materials.
13.7.09 Describe how occupations use scientific and technological knowledge

42 C
and skills.
12.7.92 Understand that gravity is the force that keeps planets in orbit around
the sun and governs the rest of the motion in the solar system. Know that
43 D changes in gravitational forces explain the phenomenon of the tides. Know
that what an object weighs on Earth is different than what it weighs on the
moon or other planets in our solar system. This is due to gravity.
11.7.08 Compare design solutions; select which one is best given certain
44 C
restrictions on available materials, tools, cost effectiveness, and safety.
12.7.68 Understand how to calculate average speeds, given the distance

45 B
traveled and the time taken.
46 C 13.7.12 Analyze the effects of policies on science and technology issues.
13.7.02 Explain how peer review helps to assure the accurate use of data and
47 A improves the scientific process. Results from scientific investigations can be
discussed.
12.7.65 Understand the concept of work. A force acting through distance is

48 D work. Recognize applications of simple machines (wedge, lever, inclined plane,
pulley, screw, and wheel and axle) in common tools.
12.7.07 Understand that multi-cellular organisms begin as zygotes (a single

egg cell fertilized by a single sperm cell) and that a zygote grows by cell
49 B
division and that as the cells multiply, they also differentiate. Understand the
process of meiosis.
12.7.38 Understand that substances can be grouped by similarities in their
50 D
physical properties.
12.7.48 Know the laws of the conservation of matter and energy. Apply the
51 A conservation of matter as a reason why the number and kinds of atoms in a
chemical change remains constant.
To view all the science assessment objectives, download the Illinois Science Assessment Framework for
Grades 4 and 7 online at www.isbe.net/assessment/IAFindex.htm.
116
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2010

ILLINOIS STATE BOARD OF EDUCATION

“New Friends” [Text & Illustrations]: Reprinted by permission

Printed by the authority of the State of Illinois, 111609, 20000, IL00003404.

Using Extended-Response Samples ..................................................................................75

Structure of the Grade 7 Reading ISAT

Reading ISAT Grade 7

Two longer passages consisting of:

2 shorter passages each of which are followed by 5 multiple-choice items

When I am behind my camera lens

≥A people often overlook what’s events objectively)

Answer Key with Assessment Objectives Identified

1.7.20 Draw inferences, conclusions, or generalizations about text, and

2.7.10 Identify literary devices: (e.g., alliteration, imagery, sensory detail,

1.7.03 Determine the meaning of an unknown word using word,

5 A 2.7.05 Recognize points of view in narratives (e.g., first person).

A Plot A Ronnie plays soccer with the

“You could’ve knocked me

Answer Key with Assessment Objectives Identified

4 B 1.7.19 Identify the causes of events in a story or nonfiction account.

1.7.01 Determine the meaning of an unknown word or content-area

1.7.03 Determine the meaning of an unknown word using word, sentence,

Assessment Objective: 2.7.04 Compare stories to personal experience, prior knowledge, or

Reading Extended-Response Scoring Rubric

• Reader demonstrates an accurate but limited understanding of the text.

• Reader demonstrates little or no understanding of the text; may be inaccurate.

• Reader’s response is absent or does not address the task.

Grade: 7 Sample: 1 Score: 2

DIRECTIONS Make sure you

Grade: 7 Sample: 2 Score: 2

DIRECTIONS Make sure you

Grade: 7 Sample: 3 Score: 3

DIRECTIONS Make sure you

Grade: 7 Sample: 4 Score: 3

DIRECTIONS Make sure you

Grade: 7 Sample: 5 Score: 4

DIRECTIONS Make sure you

Grade: 7 Sample: 6 Score: 4

DIRECTIONS Make sure you

Structure of the Grade 7 Mathematics ISAT

Answer Document for Grade 7 Mathematics ISAT

Mathematics ISAT Grade 7

Session 2 30 multiple-choice items

(Some items will be pilot items.)

Calculator Use for Grade 7 Mathematics ISAT

Rulers for Grade 7 Mathematics ISAT

Scratch Paper for Grade 7 Mathematics ISAT

Reference Sheet for Grade 7 Mathematics ISAT

ISAT MATHEMATICS REFERENCE SHEET

3484193 3349189 3349189.AR1

The length of the side of the

What property does this

3528355 3528355_AR1 3349238 3349238_AR1

What is the area, in square feet,

Which best represents the

20° 60° 100° 120°

3484202 3484202_AR1 3484199 3484199_AR1

Number of Squares Number of Toothpicks Picture

Which expression represents x ⫹ 7 ⫺ 3x ⫹ 2x2 ⫹ 13

Which of the following

Which equation best represents

3349273 3484213 3484213_AR1

How many total points did his