Testing Testing

Try out new 2015 ISTEP practice questions

PHOTO: Alan Petersime

(UPDATE: New practice questions for the 2016 ISTEP test are now available. Go here to try them. These questions are also still good practice for the 2016 test as well. So when you’re done with these try out the new questions!)

Children across Indiana will take a new, and very different, ISTEP in less than six months but teachers have only recently gotten to look at sample questions to guide them in preparing their students.

The upcoming spring ISTEP tests have been a major concerns for Indiana educators as the state rolls out its new Hoosier-specific academic standards this year.

That’s because until recently, no one had any idea how the test would be different.

The new tests, which are still being written and refined, reflect Indiana’s new standards, which in essence are a list of expectations for what students should know at every grade level. The new expectations are considered tougher than the state’s prior standards. For example, students to delve more deeply into subjects and justify answers with evidence rather than just citing their personal experience or background knowledge.

In the simplest sense, the standards and the tests based on them want students to show what they were thinking, not just that they happened to get the right answer. The tests are designed to capture student thinking by requiring them to show their work in a variety of new ways that go beyond multiple-choice options.

(MORE: See what new “technology-enhanced” ISTEP questions will expect students to be able to do.)

To help teachers and administrators better adjust to the new standards, the Department of Education is holding 10 training sessions across the state for teachers, administrators and community members. The sessions let teachers ask questions, work through lesson-planning exercises and discuss strategies for incorporating the new standards in their teaching.

Teachers also got to see sample ISTEP questions for math and English at Tuesday’s session at the Indianapolis Children’s Museum. The sample questions were written with help from teachers and were considered, but not chosen, for the actual ISTEP test.

The last training session will be held from 9 a.m. to 1 p.m. Wednesday at the Sheet Metal Workers union hall at 2828 E. 45th St, in Indianapolis.

Listed below are sample ISTEP questions for K-8 students. Some are short-answer, and some are long-answer. To check your answers, scroll to the bottom of the story. View other ISTEP sample questions from third-grade, sixth-grade and eighth-grade English, as well as third-grade, sixth-grade and eighth-grade writing questions.

(Let us know what you think in the comments: Are the questions too difficult? Too easy? Just right? If you’re feeling brave, you can even tell us how you scored.)

1. Third-grade math

Given information: (A clock is pictured that shows the time 3:30 p.m.) The clock shows the time at which students arrive at a park one afternoon to play a game.

Part A: After the students arrive, they have 30 minutes to practice before the first game begins. What time does the first game begin?

Part B: It took 40 minutes to play the first game and 50 minutes to play the second game. How long, in minutes, did they spend in all playing the two games? Show all work.

Part C: The students want to play a third game, but the park closes at 5:45 p.m. On the lines below, explain whether or not the teams are LIKELY to have enough time to play a third game before the park closes. Include the time the second game ends in your answer.

Scroll to the bottom for the answer

The standard: In this question, students have to show they can tell and write time to the nearest minute from analog clocks using a.m. and p.m., and measure time intervals in minutes. The problem also asks them to solve real-world problems with addition and subtraction of time intervals in minutes.

2. Fourth-grade math

Given information: 1 kilogram = 1,000 grams

Part A: John’s pumpkin has a mass of 2 kilograms. The mass of Greg’s pumpkin is 500 grams less than John’s pumpkin. What is the mass, in grams, of Greg’s pumpkin? Show all work.

Part B: John thinks the mass of the two pumpkins, in grams, is greater than 3,000 grams. Use words, numbers, and/or symbols to explain if John is correct.

Scroll to the bottom for the answer

The standard: This problem is designed to get students to show that they can add, subtract, multiply or divide to solve real-world problems that include distance, time, volume, mass or money. Such problems might also ask students to use simple fractions and problems that ask them to translate measurement from a larger unit to a smaller unit.

3. Sixth-grade math

Given information: Lynn is baking 20 cakes. She needs blueberries, strawberries, and some other ingredients for her recipe. She needs 22 pounds of blueberries. She needs twice as many pounds of blueberries as she does strawberries.

Part A: Write an equation that can be used to determine the number of pounds of strawberries Lynn needs. Be sure to define the variable in your equation.

Part B: Lynn buys the blueberries for $3 per pound and the strawberries for $2 per pound. What is the total cost of the blueberries and strawberries? Show all work.

Part C: In addition to the cost of the berries, Lynn spends $52 on the other ingredients needed to make the 20 cakes. Lynn wants to make $5 for each cake she sells, taking into account the amount she spends on ALL ingredients. For how much should Lynn sell each cake in order to make $5 per cake? Use words, numbers, and/or symbols to justify your answer.

Scroll to the bottom for the answer

The standard: Students must show they can solve simple equations using addition, subtraction, multiplication and division for non-negative numbers that don’t have repeating decimals. They have to represent real-world problems with equations and solve them.

4. Seventh-grade math

Given information: A student claims that 8x – 2(4 + 3x) is equivalent to 3x. The student’s steps are shown.

  • Expression: 8x – 2(4 + 3x)
  • Step 1: 8x – 8 + 3x
  • Step 2: 8x + 3x – 8
  • Step 3: 11x – 8
  • Step 4: 3x

Part A: Describe ALL errors in the student’s work.

Part B: If the errors in the student’s work are corrected, what will be the final expression? Show all work.

Scroll to the bottom for the answer

The standard: Students must show they can apply properties of operations to create equivalent linear expressions, including situations that require factoring. They must also show they can justify each step in that process.


Answers (in the order the questions were listed)

1. Third-grade math

Answer Part A: Students must answer 4:00

Answer Part B: Students must show that 40 + 50 = 90 and include an answer of 90 minutes.

Answer Part C: Students must say the second game ended at 5:30 p.m. They must also explain that the team will likely not have enough time to play a third game because the park closes in 15 minutes, and each of the other two games took at least 40 minutes.

2. Fourth-grade math

Answer Part A: Students must show 2,000 – 500 = 1,500 or another valid way to get arrive at the same answer, plus the correct answer of 1,500 grams.

Answer Part B: Students must explain either of the following.

  • Yes, the mass of the two pumpkins is 3,500 grams, which is greater than 3,000 grams.
  • 2,000 grams + 1,500 grams = 3,500 grams. 3,500 > 3,000
  • Another valid response

3. Sixth-grade math

Answer Part A: Showing that p represents the number of pounds of strawberries Lynn needs and that 2p = 22 or another representation of the equation and the variable.

Answer Part B: Showing that 2p = 22, p = 22/2 and p = 11. Then showing that 22 x $3 = $66, 11 x $2 = $22, and $66 + $22 = $88. They must also list the right answer as $88.

Answer Part C: Showing that $88 + $52 = $140, $140/20 = $7 per cake, $7 + $5 = $12 or another valid process. They must also include that Lynn should sell each cake for $12.

4. Seventh-grade math

Answer Part A: Students must explain that in step 1, the student did not apply the distributive property correctly. The student forgot to multiple -2 and 3x. In step 4, the student should not have subtracted 8 from 11x because they are not like terms. Another valid description of the errors is acceptable, too.

Answer Part B: The process must show 8x – 2(4 + 3x), 8x – 8 – 6x, 2x – 8. The final expression 2x – 8 must also be listed.


rules and regs

State shortens length of ‘gag order’ on teachers discussing Regents questions online

PHOTO: G. Tatter

After pushback from teachers, the State Education Department has changed a new provision that temporarily prohibits teachers from discussing Regents exam questions online.

The original rule stated that teachers could not use email or a listserv to discuss test questions or other specific content with other teachers until a week after the exam period ended on June 23. As Chalkbeat reported Tuesday, teachers objected, arguing that they sometimes needed to discuss questions in order to properly grade the tests or to challenge questions that seems unfair.

Under the change, tests taken between June 13 and June 16 can be discussed online beginning June 23. And for those taken between June 19 and June 22, teachers can discuss content online beginning June 27.

According to education department officials, the provision was intended to ensure that testing material did not spread online before all students had completed their exams, particularly among schools that serve students with special needs, who qualify for multiple-day testing.

“We believe that nearly all students who are testing with this accommodation will have completed their exams by these dates,” Steven Katz, director of the Office of State Assessment, wrote in a memo to school principals and leaders.

Still, longtime physics teacher Gene Gordon and former president of the Science Teachers Association of New York State noted that, to some extent, the damage was done since the amendment to the rule came out only after many teachers had already graded their exams.

“It did not have any real effect,” Gordon said.

The New York State United Teachers — which criticized the new provision on Tuesday as a “gag order” and called for its repeal — called the amendment a “clear victory” for educators. Still, NYSUT spokesman Carl Korn told Chalkbeat, “it clearly will be more helpful in the future than this year.”

Testing Testing

Calculator mix-up could force some students to retake ISTEP, and Pearson is partially to blame

PHOTO: Ann Schimke

ISTEP scores for thousands of students across the state will be thrown out this year, including at two Indianapolis private schools, according to state officials.

The mishap can be traced back to calculators. Students at 20 schools used calculators on a section of the 2017 ISTEP math test when they shouldn’t have — in at least one district because of incorrect instructions from Pearson, the company that administers the tests in Indiana.

It’s a small glitch compared to the massive testing issues Indiana experienced with its previous testing company, CTB McGraw Hill. But years of problems have put teachers, students and parents on high alert for even minor hiccups. In 2013, for example, about 78,000 students had their computers malfunction during testing. Pearson began administering ISTEP in 2016.

The calculator mix-up involving Pearson happened in Rochester Community Schools, located about two hours north of Indianapolis. About 700 students in three schools received the incorrect instructions.

Molly Deuberry, spokeswoman for the Indiana Department of Education, said that Rochester is the only district known to have received the incorrect instructions, but the state is also investigating calculator-related problems at 19 other schools.

According to federal rules, students who use calculators on non-calculator test sections must have their scores labeled as “undetermined.” Current sophomores will need to retake the test, since passing the 10th-grade exam is a graduation requirement in Indiana. Students will have multiple opportunities to do so, including during the summer, state officials said.

It’s not clear how the invalidated scores will affect those schools’ A-F letter grades. It is up to the Indiana State Board of Education to handle A-F grade appeals, which districts can request once grades are released.

“The Department and State Board will collaborate to ensure that the State Board receives sufficient detail about this incident when reviewing the appeals,” the education department said in an email.

Pearson spokesman Scott Overland said in an email that they would work with the education department to follow up on the calculator issues and correct their processes for next year.

“In some cases, Pearson inadvertently provided inaccurate or unclear guidance on the use of calculators during testing,” Overland said. “In these instances, we followed up quickly to help local school officials take corrective action.”

Here are the districts and schools the state says had students incorrectly use calculators on this year’s ISTEP:

  • Covington Christian School, Covington
  • Eastbrook South Elementary, Eastbrook Schools
  • Eastern Hancock Elementary School, Eastern Hancock County Schools
  • Emmanuel-St. Michael Lutheran School, Fort Wayne
  • Frankfort Middle School, Frankfort Community Schools
  • George M Riddle Elementary School, Rochester Community Schools
  • Lasalle Elementary School, School City of Mishawaka
  • New Haven Middle School, East Allen County Schools
  • Rochester Community Middle School, Rochester Community Schools
  • Rochester Community High School, Rochester Community Schools
  • Saint Boniface School, Lafayette
  • Saint Joseph High School, South Bend
  • Saint Roch Catholic School, Indianapolis
  • Silver Creek Middle School, West Clark Community Schools
  • St. Louis de Montfort School, Lafayette
  • Tennyson Elementary School, Warrick County Schools
  • Thomas Jefferson Elementary School, School City of Hammond
  • Trinity Christian School, Indianapolis
  • Waterloo Elementary School, DeKalb County Schools
  • Westfield Middle School, Westfield-Washington Schools

This story has been updated to include comments from Pearson.