Introducing the NewIowa Assessments

ScienceLevels 9 – 11

ITP Assessment ToolsMath Interim Assessments: Grades 3 – 8

• Administered onlineConstructed Response Supplements

• Reading, Language Arts, Mathematics at Levels 9 – 17/18• Available free of charge in Fall 2011

Iowa Algebra Readiness Assessment (IARA)• Administered online

Iowa End of Course Assessments (IEOC)• Administered online• Algebra I, Algebra II, Geometry, Matrix Algebra, Probability

& Statistics, English Language Arts, Physical Science, Biology, Chemistry, U.S. History, U.S. Government

The Iowa Assessments™

Test Development

Test Specifications

Item Writing Internal Review

External ReviewInternal ReviewItem Tryout

Data ReviewOperational Forms

Construction

New Iowa Assessments™

• New forms

• All new items

• All items written and reviewed by Iowa educators

• All items field tested on Iowa students

• All items align to the Iowa Core

http://www.corecurriculum.iowa.gov/

Major Changes from Current Forms

All Levels• New order of tests within the booklet

• Adjusted number of items and administration times

• New page layouts in full color

Levels 9 – 14• Maps and Diagrams and Reference Materials tests have

been dropped.

• Mathematics test (two separately timed parts) has replaced Math Concepts & Estimation and Math Problem Solving & Data Interpretation tests.

Administration Times: Levels 9 – 14Subject Area Administration Time

Reading† 30 + 30

Written Expression 40

Mathematics† 30 + 30

Science 35

Social Studies 35

Vocabulary 15

Spelling 10

Capitalization 10

Punctuation 10

Computation 20

Word Analysis* 20

Listening* 25†Two separate sessions*Level 9 only

Science: Levels 9 – 14

• Includes both stimulus based and discrete items

• Material is drawn from the areas of Life Science, Earth & Space Science, and Physical Science

• Scientific inquiry embedded throughout the test

Science Domains & Standards

Life Science

• Organisms & their habitats

• Changes in organisms

• Interactions in an ecosystem

• Human body, health, & safety

Earth & Space Science

• Structure of Earth

• Natural resources

• Climate & weather

• Natural events

• The universe

Physical Science

• Types & properties of matter

• Forces & motion

• Forms of & changes in energy

• Physical & chemical changes

Scientific inquiry is embedded throughout the assessment.

Science

Domain Level 9 Total Items Level 10 Total Items Level 11 Total Items

Earth & Space Science

8 10 11

Life Science 12 14 15

Physical Science 10 10 11

Total 30 34 37

Cognitive Levels of Items Above

Level 9 Total Items Level 10 Total Items Level 11 Total Items

Essential Competencies

13 11 14

Conceptual Understanding

12 18 19

Extended Reasoning

5 5 4

Cognitive Levels

Essential Competencies

• Identify basic scientific information such as facts, definitions, terminology, principles, concepts, and relationships

• Recognize fundamental components of scientific investigations

Cognitive Levels

Conceptual Understanding

• Understand scientific concepts and apply them to explain phenomena

• Analyze and interpret scientific information

• Make simple inferences, predictions, and conclusions

• Formulate hypotheses

Cognitive Levels

Extended Reasoning

• Propose solutions to scientific problems

• Make in-depth inferences, predictions, and conclusions

• Evaluate the appropriateness of scientific findings, conclusions, and experimental design

• Integrate ideas from various scientific disciplines and phenomena

Directions: Use the information below and your knowledge of science to answer questions 1 – 3.

A student designed an experiment as shown in the table below using identical plants with green leaves. The student observed the plants every day for one week.

Sample Items

Core – Understand and apply knowledge of organisms and their environments, includingstructures, characteristics, and adaptations of organisms that allow them to function and survive within their habitats; Learner engages in scientifically oriented questions

Life Science – Organisms & their habitatsCognitive Level – Conceptual Understanding

A student designed an experiment as shown in the table below using identical plants with green leaves. The student observed the plants every day for one week.

1 What question was the student most likely testing?A How much light do the plants need to grow well?B How much water do the plants need to grow well?C Do the plants need light and water to grow well?D Do the plants need light and soil to grow well?

A student designed an experiment as shown in the table below using identical plants with green leaves. The student observed the plants every day for one week.

2 Which plant most likely grew the best?A #1B #2C #3D #4

Core - Understand and apply knowledge of organisms and their environments, including structures, characteristics, and adaptations of organisms that allow them to function and survive within their habitats; Learner gives priority to evidence in responding to questions

Life Science – Organisms & their habitatsCognitive Level – Conceptual Understanding

A student designed an experiment as shown in the table below using identical plants with green leaves. The student observed the plants every day for one week.

3 Which process is used by plants to make food?A MetamorphosisB EvaporationC PollinationD Photosynthesis

Core - Understand and apply knowledge of organisms and their environments, includingstructures, characteristics, and adaptations of organisms that allow them to function and survive within their habitats; Learner connects explanations to scientific knowledge

Life Science – Interactions in an ecosystemCognitive Level – Essential Competencies

Core - Understand and apply knowledge of how to describe and identify substances based on characteristic properties.

Physical Science – Types & properties of matterCognitive Level – Conceptual Understanding

4 When sugar is dissolved in water, the mass of the resulting liquid is equal to

A the mass of the sugar.

B the mass of the water minus the mass of the sugar.

C the mass of the water.

D the mass of the sugar plus the mass of the water.

Core - Understand and apply knowledge of how to describe and identify substances based on characteristic properties.

Physical Science – Types & properties of matterCognitive Level – Conceptual Understanding

5 The units of measurement for which property can be the same as the units of measurement for distance?

A Weight

B Temperature

C Length

D Speed

Answer Folder Changes

• Colors are being used to help teachers more easily verify that the correct form is being used.

• The optional section for Tryout Items is now located in the interior of the answer folders. Use the adjacent “Other Information” box to grid in the Tryout Form number.

Scratch Paper

• Each student should have a supply of scratch paper for all testing sessions.

• Collect all scratch paper after each session.

• Destroy all used scratch paper.

Security

• Test booklets are SECURE materials.

• NO booklets are to be retained at the district or school level.

Security

For security reasons, tests may be viewed on only two occasions:

1. When students are taking an assessment

- Order only enough materials to test your students.

2. When educators are reviewing Item Analysis Reports (Item Response Record)

- Contact ITP for review copies.

Content Included on Level 9 – 11 Practice Tests

• Reading

• Written Expression

• Mathematics

• Science

• Social Studies

• Vocabulary

• Spelling

• Capitalization

• Punctuation

• Computation

Details

• Presentation will be available on the Iowa Testing Programs website at http://itp.education.uiowa.edu.– Contact your testing coordinator if you need assistance

accessing materials.

• A Frequently-Asked-Questions (FAQ) is posted on our website and will be updated frequently.

• Contact iowa-testing-programs@uiowa.edu with any additional questions.