How to use the sets: timing, checking and recording
This section describes the complete process for using a short set. This page provides three original short practice sets for the ISEE (Independent School Entrance Exam). Their purpose is to find the question types that need work, not to count correct answers. The steps below should be followed in order.
- Choose a set by entry grade. The basis is the grade the student is applying to enter, not the grade the student is in now. The overview table in the next section gives the correspondence.
- Complete the set under a time limit. Before starting, prepare a timer and scratch paper, and complete the set in one sitting within the suggested time in the overview table, without a dictionary or the explanations. When time runs out, mark any unanswered questions, then finish the rest. This gives both an accuracy rate and a measure of whether the student’s pace is sufficient.
- Check the answers. Check all answers after finishing, and circle the wrong answers and the questions marked as over time. Before reading the explanations, the student reviews the cause of each error independently: the question was misunderstood; it was understood but the calculation was wrong; or the student hesitated between two choices and picked the wrong one. This judgment is the basis for sorting errors later.
- Read the explanations. Each explanation has three parts: why the correct choice is right, why each distractor is wrong, and which skill the question tests. The student should pay particular attention to the distractor analysis.
- Record errors. Every question is labeled with a skill name, such as “Synonyms,” “Quantitative comparison,” “Inference” and “Reasoning with averages.” Errors are recorded in the error log by skill, not by date. The section “How to analyze errors” on this page explains how to fill in the log.
Overview of the three sets
This section lists the level, number of questions, suggested time and section distribution of each set. Every set covers the four scored sections: Verbal Reasoning, Quantitative Reasoning, Reading Comprehension and Mathematics Achievement. The essay is part of the actual test but is not scored, and this page does not include essay practice.
| Level | Entry grades | Questions | Suggested time | Section distribution |
|---|---|---|---|---|
| Lower Level Set 1 | Applying for grades 5 to 6 | 9 questions | 8 minutes | Verbal Reasoning 3 · Quantitative Reasoning 2 · Reading Comprehension 2 · Mathematics Achievement 2 |
| Middle Level Set 1 | Applying for grades 7 to 8 | 9 questions | 8 minutes | Verbal Reasoning 3 · Quantitative Reasoning 2 · Reading Comprehension 2 · Mathematics Achievement 2 |
| Upper Level Set 1 | Applying for grades 9 to 12 | 9 questions | 8 minutes | Verbal Reasoning 3 · Quantitative Reasoning 2 · Reading Comprehension 2 · Mathematics Achievement 2 |
The set is chosen by entry grade, the point parents confuse most often. For example, a student in grade 8 in Irvine this year who is applying to enter grade 9 should take the Upper set, not the Middle set.
The suggested time is calculated as follows: the average time per question is derived from the official number of questions and time for each section, the averages are added according to the questions in the set, and the total is rounded up. The Primary levels, for students applying for grades 2 to 4, test only reading and mathematics and use different question types, so this page does not yet provide sets for them.
How to analyze errors
This section explains how to use errors to decide where practice should focus next. The accuracy rate of a single set means little on its own; what matters is which skills the errors cluster in and which type of cause they belong to.
The error log should include the following items:
| Item | How to fill it in | Example |
|---|---|---|
| Level and question number | The practice set and question number | Middle · Question 4 |
| Skill | Copy the skill name labeled on the question | Quantitative comparison |
| Cause | Misunderstood the question / Calculation error / Wrong choice after hesitating between two / Ran out of time | Wrong choice after hesitating between two |
| Distractor type | Use the explanation to identify which design attracted the student | Compared only the fractions |
| Next step | The matching section page or practice content | Read the comparison method on the Quantitative Reasoning page |
When filling in the distractor type, note that ISEE wrong answers usually follow fixed designs, such as look-alike words, associated words, the result of a half-finished calculation, and a detail presented as the main idea. Recognizing these designs is worth more than remembering the answer to any one question.
After errors accumulate for a while, the skill that appears most often becomes the focus of the next round of practice. Go to the section page for the section where errors cluster most; each section page gives question types, original examples and practice methods for that section.
| Section where errors cluster | Matching page | Practice focus |
|---|---|---|
| Verbal Reasoning | Verbal Reasoning page | Word roots for synonyms; signal words for sentence completion |
| Quantitative Reasoning | Quantitative Reasoning page | In comparison questions, calculate each quantity first, then judge the relationship |
| Reading Comprehension | Reading Comprehension page | First determine whether the errors are in main idea, detail or inference questions |
| Mathematics Achievement | Mathematics Achievement page | Distinguish material not yet learned from English wording in the question that was not understood |
Short sets and full-length mock tests
This section explains which problem each type of practice is suited to solve. A short set answers the question of which types of questions the student gets wrong; a full-length mock test answers the question of whether the student can perform consistently at the length and pace of the actual test. Neither can replace the other.
| Point of comparison | Short sets on this page | Full-length mock test |
|---|---|---|
| Number of questions | 9 per set | Same as the actual test (see the table below) |
| Time | 8 minutes per set | Same as the actual test |
| Coverage | 2 to 3 questions from each of the four scored sections | All questions in the four scored sections, plus the essay |
| Main purpose | Find weak skills and set section priorities | Test pace, focus and overall level |
| When to use | At the start of preparation and after focused practice | Middle and late stages of preparation, before the actual test |
The structure of the actual test is shown below. The four scored sections and the essay run continuously for more than two hours, which a short set cannot simulate.
| Section | Lower Level | Middle Level | Upper Level |
|---|---|---|---|
| Verbal Reasoning | 34 questions · 20 minutes | 40 questions · 20 minutes | 40 questions · 20 minutes |
| Quantitative Reasoning | 38 questions · 35 minutes | 37 questions · 35 minutes | 37 questions · 35 minutes |
| Reading Comprehension | 25 questions · 25 minutes | 36 questions · 35 minutes | 36 questions · 35 minutes |
| Mathematics Achievement | 30 questions · 30 minutes | 47 questions · 40 minutes | 47 questions · 40 minutes |
| Essay (unscored) | 1 essay · 30 minutes | 1 essay · 30 minutes | 1 essay · 30 minutes |
| Total time | 2 hours 20 minutes, plus two 10-minute breaks | 2 hours 40 minutes, plus two 10-minute breaks | 2 hours 40 minutes, plus two 10-minute breaks |
Source: official ERB ISEE materials.
ISEE percentile and stanine scores are derived by comparing a test taker with same-grade test takers from the prior three years. The accuracy rate on a short set cannot be converted into these scores, and parents should not use it to estimate the student’s score range.
Question sources and review
Every question and explanation on this page was written by the EDUBUS teaching team. None was copied or adapted from official ISEE sample questions or taken from any other question bank. Difficulty is set to the curriculum of each level’s entry grades: the Lower set focuses on common vocabulary, fractions and decimals, and basic geometry; the Middle set adds quantitative comparison and algebraic expressions; the Upper set adds academic vocabulary, author’s attitude, slope and probability.
Before publication, every question is reviewed individually by an EDUBUS teacher, who checks that the stem, choices, answer and explanation are accurate and that the difficulty matches the level. Until review is complete, the questions on this page appear only in an internal preview.
Students who need to become familiar with the interface of the actual computer-based test can use the free online sample questions on the official ISEE website. The official sample questions and the short sets on this page serve different purposes: the former help students become familiar with the test format, and the latter help parents identify the skills that need work.
EDUBUS courses and assessment
This section explains how the free practice relates to the paid courses. The three short sets on this page are free, require no registration and do not ask for contact details. They serve as a diagnostic tool that helps Irvine families see where the student has clear gaps in question types before deciding on a course.
Full-length mock tests, section practice, error analysis and daily vocabulary practice are provided by the ISEE online learning system developed by EDUBUS, available by monthly, three-month or annual subscription. The mock tests check answering pace over the full test length, and the error analysis continues the sorting method used on this page, so the student and teacher can review results together. Families who have completed the short sets on this page and are ready for structured practice can find subscription options in the online learning system section of the courses page; prices are listed on the courses page.
If errors appear in all four sections without a clear cluster, or if the student clearly cannot finish within the time limit, a more complete diagnosis is needed. An EDUBUS advisor can arrange a placement assessment that sets a preparation sequence based on the student’s entry grade and target schools; it can be booked on the courses and assessment page.
Practice questions
Three short practice sets (one each for Lower, Middle and Upper Level) have been written by the EDUBUS teaching team and are under teacher review; they will be published here once approved. Students who wish to practice now may request a free trial account for the online learning system.
Request a free trial accountFrequently Asked Questions
Can an Irvine student estimate an ISEE score from one short practice set?
No. ISEE percentiles and stanines are derived by comparing a test taker with same-grade test takers from the prior three years. A 9-question set has neither enough questions nor such a comparison group. The purpose of a short set is to identify weak skills, not to predict a score.
How should an Irvine student choose a practice set?
By the grade the student is applying to enter, not the grade the student is in now. Students applying for grades 5 to 6 take the Lower set, grades 7 to 8 the Middle set, and grades 9 to 12 the Upper set. For example, a student in grade 6 in Irvine this year who is applying to enter grade 7 next year should take the Middle set. The Primary 2, 3 and 4 levels use different question types and are not yet included on this page.
Are these official ISEE questions, and where can an Irvine student find official sample questions?
No. Every question on this page was written by the EDUBUS teaching team; none was copied or adapted from official sample questions. The official ISEE website (iseetest.org) offers free online sample questions in an interface close to the actual computer-based test, which is useful for becoming familiar with the answer format before test day.
At which stages of preparation should an Irvine student use the short sets?
EDUBUS recommends two points: at the start of preparation, to decide which sections to strengthen first; and after a period of focused practice on a skill, to check whether it has actually improved. Daily training should consist mainly of section practice. The same set should not be repeated, because once the answers are remembered it no longer works as a diagnostic tool.
If an Irvine student scores well on the short sets, is a full-length mock test still needed?
Yes. The full test lasts 2 hours 20 minutes at the Lower Level and 2 hours 40 minutes at the Middle and Upper Levels, with two 10-minute breaks. A short set cannot show whether the student can maintain pace and focus over that length of time; only a full-length mock test can confirm it.
The ISEE essay is not scored. Does an Irvine student still need to practice it?
Yes. According to the official explanation, the essay is not scored, but it is sent with the scores to the schools the family chooses, and schools read it. The short sets on this page cover only the four scored sections; for planning and structuring the essay, see the essay page in this ISEE library.
