SAMPLE TEST - ode.state.or.us Test 2004-2006—appears in the student test booklet here. Students my...

READING/LITERATURE

SAMPLE TEST

GRADE 7

2004-2006

Vocabulary

Read to Perform a Task

Demonstrate General Understanding

Develop an Interpretation

Examine Content and Structure: Informational Text

Examine Content and Structure: Literary Text

It is the policy of the State Board of Education and a priority of the Oregon Department of Education that there will be no discrimination or harassment on the grounds of race, color, sex, marital status, religion, national origin, age or handicap in any educational programs, activities, or employment. Persons having questions about equal opportunity and nondiscrimination should contact the State Superintendent of Public Instruction at the Oregon Department of Education.

Office of Assessment and Information Services

Oregon Department of Education 255 Capitol Street NE

Salem, Oregon 97310-0203 (503) 378-3600

Susan Castillo, State Superintendent of Public Instruction Ken Hermens, Language Arts Specialist, Assessment

Elaine Hultengren, English Language Proficiency Specialist, Assessment Doug Kosty, Assistant Superintendent, Office of Assessment and Information Services Aaron Persons, Science Specialist, Assessment Phyllis Rock, Director, Assessment Leslie Phillips, Social Sciences Specialist, Assessment Steve Slater, Coordinator, Assessment Sheila Somerville, Electronic Publishing Specialist, Assessment Cathy Brown, Mathematics Specialist, Assessment

Office of Assessment and Information Services 2004- 2006 Sample Test, Grade 7 Oregon Department of Education i August 2004

INTRODUCTION TO READING AND LITERATURE SAMPLE TESTS

The Oregon Department of Education provides sample tests to demonstrate the types of reading selections and questions students at grades 3, 4, 5, 6, 7, 8 and 10 might encounter on the Oregon Statewide Assessments. Passages on the test represent literary, informative and practical reading selections students might see both in school and other daily reading activities. These sample questions were taken from previous years’ tests. They were designed to assess students’ abilities to: understand word meaning within the context of a

selection (Vocabulary); locate information in common resources (Read to

Perform a Task); understand information that is directly stated

(Demonstrate General Understanding); understand ideas which are not directly stated but

are implied (Develop an Interpretation); analyze informative reading selections and form

conclusions about the information (Examine Content and Structure of Informational Text); analyze the use of literary elements and devices

such as plot, theme, setting, personification and metaphor in literature (Examine Content and Structure of Literary Text).

WHY PROVIDE STUDENTS WITH A SAMPLE TEST?

Most students feel some anxiety when they approach a test. The more confident students feel about their knowledge of the topic, the less anxious they will feel. It also may help students feel less anxious if they are familiar with the types of reading selections and questions they will encounter on the test. It is important that students feel comfortable with the test format and have some test-taking strategies to help them achieve the best possible score.

HOW TO USE THE SAMPLE TEST

The Oregon Department of Education has provided sample tests periodically beginning in 1997. The latest—Grade 7 Sample Test 2004-2006—appears in the student test booklet here. Students my take this sample test as a practice activity to prepare for the actual test.

A list of test-taking strategies and tips follows this introduction. Teachers may use the tips to: generate individual and class discussion; call attention to helpful strategies students can use to

prepare for and take the test; and share ideas with parents of ways to help reduce test

anxiety and promote good study habits at home. In addition to gaining practice in reading and answering test questions, some students also may benefit from practice in marking bubbles on a separate answer sheet, as required on the actual test. An answer sheet for students to mark is provided at the end of each student test booklet. An answer key for this test is provided at the end of this introduction. In addition to the correct answer, the key also identifies which reporting category each question is designed to assess (the bolded titles in the left column of this introduction indicate the reporting categories adopted in 2003 with student accountability starting in 2005-2006). A table below the answer key converts the number of items correct on the sample test to a score similar to the scores students will receive on the Oregon Statewide Assessment (called a RIT score). However, this test is only a practice test. Scores on this sample test may not be substituted for the actual Oregon Statewide Assessment. In using the sample test, teachers may wish to have students take the entire sample test, or complete a passage and its questions and then discuss it in class before proceeding to the next selection. Students may benefit from re-reading the passages and analyzing both the correct and incorrect answers. Sample tests also may be shared with parents to help them understand the types of questions their child will encounter on the test and to practice with their child. Sample questions may be reprinted in newsletters or shared at community meetings to help constituents better understand the state assessment system. Although the sample tests are not as comprehensive as the actual tests, they do provide examples of the subject area content and difficulty level students will encounter as part of Oregon’s high academic standards.

Office of Assessment and Information Services 2004- 2006 Sample Test, Grade 7 Oregon Department of Education ii August 2004

Test-Taking Tips Students: Use these tips to help you prepare for the test.

Before the test Develop a positive attitude. Tell

yourself, “I will do my best on this test.”

Get a good night’s sleep the night before the test.

Get up early enough to avoid hurrying to get ready for school.

Eat a good breakfast (and lunch, if your test is in the afternoon).

During the test Stay calm.

Listen carefully to the directions the teacher gives. Ask questions if you don’t understand

what to do. Before you read a selection on the test,

preview the questions that follow it to help focus your reading. After reading a selection, read the entire

question and all the answer choices. Stop and think of an answer. Look to see if your answer is similar to one of the choices given. Read each test question carefully.

Try to analyze what the question is really asking.

Slow down and check your answers.

Pace yourself. If you come to a difficult passage or set of questions, it may be better to skip it and go on, then come back and really focus on the difficult section.

This is not a timed test. If you need more time to finish the test, notify your teacher.

If you are not sure of an answer to a question try these tips:

- Get rid of the answers that you know are not correct and choose among the rest.

- Read through all the answers very carefully, and then go back to the question. Sometimes you can pick up clues just by thinking about the different answers you have been given to choose from.

- Go back and skim the story or article to see if you can find information to answer the question. (Sometimes a word or sentence will be underlined to help you.)

- If you get stuck on a question, skip it and come back later.

- It is OK to guess on this test. Try to make your best guess, but make sure you answer all questions.

After the test Before you turn your test in, check it

over. Change an answer only if you have a good reason. Generally it is better to stick with your first choice. Make sure you have marked an answer for

every question, even if you had to guess.

Make sure your answer sheet is clearly marked with dark pencil. Erase any stray marks. Don’t worry about the test once it is

finished. Go on to do your best work on your other school assignments.

Reading and Literature

Office of Assessment and Information Services 2004- 2006 Sample Test, Grade 7 Oregon Department of Education 1 August 2004

DIRECTIONS Read each of the passages. Then read the questions that follow and decide on the BEST answer. There are a lot of different kinds of questions, so read each question carefully before marking an answer on your answer sheet.

THE BAOBAB TREE Almost everyone is familiar with trees, but in this article by Ann Stalcup, she tells of the special relationship between the Dogon people of Mali and Africa’s most unusual tree.

THE BAOBAB IS AFRICA’S MOST fascinating and unusual tree. It is usually leafless, making it look as though its roots, not its branches, are stretching high into the air. For the Dogon people of Mali, it is an essential part of their lives. Every part of the tree is of use to them.

Found in the hot, dry areas of Africa known as the savannas, the baobab lives up to a thousand years and grows to a height of 60 feet. The trunk is often 50 feet around. If you can imagine a group of 12 eight-year-olds holding hands in a circle, that is roughly the size of the trunk. Few other trees are as massive or have such a long life.

The Dogon people live at the base of the 125-mile-long Bandiagara Cliffs, where baobabs thrive in the rocky ground. The Dogon strip the bark off the trees in yard-long sections and weave the fibers into rope. Tribes in other areas also make paper and cloth from the bark. No matter how much bark is stripped, the baobab is able to heal itself and keep growing.

Twice a year, when the rains come, a sparse covering of leaves briefly appears. The leaves are used as medicine and for flavoring soup. At twilight, huge purple-and-white flowers open, hanging down on thick stems. The next morning, the blossoms fall to the ground, and large fruits, or pods, eventually take their place.

The hard, oval fruits, called monkey bread, are almost a foot long and hang like lanterns from the trees. They are filled with seeds that grow in a cotton candy-like pulp. The pulp is eaten or



used to flavor cool drinks. Unfortunately, it tastes more like cotton balls than cotton candy!

Now that tourists occasionally visit the remote Dogon country, another use has been discovered for the baobab fruits. When the dark brown fruit hardens and the pulp inside dries, the pod is made into a rattle. Circular designs are often carved in the pod, exposing the white inner flesh.

Many believe that there are no young baobab trees. For the first 40

years, the baobab is shaped like an evergreen tree, its thick branches growing straight out and widening at the base. It looks nothing like the older tree.

Although these great trees live to a ripe old age, eventually, they begin to crumble, the fragments loosening and blowing away until nothing is left. Sometimes, the huge base is cut open and used as a cistern, a receptacle for storing water. Regardless of age, the baobab is precious to the Dogon people. Without it, their lives would be very different.

1 The baobab is an essential part of the Dogon people's lives. The word essential most likely means

A. exciting. B. strange. C. unusual. D. necessary.

2 Why does the author want the reader to imagine a group of eight-year-olds holding hands in a circle?

A. To help young children learn how to read B. To help young readers learn the parts of the tree C. To help the reader understand the fictional story D. To help the reader understand the size of the trunk



3 Why do the Dogon people make rattles from the pods of the fruit?

A. To heal wounds B. To sell as souvenirs C. To meet basic needs D. To flavor cold drinks

4 Which statement about the baobab is true?

A. The baobab has a narrow trunk. B. The baobab lives for only a few years. C. The shape of the baobab changes with age. D. The fruit pulp of the baobab is sweet and delicious.

5 Which information from the article is a FACT?

A. The fruit tastes more like cotton balls than cotton candy. B. Many believe that there are no young baobab trees. C. The baobab is the most fascinating and unusual tree in Africa. D. The Dogon people live at the base of the Bandiagara Cliffs.

THE BASEBALL QUIZ Willie Morris’s GOOD OLD BOY is a book about the adventures of a boy growing up in Yazoo City, Mississippi in the 1940s.

LIKE MARK TWAIN AND HIS COMRADES growing up a century before in another village many miles to the north and on the other side of the Mississippi, my friends and I had but one great ambition in the 1940s. Theirs in Hannibal, Mo., was to be steamboatmen, ours in Yazoo City, Miss., was to be major league baseball players. In the summers, we thought and talked of little else. We memorized batting averages, fielding averages, slugging averages; we knew the rosters of the Cardinals and the Red Sox better than their own managers must have known them; and to hear the broadcasts from all the big-city ball parks with their memorable names—the Polo Grounds, Wrigley Field, Fenway Park, Yankee Stadium—was to set our imaginations churning for the glory and riches those faraway places would one day bring us.



Peewee Baskin went to St. Louis on his vacation to see the Cards, and when he returned with the autographs of Stan Musial,

Red Schoendienst, Country Slaughter, Marty Marion, Joe Garagiola, and a dozen others, we could hardly keep down our envy.

I had bought a baseball cap in Jackson, a real one from the Brooklyn Dodgers, and a Jackie Robinson Louisville Slugger, and one day when I could not even find any of the others for catch or for baseball talk, I sat on a curb on Grand Avenue with the most dreadful feelings of being caught forever by time—trapped there always in my scrawny and helpless condition. I’m ready, I’m ready, I kept thinking to myself, but that faraway future when I would wear a cap like that and

be a hero for a grandstand full of people seemed so far away I knew it would never come. I must have been the most dejected looking boy you ever saw, sitting hunched up on the curb and dreaming of glory in the great mythical cities of the North.

That summer the local radio station started a baseball quiz program. A razor blade company offered free blades and the station chipped in a dollar, all of which went to the first listener to telephone with the right answer to the day’s baseball question. If there was no winner, the next day’s pot would go up a dollar. At the end of the month they had to close down the program because I was winning all the money. It got so easy, in fact, that I stopped phoning in the answers some afternoons so that the pot could build up and make my winnings more spectacular. I netted about $25 and a ten-year supply of double-edged, smooth-contact razor blades before they gave up. One day, when the jackpot was a mere two dollars, the announcer tried to confuse me. “Babe Ruth,” he said, “hit sixty home runs in 1927 to set the major league record. What man had the next highest total?” I telephoned and said, “George Herman Ruth. He hit fifty-nine in another season.” My adversary, who had developed an acute dislike of me, said that was not the correct answer. He said it should have been Babe Ruth. This incident angered me, and I won for the next four days, just for the heck of it. And when the announcer set a policy that I couldn’t win any more money I told the right answers to Rivers Applewhite, who thought I was the smartest baseball man who ever lived, and with whom I split the profits 50-50.



6 Willie calls the announcer his adversary. The word adversary means

A. fan. B. superior. C. opponent. D. sponsor.

7 Why did Willie temporarily stop calling in answers to the baseball quiz?

A. On some days he didn’t know the answer. B. The announcer was using trick questions. C. The announcer found out that Willie had been cheating. D. Willie wanted to win a more impressive amount of money.

8 Why did the announcer set a policy that Willie couldn’t win any more money?

A. No one else could compete with Willie. B. Willie acted rude. C. Willie and Rivers began to cheat the station. D. Other people began to complain that it wasn’t fair.

9 Which statement below is probably true about the town of Yazoo City?

A. The city was almost the size of St. Louis. B. It was a typical small town of the times. C. The people who lived there were dissatisfied with the quality of life. D. People there spent too much time trying to earn money.

10 Why does the author compare Hannibal, Missouri to Yazoo City, Mississippi?

A. To suggest that children everywhere share dreams B. To show the isolation of Yazoo City C. To illustrate how the river sharply divides different cultures D. To emphasize that they both have similar sounding state names

11 The author’s tone in this selection can best be described as

A. nervous. B. conversational. C. depressed. D. persuasive.



DISCOVER SCIENCE TABLE OF CONTENTS A table of contents can give you more information than just page numbers! Look at the following table of contents to discover what might be found within the covers of DISCOVER SCIENCE.

Unit 1 Life Science 8

Chapter 1 Classifying Living Things 10 Lesson 1 How are All Living Things Alike? 12 Lesson 2 How Do Scientists Classify Living Things into Kingdoms? 18 Activity: Using Features to Classify Objects 23 Lesson 3 How Do Scientists Divide Kingdoms into Smaller Groups? 25 Activity: Using Identification Keys and Charts 30 Chapter Review 32

Chapter 2 Plant Processes 34 Activity: Taking Color from Leaves 35 Lesson 1 What Are Plant Cells Like? 36 Lesson 2 How Do Plants Take in Materials? 38 Activity: Observing the Movement of Water Through Celery 41 Lesson 3 How do Plants Make and Use Food? 42 Lesson 4 How Do Plants Produce Seeds? 46 Lesson 5 How Do Plants Reproduce Without Flowers or Cones? 52 Chapter Review 60

Chapter 3 Invertebrates and Vertebrates 62 Activity: Comparing Sizes of Animal Groups 63 Lesson 1 What Kinds of Organisms Are in the Animal Kingdom? 64 Lesson 2 How Are Invertebrates Classified? 68 Lesson 3 How Are Arthropods Classified? 76 Lesson 4 How are Vertebrates Classified? 82 Activity: Observing Fish 89 Chapter Review 92

Chapter 4 Populations and Communities 94 Activities: Estimating Numbers of Organisms 95 Lesson 1 What Are Populations and Communities? 96 Lesson 2 How Do Different Populations Share an Environment? 98 Lesson 3 How Do Different Populations Affect Each Other? 102 Activity: Making a Model of Predator-Prey Relationships 106 Lesson 4 How Do Populations Change? 108 Lesson 5 How Do Communities Change Naturally? 114 Chapter Review 120

Unit 1 Review 124



12 Which chapter has an activity using Identification Keys?

A. Chapter 1 B. Chapter 2 C. Chapter 3 D. Chapter 4

13 Using this table of contents, which of the following is true?

A. All chapters have at least four lessons. B. All chapters have two activities. C. All chapters end with a unit review. D. All chapters are about animals.

14 Some plants do not need seeds to reproduce. Which Lesson in Chapter 2 would explain this scientific fact?

A. Lesson 2 B. Lesson 3 C. Lesson 4 D. Lesson 5

THE SODA-POP WAR Coke? Pepsi? Dr Pepper? How about 7-Up? Which do you prefer? Do you really like the taste best, or has successful advertising played a part in causing you to have a favorite? Read this article from SODA POPPERY by Stephen N. Tchudi to see what soda-pop companies do to try to make you loyal to them.

THE WAR AMONG THE SODA POPPERS isn’t always as open and obvious as it has been between Coke and Pepsi. Sometimes it is a subtle war, and rather than focusing on the merits of a particular soft drink, the manufacturers attempt to win you over in a different way.

In the late 1950s, advertisers became interested in the psychology of how people are persuaded to buy things. In a book called The Hidden Persuaders, Vance Packard told Americans about something called “motivational research,” in which advertisers tried to dip into the subconscious mind of the consumer to find out what would really sell a product.

Now, the soda-pop industry always had some understanding of this technique. It knew, for example, that you can sell a lot of soda pop by having celebrities endorse it, because people subconsciously associate themselves with the star. Or you can sell pop by having a catchy tune that people hum and whistle without



realizing it. Or you can sell soft drinks by showing a pretty girl in a bathing suit holding a soda because, subconsciously, men and women want to be with or look like her.

But in the 1960s and ’70s motivational research and advertising became more intense and more expensive, and the soda companies risked vast sums of money on new psychological research. Among other things, they learned that Americans like to think of themselves as young, healthy, and vigorous. Increasingly soft-drink ads began to stress youth. Pepsi created new slogans: “Now It’s Pepsi, for Those Who Think Young,” “Come Alive, You’re in the Pepsi Generation,” and “Join the Pepsi People, Feelin’ Free.” Coke offered ads showing young folks engaged in vigorous work and play, drinking Coca-Cola. The Dr Pepper company launched its highly successful “Be a Pepper” theme, which featured youthful dancers who symbolized what being a Pepper was all about.

Perhaps the most elaborate youth campaign has been carried out by the Seven-Up Company. In the 1960s, 7-Up was described as “Wet and Wild,” trying to get rid of its old image of a stomach remedy. In the 1970s, the company invested forty million dollars on the theme, “America’s Turning 7-Up.” Softball players, skateboarders, swimmers, horseback riders, and other youthful, athletic types were shown in vigorous pursuits. The theme was featured on television and radio commercials, on billboards and bus posters, and on grocery-store displays. Since the average cost of a bottle of pop in those days was about thirty-five cents, the Seven-Up Company thus spent the gross income from 120 million bottles of pop on advertising alone.

15 The first paragraph of this article mentions that the battle to win over consumers is a “subtle war.” This means that

A. some soft-drink manufacturers occasionally break rules to get kids to drink their pop.

B. the people who want you to drink their pop often use an indirect approach to get you on their side.

C. other soft drinks rank below Coke and Pepsi in popularity. D. big soda-pop manufacturers tell you that smaller brands don’t taste as good.



16 According to this article, which is the most accurate statement made about the advertising campaign the Seven-Up company used in the 1960s and ‘70s?

A. The ads wanted to make people believe that 7-Up is healthier than drinks with caffeine.

B. The ads were featured in grocery stores and on billboards to attract adults who go to the grocery store and those who drive.

C. The ads were not very expensive for the company because in those days a bottle of pop cost only thirty-five cents.

D. The company believed that it was worth it to spend a lot of money to make people want to be like the people in the ads.

17 This article states that “the soda companies risked vast sums of money on new psychological research.” This means that the companies

A. used a lot of money hoping to figure out what would make people want to buy their pop.

B. used borrowed money to test why people would want to drink a certain kind of pop.

C. made some poor business decisions about which kinds of pop to make. D. tried to use expensive, good-quality ingredients to improve the flavor of

their drinks.

18 Which of the following statements from this article is a fact rather than an opinion?

A. Be a Pepper. B. America’s Turning 7-Up. C. Vance Packard wrote The Hidden Persuaders. D. You can sell pop by having a catchy tune.

19 Which sentence from the passage best states the main idea of this selection?

A. “Perhaps the most elaborate youth campaign has been carried out by the Seven-Up Company.”

B. “Now, the soda-pop industry always had some understanding of this technique.” C. “The Dr Pepper company launched its highly successful ‘Be a Pepper’ theme.” D. “Rather than focusing on the merits of a particular soft drink, the manufacturers

attempt to win you over in a different way.”



THE PRINCESS AND THE TIN BOX James Thurber writes about many aspects of American life. THE PRINCESS AND THE TIN

BOX, however, makes its point in a unique way.

ONCE UPON A TIME, IN A FAR COUNTRY, there lived a king whose daughter was the prettiest princess in the world. Her eyes were like the cornflower, her hair was sweeter than the hyacinth, and her throat made the swan look dusty.

From the time she was a year old, the princess had been showered with presents. Her nursery looked like Cartier’s window. Her toys were all made of gold or platinum or diamonds or emeralds. She was not permitted to have wooden blocks or china dolls or rubber dogs or linen books, because such materials were considered cheap for the daughter of a king.

When she was seven, she was allowed to attend the wedding of her brother and throw real pearls at the bride instead of rice. Only the nightingale, with his lyre of gold, was permitted to sing for the princess. The common blackbird, with his boxwood flute, was kept out of the palace grounds. She walked in silver-and-samite slippers to a sapphire-and-topaz bathroom and slept in

an ivory bed inlaid with rubies. On the day the princess was eighteen, the king sent a royal

ambassador to the courts of five neighboring kingdoms to announce that he would give his daughter’s hand in marriage to the prince who brought her the gift she liked the most.

The first prince to arrive at the palace rode a swift white stallion and laid at the feet of the princess an enormous apple made of solid gold which he had taken from a dragon who had guarded it for a thousand years. It was placed on a long ebony table set up to hold the gifts of the princess’s suitors. The second prince, who came on a gray charger, brought her a nightingale made of a thousand diamonds, and it was placed beside the golden apple. The third prince, riding on a black horse, carried a great jewel box made of platinum and sapphires, and it was placed next to the diamond nightingale. The fourth prince, astride a fiery yellow horse, gave the princess a gigantic heart made of rubies and pierced by an emerald arrow. It was placed next to the platinum-and-sapphire jewel box.



Now the fifth prince was the strongest and handsomest of all the five suitors, but he was the son of a poor king whose realm had been overrun by mice and locusts and wizards and mining engineers so that there was nothing much of value left in it. He came plodding up to the palace of the princess on a plow horse and he brought her a small tin box filled with mica and feldspar and hornblende which he had picked up on the way.

The other princes roared with disdainful laughter when they saw the tawdry gift the fifth prince had brought to the princess. But she examined it with great interest and squealed with delight, for all her life she had been glutted with precious stones and priceless metals, but she had never seen tin before or mica or feldspar or hornblende. The tin box was placed next to the ruby heart pierced with an emerald arrow.

“Now,” the king said to his daughter, ”you must select the gift you like best and marry the prince that brought it.”

The princess smiled and walked up to the table and picked up the present she liked the most. It was the platinum-and-sapphire jewel box, the gift of the third prince.

“The way I figure it,” she said, “is this. It is a very large and expensive box, and when I am married, I will meet many admirers who will give me precious gems with which to fill it to the top. Therefore, it is the most valuable of all the gifts my suitors have brought me and I like it the best.”

The princess married the third prince that very day in the midst of great merriment and high revelry. More than a hundred thousand pearls were thrown at her and she loved it.

Moral: All those who thought the princess was going to select the tin box filled with worthless stones instead of one of the other gifts will kindly stay after class and write one hundred times on the blackboard “I would rather have a hunk of aluminum silicate than a diamond necklace.”

20 Which statement below best states the author’s message in The Princess and the Tin Box?

A. Fairy tales aren’t at all like reality. B. What you expect will not always happen. C. Princesses are not always persuaded by greed. D. Sometimes choices are hard to make.



21 Why do the first four princes arrive on beautiful horses while the fifth rides a plow horse?

A. Because he was strong and handsome B. Because he wanted to be chosen for his merits C. Because he was very poor D. Because he thought she’d like it

22 What makes the structure of this story most effective?

A. The character development B. The “Once upon a time” beginning C. The surprise ending D. The realistic quality of the story

23 Why did Thurber organize the story the way he did?

A. To develop the princess’ character B. To mislead the reader C. To set the scene D. To show passage of time

24 The fifth prince’s gift is described as tawdry. Tawdry means

A. shabby. B. silly. C. large. D. priceless.

Grade 7 Reading/Literature SAMPLE TEST KEY 2004-2006


Item Key Score Reporting Category 1 D Vocabulary 2 D Examine Content and Structure: Informational Text 3 B Demonstrate General Understanding 4 C Demonstrate General Understanding 5 D Examine Content and Structure: Informational Text 6 C Vocabulary 7 D Demonstrate General Understanding 8 A Develop an Interpretation 9 B Develop an Interpretation 10 A Examine Content and Structure: Literary Text 11 B Examine Content and Structure: Literary Text 12 A Read to Perform a Task 13 B Read to Perform a Task 14 D Read to Perform a Task 15 B Vocabulary 16 D Develop an Interpretation 17 A Vocabulary 18 C Examine Content and Structure: Informational Text 19 D Demonstrate General Understanding 20 B Develop an Interpretation 21 C Demonstrate General Understanding 22 C Examine Content and Structure: Literary Text 23 B Examine Content and Structure: Literary Text 24 A Vocabulary

CONVERTING TO A RIT SCORE

Number correct RIT Score Number Correct RIT Score 1 185 13 223 2 193 14 225 3 198 15 227 4 202 16 229 5 205 17 231 6 208 18 234 7 211 19 236 8 213 20 239 9 215 21 243 10 217 22 247 11 219 23 255 12 221 24 262

Oregon Department of Education

255 Capitol St NE, Salem, Oregon 97310 (503) 378-3600

SAMPLE TEST - ode.state.or.us Test 2004-2006—appears in the student test booklet here. Students my...

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Transcript of SAMPLE TEST - ode.state.or.us Test 2004-2006—appears in the student test booklet here. Students my...