1. SAMPLE TEST
Reading/Literature
GRADE 6
2009-2011
Vocabulary
Read to Perform a Task
Demonstrate General Understanding
Develop an Interpretation
Examine Content and Structure: Informational Text
Examine Content and Structure: Literary Text
3. INTRODUCTION TO READING AND LITERATURE
SAMPLE TESTS
The Oregon Department of Education provides sample A list of test-taking strategies and tips follows this
tests to demonstrate the types of reading selections and introduction. Teachers may use the tips to:
questions students at grades 3 through 8 and grade 10 generate individual and class discussion;
might encounter on the Oregon Statewide Assessment
call attention to helpful strategies students can use to
administered each year. Passages on the test
prepare for and take the test; and
represent literary, informative and practical reading
selections students might see both in school and other share ideas with parents of ways to help reduce test
daily reading activities. These sample questions were anxiety and promote good study habits at home.
taken from previous years’ tests. They were designed In addition to gaining practice in reading and answering test
to assess students’ abilities to: questions in a paper and pencil format, students also may
benefit from taking an online practice test. An online practice
understand vocabulary meaning within the context test is available on the OAKS online system. For this paper
of a selection; opportunity, an answer sheet for students to mark is provided
locate information in common resources (Read to at the end of each student test booklet.
Perform a Task);
An answer key for each test is provided at the end of each of
understand information that is directly stated
the sample tests. In addition to the correct answer, the key
(Demonstrate General Understanding); also identifies which reporting category each question is
understand ideas which are not directly stated but designed to assess (Vocabulary, Read to Perform a Task,
are implied (Develop an Interpretation); Demonstrate General Understanding, Develop an
analyze informative reading selections and form Interpretation, and Examine Content and Structure:
conclusions about the information (Examine Informational and Literary Text).
Content and Structure of Informational Text)
A table below the answer key converts the number of items
analyze literary selections and form conclusions correct on the sample test to a score similar to the scores
about them (Examine Content and Structure of students will receive on the Oregon Statewide Assessment
Literary Text). (called a RIT score). However, this test is only a practice
WHY PROVIDE STUDENTS WITH A SAMPLE test. Scores on this sample test may not be substituted
TEST? for the actual Oregon Statewide Assessment.
Most students feel some anxiety when they approach a test. In using the sample test, teachers may wish to have students
The more confident students feel about their knowledge of take the entire sample test, or complete a passage and its
the topic, the less anxious they will feel. It also may help questions and then discuss it in class before proceeding to
students feel less anxious if they are familiar with the types of the next selection. Students may benefit from re-reading the
reading selections and questions they will encounter on the passages and analyzing both the correct and incorrect
test. It is important that students feel comfortable with the answers.
test format and have some test-taking strategies to help them Sample tests also may be shared with parents to help them
achieve the best possible score. understand the types of questions their child will encounter
on the test and to practice with their child.
HOW TO USE THE SAMPLE TEST
Sample questions may be reprinted in newsletters or shared
The Oregon Department of Education has provided sample at community meetings to help constituents better
tests periodically beginning in 1997. The latest—Sample understand the state assessment system. Although the
Test 2009-2011—appears in the student test booklet here. sample tests are not as comprehensive as the actual tests,
Students my take this sample test as a practice activity to they do provide examples of the subject area content and
prepare for the actual test. difficulty level students will encounter as part of Oregon’s
high academic standards.
Office of Assessment and Information Services 2009-2011 Sample Test, Grade 6
Oregon Department of Education i August 2009
4. Test-Taking Tips
Students: Use these tips to help you prepare for the test.
Before the test If you are not sure of an answer to a
question try these tips:
Develop a positive attitude. Tell
yourself, “I will do my best on this test.” - Get rid of the answers that you know
are not correct and choose among the
Get a good night’s sleep the night before rest.
the test.
- Read through all the answers very
Get up early enough to avoid hurrying to carefully, and then go back to the
get ready for school. question. Sometimes you can pick up
Eat a good breakfast (and lunch, if your clues just by thinking about the
test is in the afternoon). different answers you have been given
to choose from.
During the test
- Go back and skim the story or article to
Stay calm. see if you can find information to
Listen carefully to the directions the answer the question. (Sometimes a
teacher gives. word or sentence will be underlined to
help you.)
Ask questions if you don’t understand
what to do. - If you get stuck on a question, skip it
and come back later.
Before you read a selection on the test,
preview the questions that follow it to - It is OK to guess on this test. Try to
help focus your reading. make your best guess, but make sure
you answer all questions.
After reading a selection, read the entire
question and all the answer choices. After the test
Stop and think of an answer. Look to
Before you turn your test in, check it
see if your answer is similar to one of
over. Change an answer only if you
the choices given.
have a good reason. Generally it is
Read each test question carefully. Try to better to stick with your first choice.
analyze what the question is really
Make sure you have marked an answer
asking.
for every question, even if you had to
Slow down and check your answers. guess.
Pace yourself. If you come to a difficult Make sure your answer sheet is clearly
passage or set of questions, it may be marked with dark pencil. Erase any
better to skip it and go on, then come stray marks.
back and really focus on the difficult
Don’t worry about the test once it is
section.
finished. Go on to do your best work on
This is not a timed test. If you need your other school assignments.
more time to finish the test, notify your
teacher.
ii
August 2009
5. Reading and Literature
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 GREAT CATCH!
Maniac Magee was a legend in Two Mills. It all began when Jeffrey (later known as
Maniac) showed up in town and began doing some amazing things. Read this excerpt
from Jerry Spinelli’s MANIAC MAGEE to learn more about this interesting character.
JEFFREY MADE THREE OTHER appearances that first day.
The first came at one of the high school fields, during eleventh-
grade gym class. Most of the students were playing soccer. But
about a dozen were playing football, because they were on the
varsity, and the gym teacher happened to be the football coach.
The star quarterback, Brian Denehy, wound up and threw a sixty-
yarder to his favorite receiver, James “Hands” Down, who was
streaking a fly pattern down the sideline.
But the ball never quite reached Hands. Just as he was about to
cradle it in his big brown loving mitts, it vanished. By the time he
recovered from the shock, a little kid was weaving upfield through the
varsity football players. Nobody laid a paw on him. When the kid got
down to the soccer field, he turned and punted the ball. It sailed back
over the up-looking gym-classers, spiraling more perfectly than
anything Brian Denehy had ever thrown, and landed in the outstretched
hands of still stunned Hands Down. Then the kid ran off.
There was one other thing, something that all of them
saw but no one believed until they compared notes after
school that day: up until the punt, the kid had done
everything with one hand. He had to, because in his other
hand was a book.
1
What was the most amazing part of Jeffrey catching the ball and running to the soccer
field?
A. Brian Denehy was the star quarterback.
B. Jeffrey was carrying a book the whole time.
C. He caught the ball before James Down could.
D. It was the first time Jeffrey had ever played football.
Office of Assessment and Information Services 2009-2011 Sample Test, Grade 6
Oregon Department of Education 1 August 2009
6. Reading and Literature
2
Why does the author save the detail about Jeffrey having a book in his hand until the
last sentence?
A. It lets the reader enjoy a surprise ending.
B. It is the least important detail in the story.
C. It would confuse the reader to put it in sooner.
D. It was the first chance to put in this detail.
3
Why does the author say, “Nobody laid a paw on him”?
A. He wanted Jeffrey to seem like an animal.
B. He had already used “hands” too many times.
C. He wanted to create an informal feeling in the story.
D. He thought “Hands” Down should have tackled Jeffrey.
4
In the phrase, “he was about to cradle it in his big brown loving mitts,” the author uses
figurative language to
A. show how easy it is to catch a football pass.
B. describe the ball floating gently toward the player.
C. explain why Jeffrey was able to steal the football so easily.
D. make it seem like Jeffrey is a baby compared to the other players.
5
Why were some of the 11th grade students playing football at this time?
A. The gym teacher was also the football coach.
B. Some students wanted to see Jeffrey play football.
C. The gym teacher wanted Jeffrey to try out for the team.
D. Some students wanted to play soccer while others played football.
6
What is the last thing Jeffrey did in this selection?
A. He ran back to get his school book.
B. He punted the ball to Hands Down.
C. He weaved upfield through the players.
D. He stopped at the soccer field.
Office of Assessment and Information Services 2009-2011 Sample Test, Grade 6
Oregon Department of Education 2 August 2009
7. Reading and Literature
THE “PETSPAL” PROJECT
Read this selection by Cyndy Hall to find out how a young girl’s determination led to a
very successful program that benefits animals.
WHEN SHE WAS TEN, Lindsey Walker found her purpose in a
letter addressed to “occupant.”
“My mom and I were sorting mail,” Lindsey remembers. “I
don’t know why I opened that one envelope, but I did.”
Inside the envelope was a photo of a starving puppy cringing
against the wall of a wire kennel. “You could see every bone in his
body,” Lindsey says. “I knew I had to do something.”
Lindsey investigated volunteer opportunities at area animal
shelters. “They’d look at me and say, ‘Oh sure, what’s this kid really
going to do?’” she recalls. “Nobody took me seriously.”
So Lindsey wrote her local newspaper proposing an “Adopt a
Pet” column. A different homeless animal would be
featured in every issue, along with the address and
hours of the animal shelter that was offering that pet for
adoption.
To her surprise, the newspaper editor called
Lindsey a few days later to ask if she’d be interested in
submitting a sample column herself. “He wanted the
first one finished by the next afternoon,” Lindsey
remembers. “I think it really surprised him when I
walked in with a finished column and pictures.”
The column was a start, but Lindsey knew there
was more to do. “There were so many animals needing
homes. I had to find a better way.”
Lindsey found her “better way” four months later via the
Internet. A family friend helped her set up a web site featuring
pictures and brief descriptions of homeless animals from area
shelters. “PetsPal” was launched in July of 1998. Since then, twenty-
one different municipal, private, and humane society shelters have
signed up for Lindsey’s free service. Almost three hundred cats,
dogs, rabbits, and birds featured on the PetsPal site have been
adopted into new homes.
One of Lindsey’s many honors was being named the
American Humane Society’s 1999 “Be Kind to Animals Kid.” But
Office of Assessment and Information Services 2009-2011 Sample Test, Grade 6
Oregon Department of Education 3 August 2009
8. Reading and Literature
Animal Control Officer Donna Phillbrick doesn’t believe the
awards mean as much to Lindsey as the adoption of one more
homeless pet. “She’s a non-stop miracle worker,” says Phillbrick.
“That fifteen-year-old has done more for animals than most
people accomplish in their whole lives.”
Lindsey Walker started with a dream. “No matter what
anyone says, if you believe in your dreams, you can do it,” she
says. “Your age might make it harder, but you have to keep on
trying. It will happen if you believe.”
7
The article says that PetsPal was launched in July of 1998. In this sentence, launched means
A. scheduled.
B. started.
C. released.
D. stopped.
8
What was the “better way” that Lindsey found to help animals?
A. Starting an Internet web site
B. Volunteering at the animal shelter
C. Using pictures along with her column
D. Adopting more animals into her own home
9
Why was the newspaper editor surprised when Lindsey brought in her first column?
A. He wanted the animal control officer to write the column.
B. He didn’t think stray animals would be an interesting topic.
C. He wanted Lindsey to use the Internet instead of the newspaper.
D. He didn’t think Lindsey would be able to finish the column on time.
10
Based on the article, with which of these statements would Lindsey most likely agree?
A. Kids should receive more awards for the things they do.
B. Animal shelters should try harder to save homeless pets.
C. Kids of almost any age can make a difference if they try.
D. Pets whose pictures are in the newspaper get adopted first.
Office of Assessment and Information Services 2009-2011 Sample Test, Grade 6
Oregon Department of Education 4 August 2009
9. Reading and Literature
11
According to the article, what was the result of Lindsey’s efforts?
A. A pet store decided to donate food for the animals.
B. Hundreds of families have adopted homeless animals.
C. The newspaper editor decided to adopt some animals.
D. Animal shelters around the country have helped animals.
12
Which of these sentences from the article is most clearly an opinion?
A. “Lindsey investigated volunteer opportunities at area animal shelters.”
B. “There were so many animals needing homes. I had to find a better way.”
C. “The column was a start, but Lindsey knew there was more to do.”
D. “No matter what anyone says, if you believe in your dreams, you can do it.”
13
Based on this article, the author most likely wants the reader to
A. follow his or her dreams.
B. understand the life of a busy teenager.
C. adopt a pet from a shelter.
D. worry about the problems of stray animals.
CONTINUE ON TO THE NEXT PAGE
Office of Assessment and Information Services 2009-2011 Sample Test, Grade 6
Oregon Department of Education 5 August 2009
10. Reading and Literature
A DOG AND A HALF LONG AND HALF A DOG HIGH
Who could blame you for wanting to know more about Dachshunds? They’re such characters,
and so comically cute to look at, both in their physical proportions and spirited behavior. No
wonder they’re so popular.
DID YOU KNOW THE DACHSHUND was developed in Germany
more than 300 years ago to hunt badgers? Today’s Dachshunds
make good companions whether you live in the city or the country.
Dachshunds are loyal, excellent watchdogs, and make great family
pets. Look at this Internet search page about Dachshunds to answer
the questions.
The Dachshund Club of America, Inc. Licensed by and Member of
the American Kennel Club since 1895 . . .
http://www.dachshund-dca.org/
A “Paws” for Art Dachshunds, Powered by CafePress.com
SHOPKEEPER BIO Paws for Art Member since: 2001 Learn More . . .
Shopping in our store is safe and secure
http://www.cafeshops.com/pawsforart/43367
Di’s Dachshunds — puppies, Dachshunds, litters, breeder, . . .
breeder, dachshunds, puppies, kennel, dachshund, breeders, kennels,
registered, dogs for sale, dachshunds for sale, puppies for sale
http://www.members.wnonline.net/~dserwin/
Welcome to www.sausage-dog.net - Here you will find information,
photographs and lot of Dachshund related links . . .
http://www.sausage-dog.net/
Airedale Pictures . . . Chihuahuas. Chows. Cocker Spaniels. Collies.
Welsh Corgis. Dachshunds. Dalmatians. Great Danes. Dobermans.
English Spaniels. German Shepherds. German Shorthairs . . .
http://www.puppypoopy.com/dc1.html
About Dachshunds you’re thinking about getting a dachshund and
want to know whether this is the dog for you, check out the
information on our pages that are all about dachshunds
http://www.almosthomerescue.org/about_dach/about_dach.htm
Dachshunds to Love – BARKING DOG KENNELS. Dachshunds To
Love. Healthy puppies for loving homes. New litters born: 3/1, 3/9,
3/28, and 4/4 . . . http://www.barkingdogkennels.com/
Office of Assessment and Information Services 2009-2011 Sample Test, Grade 6
Oregon Department of Education 6 August 2009
11. Reading and Literature
14
If you wanted to gather pictures to make a Dachshund calendar, you should use the
Website that begins
A. A “Paws” for Art.
B. Welcome to www.sausage-dog.net.
C. About Dachshunds.
D. Dachshunds To Love.
15
Which Website would be most useful to someone who was interested in buying art
work of a Dachshund?
A. www.sausage-dog.net
B. www.puppypoopy.com
C. www.cafeshops.com
D. www.almosthomerescue.org
16
If you did not find the Website you were looking for, which site offers additional web
pages?
A. www.puppypoopy.com
B. www.sausage-dog.net
C. www.barkingdogkennels.com
D. www.dachshund-dca.org
FIRE!
Read the following selection from Oregon author Linda Crew about a dangerous
situation in a Northwest forest.
“FIRE!” THE LOGGERS GRABBED SHOVELS and scrambled toward
the smoke as the cry wailed through Gales Creek canyon. “Fire!”
The log boss’s son fought his way down over crisscrossed
slash, his heart pounding. Last log they were dragging must have
shot sparks. Of all the lousy, rotten breaks…
But it wasn’t so big yet. Don’t panic. Still campfire size and
they were right on it, good men. They’d lick this quick. Come on,
come on. Sweat stung his eyes as he shoveled.
The blaze became a bonfire.
Office of Assessment and Information Services 2009-2011 Sample Test, Grade 6
Oregon Department of Education 7 August 2009
12. Reading and Literature
“Trail the upper side!” he yelled, and nobody hacked at the
fire line more furiously than he, for this Crossett-Western
contract had been their little outfit’s big break, the one they’d
hoped might mean enough work to ride out the Depression.
Raw-throated, he shouted directions to the crew
against the fire’s gathering roar. Under his breath he
cursed the flames, cursed the so-and-so who was late with
the official shutdown order. Cursed himself too. He’d
worked the woods since he was fourteen. Didn’t need
some fancy forester toy to know dynamite weather, and
hadn’t he had a gut hunch they ought to be shutting
down?
The fire crackled through tinder-dry needles,
spreading low along the ground. A hopeless fuel box, a
cutover like this. Sparks were popping out, igniting
splinters right and left. Six guys just couldn’t cover it.
“Keep it away from those engines!” They’d scraped
pennies for every haywire chunk of equipment they
owned. If they lost it all now…
Squinting through smoke toward the draw, he saw help
coming. Alarm must have sounded down at the mill. At the
railroad tracks, men were jumping off a couple of gas-powered
speeder cars, huffing up the steep slope with their tools. Looked
like forty or so. That was more like it. Maybe they’d whip this
thing yet.
The men threw themselves at the fire, each knowing now was
the time to fight, now when a crew had a chance. If the fire got away,
there’d be plenty of time later to sit on their behinds and hash over the
what-ifs. No, if they were ever going to stop it by the power of sweat
and blood, shovels and axes, they had to give their best to stop it now.
17
“The fire crackled through tinder-dry needles, spreading low along the ground. A
hopeless fuel box.” Why does the author use this statement?
A. To help us realize the fire is spreading out of control
B. To tell us it is safe because the fire is low to the ground
C. To show that the fire has reached the fuel in their camp
D. To give hope since the fire has not reached any trees
Office of Assessment and Information Services 2009-2011 Sample Test, Grade 6
Oregon Department of Education 8 August 2009
13. Reading and Literature
18
The author develops a mood in this passage of
A. anger and confusion.
B. sadness and despair.
C. tension and suspense.
D. confidence and control.
19
What caused the fire?
A. A lightning strike
B. A lit match
C. A dragged log
D. An unattended campfire
20
The passage doesn’t exactly tell, but why should they have “shut down”?
A. It was getting dark and too dangerous to work.
B. The men were tired and needed food and rest.
C. The forests were so dry that fires would start easily.
D. They were ready to move to a new location.
21
Which word BEST describes the main character’s emotions at the end of this passage?
A. Determined B. Panicked C. Angry D. Relieved
22
In this passage, dynamite weather is weather that is
A. good for using dynamite.
B. high in terms of fire danger.
C. beautiful and sunny.
D. filled with thunder and lightning.
23
A fire is always dangerous, but this one is particularly bad for this logging
company because
A. they don't know how to fight fires.
B. they had borrowed most of their equipment.
C. they didn't have a contract allowing them to cut these trees.
D. they were a small company having money problems.
Office of Assessment and Information Services 2009-2011 Sample Test, Grade 6
Oregon Department of Education 9 August 2009
14. Reading and Literature
THE CAST-IRON KINGS R02107 R02ABL
Some people cringe when they hear the word snake. But after reading this passage from
THE KING OF CALIFORNIA by Stephen W. Steward, you may have a new opinion of
these scaly creatures.
IF YOU’VE LIVED IN CALIFORNIA for awhile, chances are good
that you’ve encountered a king—a California kingsnake, that is.
California kingsnakes are one of the most widespread snake
species in the United States. Found throughout the southern
half of the country, kingsnakes were given their regal name
because they consume other snakes, even venomous ones.
Known for their “cast-iron” stomachs, kings not only constrict
and consume rattlers and other snakes but also lizards, birds,
and rodents. They also swallow bird and reptile eggs, counting
on their strong stomach acids to dissolve them.
Medium-sized compared to other kings, California
kingsnakes are rarely longer than four feet. They live in a wide
variety of habitats, from coastal sage scrub to extremely arid
deserts, and just about everywhere in between. This extensive
range is a testament to their adaptability. In spite of the
common name, these snakes are not confined to California. They
are found from the coast of Oregon to the tip of Baja California, as
well as into southern Utah and western Arizona.
The California kingsnake has a number of pattern and color
variations. The most common and easily recognized pattern is
banding, usually light bands on a dark background. This pattern
breaks up the snake’s body outline so it is less detectable to
predators like raptors, coyotes, bobcats, and even other kingsnakes.
The bands vary in number and width, depending on where the
snake lives.
Currently, California kingsnake populations are stable.
However, the great diversity in their color patterns is linked to the
wide variety of their habitats. As these habitats disappear, so do
some of the magnificent kingsnake varieties. Locally, coastal
California kingsnakes were once a common sight. Now as
development in San Diego County pushes forward and the
endangered coastal sage scrub disappears, these snakes are seen
less and less, along with many other threatened and endangered
Office of Assessment and Information Services 2009-2011 Sample Test, Grade 6
Oregon Department of Education 10 August 2009
15. Reading and Literature
animals native to this habitat. On their behalf, it is important to
protect remaining areas of sage and grassland in California.
Apart from habitat loss and collection for the pet trade, snakes
always seem to be under attack just for being snakes. Too many
people think all snakes are dangerous and should be killed on sight.
This kind of thinking promotes the destruction of beneficial
backyard snakes and encourages harmful events such as the
rattlesnake roundups in the South. Nothing could be more
devastating to populations of these misunderstood animals. All
snakes, especially our local kingsnakes and gopher snakes, are
extremely important to the environment in controlling rodent
populations. Only when people see the wonderful diversity and
environmental benefit that snakes provide will these extraordinary
reptiles be safe from threats and persecution.
The California kingsnake has been a quiet backyard companion
to California residents ever since this state was first inhabited. So if
you see one of these beautiful creatures while out jogging, hiking,
or just relaxing in your garden, enjoy it. Consider yourself lucky to
be in the presence of a king!
24
Another word for confined as it is used in this passage would be
A. hunted.
B. limited.
C. extinct.
D. found.
25
What is a cause of some kingsnake varieties disappearing?
A. Areas of San Diego County are being developed.
B. Raptor, coyote and bobcat populations are increasing.
C. Rattlesnake roundups are happening in the South.
D. There is a shortage of bird and reptile eggs.
Office of Assessment and Information Services 2009-2011 Sample Test, Grade 6
Oregon Department of Education 11 August 2009
16. Reading and Literature
26
Why were kingsnakes given their name?
A. They have markings on their heads that look like crowns.
B. They eat other snakes, even poisonous ones.
C. They are bigger than all other snakes.
D. There are more of them than any other kind of snake.
27
The kingsnake’s coloring
A. changes as the snake gets older.
B. is in contrast to its surroundings.
C. allows it to hide from its enemies.
D. is the same on all kingsnakes.
28
This story has some facts and some opinions. Which sentence from this story is a FACT?
A. “Consider yourself lucky to be in the presence of a king!”
B. “These bands vary in number and width, depending on where the snake lives.”
C. “Too many people think all snakes are dangerous and should be killed on sight.”
D. “Snakes always seem to be under attack just for being snakes.”
29
The main purpose of this story is to
A. help people identify different kinds of snakes.
B. help people understand and appreciate snakes.
C. show that snakes are not at all dangerous.
D. get people to protect grasslands in California.
30
The author uses the pronoun “you” in the beginning and ending sentences to
A. make readers feel involved in the story.
B. add more variety in his word choice.
C. persuade readers to buy a snake.
D. make the information sound more factual.
Office of Assessment and Information Services 2009-2011 Sample Test, Grade 6
Oregon Department of Education 12 August 2009
17. Grade 6 Reading/Literature
SAMPLE TEST KEY 2009-1011
Item Key Score Reporting Category
1 B Develop an Interpretation
2 A Examine Content/Structure Literary Text
3 C Examine Content/Structure Literary Text
4 B Vocabulary
5 A Demonstrate General Understanding
6 B Demonstrate General Understanding
7 B Vocabulary
8 A Demonstrate General Understanding
9 D Develop an Interpretation
10 C Develop an Interpretation
11 B Demonstrate General Understanding
12 D Examine Content/Structure Informational Text
13 A Examine Content/Structure Informational Text
14 B Read to Perform a Task
15 C Read to Perform a Task
16 B Read to Perform a Task
17 A Vocabulary
18 C Examine Content/Structure Literary Text
19 C Demonstrate General Understanding
20 C Develop an Interpretation
21 A Develop an Interpretation
22 B Vocabulary
23 D Develop an Interpretation
24 B Vocabulary
25 A Develop an Interpretation
26 B Demonstrate General Understanding
27 C Demonstrate General Understanding
28 B Examine Content/Structure Informational Text
29 B Examine Content/Structure Informational Text
30 A Examine Content/Structure Informational Text
CONVERTING TO A RIT SCORE
Number correct RIT Score Number Correct RIT Score
1 184.3 16 220.6
2 191.6 17 222.1*
3 196.1 18 223.5
4 199.5 19 225.1
5 202.2 20 226.2
6 204.5 21 228.3
7 206.5 22 230.0
8 208.4 23 231.9
9 210.1 24 234.0**
10 211.8 25 236.3
11 213.3 26 239.1
12 214.8 27 242.4
13 216.3 28 247.0
14 217.7 29 254.4
15 219.2 30 261.6
*Likely to meet the grade 6 standard **Likely to exceed the grade 6 standard
Office of Assessment and Information Services 2009-2011 Sample Test, Grade 6
Oregon Department of Education 13 August 2009
18.
19. Oregon Department of Education
255 Capitol St NE, Salem, Oregon 97310 (503) 947-5600
