OREGON DEPARTMENT OF EDUCATION
R
L
OFFICE OF ASSESSMENT & EVALUATION
eading and
iterature
BENCHMARK
2
SAMPLE TEST
2001-2002
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.
Developed by
Office of Assessment and Evaluation
Oregon Department of Education
255 Capitol Street NE
Salem, Oregon 97310-0203
Stan Bunn, Superintendent of Public Instruction
All or any part of this document may be photocopied for educational purposes
without permission from the Oregon Department of Education
and distributed for the cost of reproduction.
Cover Page Layout and Design Credit:
Sheila Somerville
Office of Assessment and Evaluation
Oregon Department of Education
Salem, Oregon
2001 – 2002 Sample Test • 09/01
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, 5, 8 and 10 might encounter on the Oregon
Statewide Assessment administered each spring. 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:
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.
understand word meanings within the context of a selection;
locate information in common resources;
understand information that is directly stated (literal
comprehension);
understand ideas which are not directly stated but are
implied (inferential comprehension);
analyze reading selections and form conclusions about the
information (evaluative comprehension);
recognize common literary forms such as novels, short
stories, poetry and folk tales; and
analyze the use of literary elements and devices such as plot,
setting, personification and metaphor.
An answer key for each test—grades 3, 5, 8 and 10—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 (word meaning, locating information, literal
comprehension, inferential comprehension, evaluative
comprehension, literary forms or literary elements).
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.
W HY PROVIDE STUDENTS W ITH A SAM PLE
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.
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.
HOW TO USE THE SAM PLE TEST
The Oregon Department of Education has provided sample tests
periodically beginning in 1997. The latest—Sample Test 20012002—appears in the student test booklet here. Students my
take this sample test as a practice activity to prepare for the
actual test.
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.
i
September 2001 For use during the 2001-2002 school year
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 rest.
Get a good night’s sleep the night before the test.
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.
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.
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.
Listen carefully to the directions the teacher gives.
It is OK to guess on this test. Try to make your best guess,
but make sure you answer all questions.
Ask questions if you don’t understand what to do.
After the test
Before you read a selection on the test, preview the
questions that follow it to help focus your reading.
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.
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.
Make sure you have marked an answer for every question,
even if you had to guess.
Read each test question carefully. Try to analyze what the
question is really asking.
Make sure your answer sheet is clearly marked with dark
pencil. Erase any stray marks.
Slow down and check your answers.
Don’t worry about the test once it is finished. Go on to do
your best work on your other school assignments.
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 n o t a timed test. If you need more time to finish the
test, notify your teacher.
Reading/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.
AN OLD-FASHIONED SOLUTION
Toughboy and Sister are trying to get along far from civilization. Read how they
solved one of their problems in this selection from the book TOUGHBOY AND
SISTER by Kirkpatrick Hill.
THEY HAD NEARLY STOPPED WORRYING about bears. Maybe
Mutt’s smell and his barking were keeping them away. Besides,
there was no fish on the racks to attract them.
The mosquitoes were their biggest problem. They had
come overnight, it seemed, and were everywhere. They danced
crazily around Toughboy and Sister when they went outside.
Their legs and arms were covered with mosquito bites, and
Sister’s face had sores where she’d scratched the bites until
they bled. Daddy hadn’t packed any bug spray or Buhach, and
the old mosquito nets that hung over their beds were full of
holes and nearly useless.
At night it was the worst. The cabin was full of mosquitoes.
Mosquitoes whined and brushed against their faces and found
every bit of bare skin. Toughboy and Sister hid in their sleeping
bags, but they were so hot and uncomfortable they couldn’t
sleep.
One morning Sister remembered something Mamma had
told her. “Toughboy, Mamma said that in the old days they
didn’t have Buhach to burn. They burned that white stuff on
trees to keep the mosquitoes away.”
Toughboy looked at her blankly. “What white stuff?”
“Oh, you know. That hard stuff. Come on. I’ll show you.”
She pulled him out of the cabin, toward the stand of birches.
The tallest birch had a hard gray-white shelf fungus growing
on it, not too high up. Sister reached up on her tiptoes and
pulled on it. It broke off easily.
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Reading/Literature ▼
“Don’t look like it would burn, does it,” said Toughboy
doubtfully.
They carried it back to the cabin, and Sister put the fungus
in Mutt’s water can.
Toughboy put a match to the fungus, and they stood
watching it, swinging their arms this way and that to keep the
mosquitoes away. A thin white smoke began to spiral up. They
knelt by the can and watched to see if the smoke drove the
mosquitoes away.
“I think it works,” Sister said gratefully. They picked all the
shelf fungus they could find and rummaged through the cache
for cans to burn the fungus in. Soon they had small smoke
smudges burning all around the camp. They burned a smudge
in the house for half an hour, and then they set the smudge
outside so they wouldn’t have to breathe the smoke. All the
mosquitoes in the cabin were killed, and they slept soundly
and comfortably that night.
1
Toughboy and Sister were uncomfortable in their sleeping bags. In the word
uncomfortable, un means
A. under.
B. not.
C. remove.
D. useless.
2
Which statement below is true about the reason that Toughboy and Sister
weren’t worried about bears?
A.
B.
C.
D.
They were too worried about mosquitoes to be concerned with bears.
They didn’t have fish to attract bears.
Mutt was an excellent fighter.
Bears in that part of the country are very shy and don’t harm people.
3
Which statement is true about this story?
A. The author made up a story that could have happened.
B. It is too unusual to have ever happened.
C. Stories happening in the wilderness can’t teach anything to modern
readers.
D. This story can be called nonfiction.
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Reading/Literature ▼
4
A theme is a bigger part of a story. What is a theme in this story?
A.
B.
C.
D.
Money can be helpful in time of need.
Sometimes you have to be patient.
Old ways can be good.
Father knows best.
SUPERBIKES
Learn about superbikes in this selection and the index from the book, THE
WORLD ’ S FASTEST MOTORCYCLES, by John Martin.
Introducing
Superbik es
The motorcycles in this book are the fastest, most powerful two-wheelers
around. They are the latest examples of modern motorcycle technology.
Some can reach speeds of more than 230 miles (370 kilometers) per hour.
Turbochargers and nitrous oxide boost bottles, which allow the engine to
get more fuel, are what makes these so fast. These devices combined with
special engine tuning give the bikes amazing power. These superbikes are
much faster than motorcycles you can buy from a dealer.
What Are
Superbikes, also called sport bikes, are modeled after road-racing
Superbik es? motorcycles. In fact, some riders race their superbikes on racetracks against
other superbike owners.
But superbikes are built to be driven on the road. Most superbike owners
ride mainly on public streets.
Why So
Fast?
You might ask, “Why would anyone want such a bike for the road? The
speed limit is 65 miles (104.6 kilometers) per hour or less.”
People own superbikes for the same reasons that others own sports cars.
They admire the power and the beauty of these high-performance machines.
They do not race around town at top speed.
Every responsible rider knows that driving a motorcycle can be
dangerous. Superbike owners take precautions to keep their sport as safe as
possible.
Even though the superbike owner may never use the superbike’s full
power, everyday driving is still lots of fun.
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INDEX
Black Bomber, 10
brakes, 18, 19, 21
chassis, 13-15, 16
cost, 10, 11, 33
disc brake, 18, 19
displacement, 17
engine, 17, 25-26, 29
exhaust pipes, 17
fairing, 13, 15-16, 25, 34
fork legs, 13-14, 18
gasoline tank, 12, 33-34
handlebars, 13
Harley-Davidson, 9
headlights, 10, 16
Honda, 10; CB450, 10-11; CB1100R, 11;
Team Mr. Honda/Yamaha, 37-39;
Tw o Brothers CBR900RR, 41-43
Indian, 9
Japanese motorcycles, 10-11
Kaw asaki, 10; GPZ1100, 11; Mr. Turbo
ZX-11, 25-27
nitrous oxide boost bottle, 5, 37-38, 41
Norton, 9-10
Norton International, 9-10
quarter-mile speeds, 26, 30-31, 34, 38-39,
42-43
racing superbikes, 6, 9-10, 41, 42-43
RB Racing Suzuki GSXR1100 Turbo, 2931
safety, 21-23; gear, 23
seat, 14-15
shock absorber, 14
Sims and Rohm Suzuki GSXR1452, 3335
speeds, 26-27, 30-31, 34-35, 37-39, 4243
sport bike, 6
stock, 29, 31, 41
Suzuki, 10; GSZ1100, 11; RB Racing
GSXR1100 Turbo, 29-31; Sims and
Rohm GSXR1452, 33-35
tire, 18, 19, 21
Triumph, 9, 10
turbochargers, 5, 25, 29-30, 41
Tw o Brothers Honda CBR900RR, 41-43
w eight, 10, 13, 14, 19, 21, 33-34
w heels, 13, 14, 18-19
w indshield, 16
w orld’s fastest motorcycle, 25-27
Yamaha, 10; Team Mr. Honda/ Yamaha
FJI380 Turbo nitrous, 37-39
5
Although he never really says so, the author probably wants readers to feel
impressed by some of the things they learn from this article. Which of the
following words did the author use to make readers excited about these
motorcycles?
A.
B.
C.
D.
“Most powerful” and “latest examples”
“Driven on the road” and “public streets”
“Every responsible rider” and “owners take precautions”
“Never use” and “everyday driving”
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6
According to the index, page 10 will contain references to
A. “Black Bomber” and “wheels.”
B. “Norton” and “sport bike.”
C. “Black Bomber” and “Yamaha.”
D. “Indian” and “handlebars.”
7
Which statement is true about the index section of this book?
A. It gives page numbers only for parts of a motorcycle.
B. None of the entries lists more than one page number.
C. The list of entries is in order by page number.
D. The list of entries is alphabetized.
8
Which page or pages should you read if you wanted to learn about a Honda
CB450?
A.
B.
C.
D.
Page 10 only
Pages 10 and 11
Pages 41-43
Pages 25-27
9
In which part of the library would you probably find this book?
A.
B.
C.
D.
With the science fiction stories
With the myths and legends of early people
With the newspapers
With some books giving facts about cars
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BEATING THE ODDS
Wilma Rudolph, one of the greatest women track stars ever, won three gold medals
at the 1960 Olympic Games in Rome. Read about her race in the 400-meter
women’s relay in this story from a book by Theodore Knight.
WILMA RUDOLPH WON THREE GOLD MEDALS at
the 1960 Olympic
Games in Rome, the first American woman ever to do so. Her firstplace finish in the 100-meter dash tied the world’s record, and she
set an Olympic record in the 200-meter dash. It was her running of
the final leg of the 400-meter relay, however, that showed the world
the incredible determination that her friends and acquaintances
already knew. The 400-meter women’s relay was a battle between
the German and American teams.
Although the Germans took the lead at the start, by the end of
the third leg of the race, the Americans had managed to gain a lead
of about two yards. As the third American runner dashed up,
Rudolph reached back to grab the relay baton, only to see the other
woman drop it just short of her fingers. As Rudolph stooped and
snatched the fumbled baton, the German runner surged to a
commanding lead. Rudolph sprinted off in pursuit. To the
astonishment of the crowd, Rudolph gained back all the ground
she had lost and nipped across the finish line ahead of the German
runner. Her effort earned her team the gold medal and set a new
world record in the relay.
Wilma Rudolph had beat the odds, but that was not new for her.
Born to a poor, black Tennessee family that already had fourteen
children, Rudolph was sickly and underweight at birth and not
expected to live. But she survived. Then, at age four, she was
stricken with double pneumonia and scarlet fever. Once again,
Rudolph pulled through, but her illness left her with a paralyzed left
leg. Local doctors informed her parents that she would never walk
again. Rudolph’s determined mother took her daughter by bus to a
clinic in Nashville. There they were told that with daily heat and
water massages, the child might gradually gain a little use of her leg.
Mrs. Rudolph worked six days a week as a maid and had no way to
get her daughter to the clinic, so she taught herself and then her
oldest children how to give the massage. For the next two years,
Rudolph was given four massage treatments each day by family
members. On Mrs. Rudolph’s day off, she and her daughter made
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the forty-five-mile bus trip to Nashville for additional treatments.
Since the family was too poor to afford a wheelchair, Rudolph spent
her days confined to a bed or a chair.
After two years with no progress, Rudolph suddenly began to
regain some feeling in her leg. Two years later, she was able to
walk with the aid of a leg brace. Just being able to walk a bit was
not enough for Wilma Rudolph, however. She continued to
exercise and was able to throw away the leg brace when she was
eleven. At thirteen she tried out for the high school basketball team
and at fifteen she was averaging over thirty-two points per game
and was a member of the all-state team. Her basketball exploits
brought her to the attention of the track coach at Tennessee State
University and through his influence she became the first member
of her family to attend college. Rudolph’s triple gold in Rome was
only the next step in a twenty-year-long race from behind to
overcome seemingly unbeatable obstacles.
10
The story tells you that Wilma “nipped across the finish line ahead of the
German runner.” This means that Wilma
A. won by a large distance.
B. carried the baton in her teeth so that she could use her arms better.
C. fell as she leaned forward at the end of the race.
D. just barely won the race.
11
The story says that Wilma’s “basketball exploits brought her to the attention of the
track coach at Tennessee State University . . . .” In this sentence, the word exploits
means
A. achievements.
B. uniform and equipment.
C. mistakes.
D. height.
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12
The story doesn’t say for sure, but the author probably thinks that
A. Wilma had only bad luck in her life.
B. Wilma is an inspiration to people.
C. the German team should have won the 400-meter relay.
D. Mrs. Rudolph should have taken care of Wilma herself.
13
Wilma was an outstanding athlete. What was one of the main reasons for this?
A. Mrs. Rudolph worked hard as a maid to support her children.
B. Wilma attended many sports camps when she was young.
C. The basketball coach was very strict with Wilma.
D. Wilma believed in herself and had great determination.
14
Why did Wilma’s family massage her legs?
A. They thought she might be in the Olympics someday.
B. They felt it would help her become a basketball player.
C. They thought she needed to be well enough to work.
D. They wanted her to be able to walk.
WALKING WITH WOLVES
Jean Craighead George wrote the book JULIE. Read this selection to find out about
an adventure Julie had with a pack of wolves in the vast interior of Alaska.
AT FIRST JULIE thought the white blazes on the horizon were
sunlit clouds, but as she walked on they became more solid and she
realized she was looking at the splendorous Brooks Mountain
Range. She stopped to rest and take in the spiritual force of the
mountains; then she proceeded on south toward the Colville River.
All the while she walked she sang “The Far Northland” and
“Peas That Go Tink, Peas That Go Tot,” a song she had made up
last year on the tundra. Amy and her somber line of relatives
seemed to listen and smile at her music. Occasionally a tail wagged
when she sang a sour note.
She looked for caribou droppings and their hoofprints. The
prints would be half circles, split in the middle and about five
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inches long. Dewclaws on the front feet would leave two dots
behind each track. She saw no caribou sign.
The wolf pack patiently followed their pup. They were not
much concerned about why Amy was in the backpack. She was in
view, and that was all that mattered. They trotted along, barking at
the scenery and sniffing the air.
Kapu occasionally made a wide circuit to search for game. He
had been over this ground many times. He and his pack, like other
wolves of the Arctic, knew every pond, grass dump, and large
animal on their huge territories. Kapu could inspect a vast swatch
of tundra with his nose, for he could smell game more than ten
miles away.
Julie was glad for Kapu’s all-seeing sense of smell. The herd
had to be somewhere nearby. A calf does not wander far from its
mother, and Kapu’s nose could “see” them long before her eyes.
She hurried along.
Amy rode quietly in the backpack. The pup was young enough
to heed the voice of authority. A growl, a snarl, or a snappy bark
from Julie, and Amy would stop chewing her way out of the pack
and lie still.
The strange party covered almost thirty miles in one sun orbit
before they stopped to sleep. The wolves were not tired, but Julie
was. She sat down with a thump on a warm, grassy hummock and
stretched out her legs. She chewed on caribou jerky and felt the
permanence of the mountains that rose so high above her. Among
the lines of dark-green trees dwelled the wild things. They lived
out their lives there, had young, and lived on. She liked the
nurturing mountains.
15
In the second paragraph, the story says that “Amy and her somber line of
relatives seemed to listen and smile at her music.” Who were the relatives?
A. Julie’s aunts, uncles and cousins
B. All the creatures of the tundra
C. A pack of wolves
D. People in Julie’s imagination
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16
Julie and the wolves stop to rest because
A. Julie is tired.
B. Amy is too young to stay in the backpack for long.
C. Kapu smells caribou.
D. too many hummocks make travel difficult.
17
Which of the following is evidence that Julie is becoming like a wolf?
A. They are all on the tundra.
B. Julie admired the life forces of nature.
C. They think of time in terms of a sun orbit.
D. Julie treated Amy the same way a mother wolf would.
18
This story contains some statements that are facts and some that are opinions.
Which statement below is an opinion?
A.
B.
C.
D.
The prints would be half circles, split in the middle.
The herd had to be somewhere nearby.
She chewed on caribou jerky.
They trotted along, barking at the scenery.
19
The pup is described as “young enough to heed the voice of authority.” When
used this way, the word heed means
A.
B.
C.
D.
ignore.
pay attention to.
be angered by.
enjoy.
ANTHONY AND THE FIREFLY
ANT VENTURES was written by Blanche Elizabeth Wade about 75 years ago. Read
this selection to see what kind of stories your grandparents might have read when
they were your age.
“HELLO!” SAID A VOICE SUDDENLY. “What on earth are you
doing there eating such nice things all alone?”
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Anthony Ant was never more surprised in his life! There
sat a Firefly. You would not have guessed it to look at him, for
there was not a bit of fire showing anywhere about him. The
Ant knew him as a Firefly, though, because his mother had told
him all about Fireflies when he was a little boy.
“It’s all I’ve got to eat,” said the Ant in answer to the
Firefly’s question. “But I’ll give you a taste of anything you
want, just the same.”
“You speak as though there wasn’t any more food to be
had in the world,” said the Firefly. “Your voice sounded so
solemn.”
“Well, if you hadn’t any more food except what was in
your lunch basket, I guess your voice would sound solemn,
too,” replied the Ant.
“It would not!” declared the Firefly very firmly. “Why
should it, when there is plenty of food in the world? Just
because your lunch basket is empty at times, is no reason for
feeling solemn. If there was a famine, that would be different,
but there is food all about you.”
“Yes, but you have to go catch it,” the Ant whined.
“Well why not?” asked the Firefly.
Anthony Ant was about to say it was too hard work to
have to go catch your food all the time, when he suddenly
thought maybe the Firefly would call him a Gubblechook if he
did not look out, so he kept still.
“What’s the matter?” asked the Firefly. “Don’t you know
how to catch food?”
“Mercy, yes!” cried Anthony. “Look in my basket. I caught
that.” And he pointed with one of his feelers to the little green
Worm.
“Let’s see,” demanded the Firefly, and he peeked into the
basket.
“Have a piece,” said Anthony Ant. “You’ll find it very fine
and tender and juicy.”
“No, thanks,” replied the Firefly, “but I’ll taste this fancy
pink cake, if you want me to.”
“Do!” said Anthony. “Take the whole of it!”
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Reading/Literature ▼
“Oh!” said the Firefly, as he took the cake. “Where have I
seen and tasted such cakes before? Oh, I know! You must have
been to the Wild-Rose Tea House!”
“Yes,” said Anthony, “that is where all but the dried berry
and the Worm came from. Have you been there?”
“Often,” answered the Firefly. “I always stop there on my
way home from a band concert at night for a little cake or two
and a cup of Wild-Rose Berry Coffee. They make a specialty of
that coffee there, and there is nothing like it to rest a person
after an evening’s flitting. I flitted nearly every evening of June,
and pretty nearly all of July, without missing a night, lighting
up things with my lantern. But now I go only occasionally, for
the season for flitting is nearly over for us, and we are spending
our time on vacations, a bit of a rest from our hard season. This
cake is delicious and is my favorite sort. You were wise to pick
out this kind of cake. It is the best they make there.”
20
The first line of this story is an example of
A.
B.
C.
D.
a simile.
dialogue.
setting.
a metaphor.
21
What is the main reason that Anthony is solemn at the beginning of the story?
A.
B.
C.
D.
He is afraid of Firefly.
He is running out of food and is too lazy to go get more.
He thinks Firefly will eat everything in his basket.
He is away from his mother.
22
Authors write stories for many different reasons. Blanche Elizabeth Wade
probably wrote this part of the story to
A. make the reader hungry.
B. explain some differences between ants and fireflies.
C. entertain children.
D. keep readers in suspense.
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23
How does Anthony Ant know what kind of insect Firefly is?
A. They probably met before at the Wild-Rose Tea House.
B. Anthony had many firefly friends.
C. His mother had told him about fireflies.
D. Firefly introduced himself to Anthony.
24
At the end of the story, the author has Firefly say nice things about the fancy
pink cake. She does this to show
A.
B.
C.
D.
that Firefly is trying to make Anthony feel good.
how greedy Firefly is.
that Ant doesn’t need to keep the worm.
how Anthony will now know how to keep his basket full.
Office of Assessment and Evaluation
Oregon Department of Education
2001- 2002 Sample Test, Benchmark 2
13
September 2001
Oregon Reading/Literature Sample Test
Use number 2 pencil.
Do NOT use ink or ball point pen.
Make heavy dark marks that completely fill the circle.
Erase completely any marks you wish to change.
Name of Student
___________________________________
Name of Teacher
___________________________________
Name of School
___________________________________
1
A
B
C
D
13
A
B
C
D
2
A
B
C
D
14
A
B
C
D
3
A
B
C
D
15
A
B
C
D
4
A
B
C
D
16
A
B
C
D
5
A
B
C
D
17
A
B
C
D
6
A
B
C
D
18
A
B
C
D
7
A
B
C
D
19
A
B
C
D
8
A
B
C
D
20
A
B
C
D
9
A
B
C
D
21
A
B
C
D
10
A
B
C
D
22
A
B
C
D
11
A
B
C
D
23
A
B
C
D
12
A
B
C
D
24
A
B
C
D
Office of Assessment and Evaluation
Sample Test
Oregon Department of Education
Bubble Sheet
BENCHMARK 2 (GRADE 5) READING/LITERATURE
SAMPLE TEST KEY, 2001-2002
Test Item
Correct Answer
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
B
B
A
C
A
C
D
B
D
D
A
B
D
D
C
A
D
B
B
B
B
C
C
A
Score Reporting Category
Word Meaning
Literal Comprehension
Literary Forms
Literary Elements and Devices
Literary Elements and Devices
Locating Information
Locating Information
Locating Information
Literary Forms
Word Meaning
Word Meaning
Evaluative Comprehension
Inferential Comprehension
Inferential Comprehension
Literal Comprehension
Literal Comprehension
Evaluative Comprehension
Evaluative Comprehension
Word Meaning
Literary Elements and Devices
Inferential Comprehension
Evaluative Comprehension
Literal Comprehension
Literary Elements and Devices
CONVERTING TO A RIT SCORE
Number Correct
RIT Score
Number Correct
RIT Score
1
2
3
4
5
6
7
8
9
10
11
12
177
185
189
193
196
198
201
203
205
207
209
211
13
14
15
16
17
18
19
20
21
22
23
24
212
214
216•
218
220
223
225
228
232••
237
244
TBD
• Likely to meet 5th grade standard •• Likely to exceed 5th grade standard
Students with 8 or fewer correct answers are likely to take Form A.
Students with 20 or more correct answers are likely to take Form C.
Note: This sample test is for practice only; scores may not be substituted for the Oregon Statewide Assessment.
Office of Assessment and Evaluation
Oregon Department of Education
2001- 2002 Sample Test Key
September 2001
Developed by the Oregon Department of Education • 255 Capitol St NE • Salem, Oregon 97310 • (503) 378-3600