copyright statement...intermediate form (grades 4, 5, 6) this individually administered test is...

NAHEE/ © WIRE 1983

Copyright Statement

© WIRE 1983. Distributed by permission of the Western Institute for Research and Evaluation. Reproduction and distribution of these materials are permitted only under the following conditions: 1. No charge shall be exacted for these materials above the cost of their reproduction and distribution. Selling these materials for profit is prohibited. 2. On all reproductions of these materials, appropriate credit must be given to the Western Institute for Research and Evaluation and the National Association for Humane and Environmental Education, youth education division of The Humane Society of the United States. ------------------------------------------------------------------------------------------------------------

SITUATIONAL TEST OF HUMANE RESPONSES (SIT): Intermediate Form (Grades 4, 5, 6)

This individually administered test is designed to assess whether

children who have been exposed to humane education behave more humanely

toward animals than children who have not. The test uses nine drawings

and four stories to elicit responses from students. The drawings and

stories each depict a situation or dilemma involving people and animals

and gives students the opportunity to indicate how they would respond if

they were the person in the situation. Thus, this test does not measure

actual behavior, but measures children's perceptions of how they would

behave in situations which allowed humane or inhumane behavior.

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SITUATIONAL TEST OF HUMANE RESPONSES INSTRUCTIONS

FORM I (grades 4, 5, & 6)

Say, MY NAME IS . WHAT IS YOUR NAME? (Record student's

name.) WHAT IS YOUR TEACHER'S NAME? Record teacher's name.) WHAT GRADE

ARE YOU IN? Record student's grade level.)

I'M HERE TODAY TO FIND OUT WHAT CHILDREN WOULD DO IN DIFFERENT SITUATIONS. TO DO THAT, I HAVE SOME PICTURES TO SHOW YOU AND SOME

STORIES TO READ TO YOU. THEN, AFTER I SHOW YOU EACH PICTURE OR READ YOU

EACH STORY, I WILL ASK YOU TO PRETEND THAT YOU ARE SOMEONE IN THE

PICTURE OR STORY. THEN I WILL HAVE YOU TELL ME WHAT YOU WOULD DO IF YOU

WERE THAT PERSON. THERE ARE NO RIGHT OR WRONG ANSWERS.

PICTURES (Stack drawings/stories upside down in order)

1. Place the picture so that the child can see it well. (Do not let

students look ahead at other pictures, since that may distract them.) Say to the child: LOOK AT PICTURE . TELL ME

EVERYTHING YOU SEE IN THE PICTURE.

2. If in describing the picture, the child describes the action, go

to point 3 below. If the child describes objects, but misses the action, say, TELL ME WHAT IS HAPPENING IN THE PICTURE. If the

child misses any significant aspect of the action or options

available to him/her, you should direct his/her attention to that

portion of the picture, without telling him/her what to do with

the item or option. 3. Now say: PRETEND YOU ARE (identity will be inserted

for you for each item). TELL ME WHAT YOU WOULD DO.

4. Record the first response the child gives to the item. If the child's response fits within any of the categories provided,

tally the response in the appropriate category. If the response

does not fit any of the categories provided, write down the sense

of the response in the space provided under "other." 5. After each response followed by the word WHY? ask: WHY WOULD YOU

DO THAT? Any response followed by WHY? has a list of possible

answers to WHY? When you say to a child, TELL ME WHAT YOU WOULD

DO? first find the proper letter for his/her answer and place

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your finger beside it. Next ask, WHY WOULD YOU DO THAT? and then

write a “1” in the appropriate space before the answers to WHY?

If the child's answer fits a given answer category, but the child's answer to WHY? doesn't fit the given choices, write the

answer to WHY? out to the side of the item. (If WHY? is not

included, it is because the reason is self-evident.)

6. If the child's response is too brief or not directly relevant to the action presented in the item, repeat the question or say CAN

YOU TELL ME MORE?

7. For some items, two responses are called for; such items have an additional question (Question 3). For such items, ask: WHAT WOULD

YOU DO THEN? Record the student's response, using the same

alternatives and procedures as for the first response. (Of

course, it will not be the same response and, therefore, cannot

be checked on the same line.)

8. If both the child’s responses are in the “Other” category, number the first response “1” and put (...) around the answer to WHY?

Then, number the second response “2” and use (...) around the answer to WHY?

9. You will always ask WHY? after a response you place in the

“OTHER” category.

STORIES

1. Say: I AM GOING TO READ YOU A STORY. PLEASE LISTEN CAREFULLY SINCE

I AM GOING TO ASK YOU SOME QUESTIONS ABOUT THE STORY.

2. Read the story, carefully and clearly. 3. Say: NOW, PRETEND YOU ARE ______________ (identity will be

provided on each test item). WILL YOU FINISH THE STORY? WHAT WOULD YOU DO?

4. Record the first response the child gives to the item. If the

child's response fits within any of the categories provided, tally

the response in the appropriate category. If the response does not

fit any of the categories provided, write down the sense of the

response in the space provided under "other." 5. After each response followed by the word WHY? ask: WHY WOULD YOU

DO THAT? Any response followed by WHY? has a list of possible

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answers to WHY? When you say to a child, TELL ME WHAT YOU WOULD

DO? first find the proper letter for his/her answer and place your

finger beside it. Next, ask WHY WOULD YOU DO THAT? and then write

a “1” in the appropriate space before the answers to WHY? If the

child's answer fits a given answer category, but the child's answer to WHY? doesn't fit the given choices, write the answer to

WHY? out to the side of the item. (WHY? is not included when the

reason is self-evident.)

6. If a child's response is too brief or not directly relevant to the action presented in the item, repeat the question or say: CAN YOU

TELL ME MORE?

7. For some items, two responses are called for; such items have an additional question (Question 2). For such items ask: WHAT WOULD

YOU DO THEN? Record the student's response, using the same

alternatives and procedures as for the first response. (Of course,

it will not be the same response, and therefore cannot be checked

on the same line.)

8. If both the child's responses are in the "OTHER" category, number the first response “1” and put (...) around the answer to WHY?

Then, number the second response “2” and use (...) around the answer to WHY?

9. You will ALWAYS ask WHY? after a response you place in the "OTHER"

category.

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SIT TEST Response Sheet: Form P and Form I FORMS P AND I PICTURE A RESPONSES 1. LOOK AT PICTURE A. TELL ME EVERYTHING YOU SEE IN THE PICTURE. (If the action

in the picture has not already been described, say): TELL ME WHAT IS HAPPENING. 2. NOW, PRETEND YOU ARE THE GIRL. TELL ME WHAT YOU WOULD DO. Enter a "1" for

the first response given; if it is not on the list, add it below. Then (for those responses which have WHY? after them and for all new responses) ask, WHY WOULD YOU DO THAT? and write down the response.

A. Urge the dog to "get" the cat. WHY?

1. to protect the goldfish 2. to punish the cat for being bad

B. Hit/spank or physically punish the cat.

C. Shout at the cat.

D. Lock the cat up. WHY? 1. to protect the goldfish 2. to punish the cat for being bad

E. Put the cat outside and close the door. WHY? 1. to protect the goldfish 2. to punish the cat 3. because cats don't belong inside

F. Hold the cat so it can't get the goldfish.

G. Put the cat down on the floor.

H. Put the goldfish bowl on the bookshelf.

I. Give the cat some food. WHY? 1. because the cat is hungry 2. so it won't eat the goldfish

J. Tie the dog up. WHY? 1. so the dog won't get the cat 2. so the dog won't get loose

K. Other (Please write student's response, then ask WHY? and write it also):

3. WHAT WOULD YOU DO THEN? (Enter a "2" for the response to this question on A-K above, and ask WHY?, if appropriate.)

NAME:

TEACHER:

GRADE LEVEL:

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FORMS P AND I SIT-2 PICTURE B RESPONSES

1. LOOK AT PICTURE B. TELL ME EVERYTHING YOU SEE IN THE PICTURE. (If the action in the picture has not already been described, say): TELL ME WHAT IS HAPPENING.

2. NOW, PRETEND YOU ARE THE WOMAN. TELL ME WHAT YOU WOULD DO. Enter a

"1" for first response given; if it is not on the list, add it below. Then (for those responses which have WHY? after them and for all new responses) ask, WHY WOULD YOU DO THAT? and write down the response.

A. Hit the dog or physically punish it. B. Lock the dog in its house (add a door, etc., that can be locked).

C. Shorten the dog's chain.

D. Shout at or scold the dog.

E. Take clothes away from the dog.

F. Move the doghouse out of reach.

G. Move the clothes somewhere else to dry.

H. Fix/sew clothes.

I. Other (please write student's response, then ask WHY? and write it also):

3. WHAT WOULD YOU DO THEN? (Enter a "2" for the response to this question on A-I above, and ask WHY? , if appropriate.)

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FORM I ONLY SIT-3 STORY 1 RESPONSES 1. Enter a "1" for the first response given; if it is not on the list, add it below. Then (for those

responses which have WHY? after them and for all new responses) ask, WHY WOULD YOU DO THAT? and write down the response.

A. Put Sandy back in the car and roll up the window(s) completely. WHY?

1. to protect Sandy 2. to punish Sandy

B. Put Sandy back in the car and roll up the window(s) partway. WHY?

1. to protect Sandy but give her air 2. to punish Sandy

C. Tie Sandy up (leaving her where she will be hot).

D. Tie Sandy up somewhere where she can be in the shade.

E. Take Sandy into the restaurant. WHY?

1. to keep Sandy safe 2. to take Sandy into a cool place

F. Stay outside with Sandy until parents are ready to go. WHY?

1. to keep Sandy safe 2. so parents would not be angry/disturbed

Other: (Please write student's response, then ask WHY? and write it also):

1.

2.

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FORM P AND I SIT-4 PICTURE C RESPONSES

1. LOOK AT PICTURE C. (Read the caption.) TELL ME EVERYTHING YOU SEE IN THE

PICTURE. (If the action in the picture has not already been described, say): TELL ME WHAT IS HAPPENING.

2. NOW PRETEND YOU ARE SAM. TELL ME WHAT YOU WOULD DO. Enter a "1" for first response given; if it is not on the list, add it below. Then (for those responses which have WHY? after them and for all new responses) ask, WHY WOULD YOU DO THAT? and write down the response.

A. Shoot the birds. WHY?

1. to protect Ed 2. for fun/sport

B. Help Ed remove the nest.

C. Warn Ed that: the birds might hurt him/the branch might break.

D. Suggest that anyone who wants to see the nest should climb up the tree to see it where it is.

E. Refuse to help Ed (say "no"). WHY?

1. to protect the birds, nest, eggs 2. fear for personal safety or getting into trouble

F. Urge Ed to: get down/leave the nest and eggs alone. WHY?

1. so he wouldn't get hurt 2. to protect the birds, nest, eggs

G. Tell teacher to stop Ed.

H. Other (Please write student's response, then ask WHY? and write it also):

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FORM P AND I SIT-5 PICTURE D RESPONSES

1. LOOK AT PICTURE D. TELL ME EVERYTHING YOU SEE IN THE PICTURE. (If the action in the picture has not already been described, say): TELL ME WHAT IS HAPPENING.

2. NOW, PRETEND YOU ARE THE BOY. TELL ME WHAT YOU WOULD DO. Enter a "1" for

first response given; if it is not on the list, add it below. Then (for those responses which have WHY? after them and for all new responses) ask, WHY WOULD YOU DO THAT? and write down the response.

A. Clean up the apartment. WHY?

1. so parents wouldn't be angry at the boy 2. so parents wouldn't be angry at the dog 3. because it needs cleaning

B. Scold the dog.

C. Spank or hit the dog to teach him a lesson (e.g., folded newspaper). D. Spank or the hit dog (prompted by anger, e.g., tennis racket, or thrown tennis

balls).

E. Shut the dog up in another room. WHY? 1. to punish the dog 2. so he won't do again

F. Make sure from now-on that the dog is always locked up.

G. Take the dog out and tie him up. WHY? 1. to punish the dog 2. so he won't do it again 3. dogs belong outside


3. WHAT WOULD YOU DO THEN? (Enter a "2" for the response to this question on A-H above, and ask WHY?, if appropriate.)

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FORM I ONLY SIT-6 STORY 2 RESPONSES

1. Enter a "1" for the first response given; if it is not on the list, add it below. Then (for those responses which have WHY? after them and for all new responses) ask, WHY WOULD YOU DO THAT? and write down the response.

A. Kill/hit/chop the snake with the hoe. WHY?

1. I hate or dislike snakes. 2. Afraid snake might be harmful

B. Jump back/run/scream (but don’t hurt the snake).

C. Scare the snake away without hurting it. WHY?

1. to protect the snake from harm 2. to protect self from (perceived) harm

D. Ask Pete to remove the snake. WHY?

1. I'm afraid of snakes or dislike touching them. 2. because Pete knows how to take care of snakes

E. Tell Mom/ask Mom for help. WHY?

1. so we can kill the snake 2. because I'm afraid of snakes 3. because I don't know what to do


1.

2.

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FORM P AND I SIT-7 PICTURE E RESPONSES

1. LOOK AT PICTURE E. TELL ME EVERYTHING YOU SEE IN THE PICTURE. (If action in picture has not already been described. say: TELL ME WHAT IS HAPPENING.


first response given; if it is not on the list, add it below. Then (for those responses which have WHY? after them and for all new responses) ask. WHY WOULD YOU DO THAT? and write down the response.

A. Leave them alone. WHY?

1. not my business/not my pets 2. no harm to leave them alone

B. Get the cat down (climb tree/use ladder).

C. Knock on the door to ask for help in solving the problem.

D. Use the slingshot to shoot near the dog. WHY? 1. to frighten it away to protect the cat 2. to frighten it for fun

E. Use the slingshot to hit the dog. WHY? 1. to frighten the dog to protect the cat 2. to frighten or hurt the dog for fun 3. to punish the dog for being bad

F. Use the slingshot to hit the cat. WHY? 1. for fun or sport 2. I hate cats.

G. Lock up the dog permanently. WHY? 1. so it won't chase cats anymore 2. to punish the dog

H. Restrain the dog (e.g., tie it up) without hurting it.

I. Find dog's owner and tell him/her. WHY? 1. so he can secure the dog to protect the cat 2. so he can punish the dog

J. Other (Please write student's response, then ask WHY? and write it also):

3. WHAT WOULD YOU DO THEN? (Enter a "2" for the response to this question on A-J above, and ask WHY? if appropriate.)

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FORM P AND I SIT-8 PICTURE F RESPONSES

1. LOOK AT PICTURE F. Read the caption. TELL ME EVERYTHING YOU SEE IN THE PICTURE. (If the action in the picture has not already been described, say): TELL ME WHAT IS HAPPENING.

2. NOW, PRETEND YOU ARE THE GIRL. TELL ME WHAT YOU WOULD DO. Enter a "1" for first response given; if it is not on the list, add it below. Then (for those responses which have WHY? after them and for all new responses) ask, WHY WOULD YOU DO THAT? and write down the response.

A. Let or encourage the boy to go ahead and catch the butterfly with his hands. WHY? 1. so he can collect or catch it 2. because the net might hurt it

B. Urge the boy to use the net. WHY?

1. because his hands may hurt the butterfly 2. so he can catch it better (have a better chance of catching it)

C. Ask boy to let you take a picture before he catches it.

D. Suggests you take a picture instead of him catching it.

E. Tell the boy not to catch it. WHY? 1. may harm it 2. no need to catch it

F. Prevent the boy from catching it (e.g., shoo it away or restrain the boy).

G. Other (Please write student's response, then ask WHY? and write it also):

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A. Hit/punish Sparky physically.

B. Scold Sparky.

C. Tie up Sparky temporarily. WHY? 1. to punish Sparky 2. to keep Sparky out of trouble

D. Never untie Sparky again. WHY?

1. to punish Sparky 2. to keep Sparky out of trouble

E. Take Sparky for walks on a leash every afternoon instead of letting him run

loose.


1.

2.

2. WHAT WOULD YOU DO THEN? (Enter a “2” for the response to this question on A-E above and ask WHY? if appropriate.

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FORM P AND I SIT-10 PICTURE G RESPONSES

1. LOOK AT PICTURE G. TELL ME EVERYTHING YOU SEE IN THE PICTURE. (If the action in the picture has not already been described, say): TELL ME WHAT IS HAPPENING.

2. NOW, PRETEND YOU ARE THE BOY WITH THE HAT. TELL ME WHAT YOU WOULD

DO. Enter a "1” for the first response given; if it is not on the list, add it below. Then (for those responses which have WHY? behind them and for all new responses) ask, WHY WOULD YOU DO THAT? and write down the response.

A. Shoot at the cats with the slingshot. WHY?

1. for fun or sport 2. to get cats away from trash

B. Urge the other boy to shoot at the cats. WHY? 1. for fun or sport 2. to get the cats away from the trash

C. Shoot near the cats. WHY? 1. for fun or sport 2. to get the cats away from the trash

D. Stop the other boy if he tries to shoot the cats (or near them). WHY? 1. cruel to shoot cats 2. might make them angry enough to attack the boys

E. Take the cats to an animal shelter. WHY? 1. to get rid of stray cats 2. to find them good homes

F. Get food for the cats.

G. Take the cat(s) home as pets. WHY? 1. to provide a good home for the cat(s) 2. because I want a pet

H. Clean up the garbage. WHY? 1. because litter is bad 2. so the cats won't get in trouble

I. Other (Please write student's response, then ask WHY? and write it also):

3. WHAT WOULD YOU DO THEN? (Enter a "2" for the response to this question on A-I above, and ask WHY?, if appropriate.)

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FORM P AND I SIT-11

PICTURE H RESPONSES

1. LOOK AT PICTURE H. (Read the caption) TELL ME EVERYTHING YOU SEE IN THE PICTURE. (If the action in the picture has not already been described, say): TELL ME WHAT IS HAPPENING.


first response given; if it is not on the list, add it below. Then (for those responses which have WHY? after them and for all new responses) ask, WHY WOULD YOU DO THAT? and write down the response.

A. Tell them apart by their physical features (beaks, feet, etc.)

B. Paint one (or both) chicks (covering much of the chick).

C. Paint a little dot on one chick.

D. Paint a name on one (or both) chick(s).

E. Clip wings or down on one chick.

F. Tie string on one chick's leg or wing.

G. Keep the chicks apart so they don’t get mixed up (separate cages/houses)

H. Train each chick to come when its name is called.

I. Doesn't matter; both look alike; ownership not an issue. Share them.

J. Don't keep them as pets; give them back. WHY? 1. because it is unkind to keep a chick as a pet 2. because chicks are not fun to play with

K. Use tape or a pen to mark the chicks.

L. Other (Please write student's response, then ask WHY? and write it also):

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A. Leave the dog there (without making an arrangement for the dog’s care) WHY?

1. so I won't get in trouble 2. because I don't know how to help it

B. Comfort the dog in some way but leave it there. WHY?

1. so I won't get in trouble 2. because I don't know how to help

C. Stop to see what is wrong with the dog and try to help.

D. Leave the dog and hurry to meet your parents and tell them about the dog and ask what to do.

E. Seek another person to ask if he or she will help the dog while you go to meet

your parents. F. Take dog with you. WHY?

1. because I want a pet 2. to get help for the dog


1.

2.

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FORM P AND I SIT-13 PICTURE I RESPONSES

1. LOOK AT PICTURE I. (Read the caption) TELL ME EVERYTHING YOU SEE IN THE PICTURE. (If the action in the picture has not already been described, say): TELL ME WHAT IS HAPPENING.

2. NOW, PRETEND YOU ARE THE BOY. TELL ME WHAT YOU WOULD DO. Enter a "1" for first response given; if it is not on the list, add it below. Then (for those responses which have WHY? behind them and for all new responses) ask, WHY WOULD YOU DO THAT? and write down the response.

A. Get in and take a ride.

B. Refuse to get in. WHY? 1. It’s cruel to make the dog pull the wagon. 2. because the dog is too tired 3. It’s no fun to ride in that wagon.

C. Refuse to get in and tell her to get out. WHY? 1. It’s cruel to make the dog pull the wagon. 2. because the dog is too tired

D. Tell her to untie the dog (or untie the dog yourself). WHY? 1. It’s cruel to make the dog pull the wagon. 2. because the dog is too tired

E. Get the dog some water (or otherwise give the dog physical relief).

F. Put the dog in the wagon/let girl (or you) pull it. WHY? 1. It’s cruel to make the dog pull the wagon. 2. because the dog is too tired

G. Tell her to give the dog a rest.


3. WHAT WOULD YOU DO THEN? (Enter a "2" for the response to this question on A-H above, and ask WHY? if appropriate.)

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PICTURE A

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PICTURE B

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STORY 1 Johnny lived on a farm with his grandparents and his dog, Sandy.

One hot summer day Johnny's parents asked him to go for a ride with

them to the city. Johnny asked if he could take Sandy too.

When they reached the city, Johnny's parents decided to stop for

a pizza. They left Sandy in the car, since she was not allowed to go

inside. The restaurant was much cooler than the car, which was hot

from the sun shining through the windows.

Johnny looked outside and saw Sandy climbing out of the open car

window. She jumped to the ground and began to trot toward a street.

Johnny went out and called Sandy back before she reached the street,

for he was afraid she might be hit by a car. Johnny picked Sandy up

and walked back toward their parked car.

Now, pretend you are Johnny. Will you finish the story? What

would you do?

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PICTURE C

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PICTURE D

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STORY 2 Sally really hated snakes. She could not understand Pete, her

friend and neighbor, because he actually kept a garter snake as a

pet. He told Sally his snake was harmless and wouldn't hurt

anyone.

One day Sally's mother sent her out to hoe weeds in the garden.

It was hot and Sally was angry because she would rather be playing

with her friends. Finally, Pete came over and sat in the shade and

talked to her while she worked. Sally was chopping angrily at the

weeds with her hoe when she saw something move in the weeds on the

next row. Stepping closer, Sally looked down and there close to

her foot was a snake!

Now, pretend you are Sally. Will you finish the story? What

would you do?

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STORY 3 Julie and her family moved to town after living on a farm. They

brought their dog, Sparky, from the farm to their new home in

town. When they lived on the farm, Sparky could go anywhere he

wanted to go, but in town he had to be tied up because dogs were

not allowed to run loose in town.

Julie came home after school one day and saw Sparky tied up.

She thought, "I can't stand seeing Sparky tied to a rope everyday,

so I will untie the rope and let him run around the neighborhood

for a while." Julie untied the rope and Sparky ran off.

A few minutes later, Julie heard an angry voice. She looked up

and saw Sparky running up the sidewalk toward her, dragging a

neighbor's tablecloth in his mouth. Julie took the tablecloth away

from Sparky and returned it to her neighbor and apologized.

Now, pretend you are Julie. Will you finish the story? What

would you do?

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STORY 4 Jane was supposed to meet her parents after school to go to a

friend's birthday party. Last time she was supposed to meet her

parents to go somewhere, she was late and they were very mad. Her

parents told her that if she was late this time, she would not be

allowed to go to the birthday party. Since Jane wanted very much

to go to the party, she decided to make sure to be on time.

That day, after school, Jane was hurrying across the playground

to meet her parents when she heard a strange noise. She looked

around and saw a small dog lying on the ground under a tree. The

dog looked like it might be sick. Jane knew that if she stopped to

see what was wrong with the dog, she would be late meeting her

parents.

Now, pretend you are Jane. Will you finish the story? What

would you do?

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SCORING THE SIT

INTERMEDIATE FORM (grades 4, 5, 6)

Responses on the SIT-I are scored on a scale from 1-5, with a

score of 5 representing the least humane response, and a score of 1

representing the most humane response. (See scoring key.) On items such as

picture C, which elicit only a single response, the score for that

response should be doubled to provide equal weighting for all items.

SIT TEST SCORING KEY: FORM I

Note: A score of 5 represents the least humane response; a score of 1 represents the most humane response.

PICT. A

A1 = 5

A2 = 5

B = 5

C = 3

D1 = 4 D2 = 4

E1 = 2

E2 = 4

E3 = 3

F = 2

G = 2

H = 1

I1 = 1

I2 = 1

J1 = 2

J2 = 2

PICT. B

A = 5

B = 4

C = 4

D = 3

E = 2 F = 2

G = 1

H = 2

STORY 1

A1 = 4

A2 = 5

B1 = 3

B2 = 4

C = 4 D = 2

E1 = 1

E2 = 1

F1 = 1

F2 = 2

PICT. C

A1 = 5

A2 = 5

B = 4

C = 2

D = 3 E1 = 1

E2 = 3

F1 = 2

F2 = 1

G = 1

PICT. D

A1 = 2

A2 = 1

A3 = 2

B = 3

C = 4 D = 5

E1 = 4

E2 = 3

F = 3

G1 = 4

G2 = 2

G3 = 3

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STORY 2

A1 = 5

A2 = 4

B = 3

C1 = 1

C2 = 2

E1 = 2 E2 = 1

F1 = 4

F2 = 3

F3 = 3

PICT. E

A1 = 3

A2 = 3

B = 2

C = 2

D1 = 3

D2 = 5 E1 = 4

E2 = 5

E3 = 5

F1 = 5

F2 = 5

G1 = 3

G2 = 4

H = 1

I1 = 1

I2 = 3

PICT. F

A1 = 5

A2 = 4

B1 = 4

B2 = 5

C = 3

D = 1 E1 = 1

E2 = 2

F = 2

STORY 3

A = 5

B = 3

C1 = 3

C2 = 2

D1 = 4

D2 = 3 E = 1

PICT. G

A1 = 5

A2 = 5

B1 = 5

B2 = 5

C1 = 4

C2 = 4 D1 = 2

D2 = 3

E1 = 3

E2 = 1

F = 2

G1 = 1

G2 = 3

H1 = 3

H2 = 2

PICT. H A = 2

B = 5

C = 4

D = 5

E = 5

F = 4

G = 3

H = 2

I = 2

J1 = 1

J2 = 2

K = 4

STORY 4 A1 = 5

A2 = 5

B1 = 4

B2 = 4

C = 1

D = 3

E = 2

F1 = 3

F2 = 1

PICT. I A = 5

B1 = 2

B2 = 4

B3 = 4

C1 = 1

C2 = 2

D1 = 1

D2 = 2

E = 3

F1 = 1

F2 = 2

G = 4

copyright statement...intermediate form (grades 4, 5, 6) this individually administered test is...

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