Hi, I’m Ariav, TestPrep-Online’s expert for iReady tests. I have a master’s degree in Education and experience as a teacher and tutor. If you have any questions, feel free to contact me at ask_ariav@testprep-online.com

Below we provide you with a table that contains full preparation packs for your desired iReady Grade:

The i-Ready diagnostic math test takes approximately 50 minutes for grades K-1 and 90 minutes for grades 2-8 and contains between 60-90 questions. As the test is adaptive, the number of questions varies with each student's performance.

The assessment presents the students with math questions on a number of different topics, asking them to solve problems in many different interactive methods, such as drag and drop, multiple choice, completing missing items, and more. There are four domains of mathematics that the test focuses on, and we will take you through them now, showing samples of what questions might look like in each domain.

### i-Ready Math Test Sample Questions

#### Algebra and Algebraic Thinking

A common type of question you will find on the i-Ready Diagnostic Math test is in the topic of algebra or algebraic thinking. These include basic arithmetic skills such as word problems, equations, number patterns, and more. The concepts and problems are in accordance with the given grade level of the student and his or her performance on the test.

Tommy claims that 70 is in the multiplication table of five. In order to prove this, Tommy counted by fives until he reached 70.

How many numbers did Tommy count?

A. 11
B. 12
C. 13
D. 14

To solve this, it is best to make a list of the numbers and then simply count them.
Tommy counted the following way: 5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60, 65, 70
There is a total of 14 numbers in the list. That is, answer (D).

Tip: When facing word problems, keep track of all of the numbers introduced, and write them out on paper. Then determine based on the information given what operations the question is asking you to do with those numbers, and write them out in an equation.

If 7p = 175, what does p equal?

A. 25
B. 27
C. 168
D. 182
E. 775

The correct answer is (A), 25.

In the equation above, 7p means 7 multiplied by an unknown number. The result is 175. To find out the unknown number, p, you must find a number that gives 175 when multiplied by 25. To find this, you can do 175 ÷ 25 = 7. That means that 7 × 25 = 175. So, 25 is the missing number, p.

It is also worth remembering that in order that the result of a multiplication ends in a 5, one of the factors also must end in a 5 so 25 is the likely candidate.
Therefore, the correct answer is (A).

Now, let's move on to the next sub-topic, Numbers and Operations:

#### Numbers and Operations

Another skill you will need for the test is the four basic operations—addition, subtraction, multiplication, and division—as well as the ability to operate with varying types of numbers relevant to the student’s level, such as fractions, decimals, and integers.

What is 2/5 as a decimal?

A. 0.2
B. 2.5
C. 0.4
D. 0.25

To convert a simple fraction into a decimal, first see if the denominator can multiply or divide to become 10, 100, 1,000, etc. Any multiple of 10 is the simplest.

• Here, the denominator is 5, which can be doubled to make 10. Therefore, make an equivalent fraction: 2/5 = 4/10 // multiply top and bottom by 2.
• The fraction 4/10 means 4 ÷ 10. When you divide by 10, move the decimal point one place to the left.
• Thus, 4/10 can be written as 0.4, as 4 was originally 4.0 and the decimal place has now moved to the left.

Alternatively, 2/5 is twice as big as 1/5. 1/5 is a common fraction, which you should know as 0.2, because 1/5 = 2/10. Therefore, if 2/5 is twice as big, then 0.2 x 2 = 0.4.

Tip: Numbers and operations normally go together. You may be asked to complete operations with decimals for example, and converting between fractions and decimals may just be a small part of the problem.

Daniel and Isla are each writing a novel. Daniel has written 40 pages in the last five days and Isla has written 120 pages in the last 24 days.

What is the difference between their unit rates per day?

A. 3 pages per day
B. 5 pages per day
C. 8 pages per day
D. 13 pages per day

A unit rate, means the number of pages written in just one day. To calculate Daniel's unit rate per day, you must divide his total pages by the number of days: 40 ÷ 5 = 8 pages per day. Do the same for Isla: 120 ÷ 24 = 5 pages per day.

To divide by 24, you can split it up and instead divide by 12 and then divide by two (because 24 is 12 x 2). Therefore, 120 ÷ 12 = 10 10 ÷ 2 = 5. To find the difference, subtract the unit rates, therefore: 8 - 5 = 3. Therefore, the correct answer is (A).

If you answered (B) or (C), you calculated one of the unit rates, instead of finding the difference between the two. If you answered (D), you found the sum of the unit rates, instead of the difference.

Now that you are familiar with number and operations questions, let's move on to the next sub-topic, measurement and data:

#### Measurement and Data

The next domain we will look at includes both measurement and analysis of data. Depending on the grade level, this can involve reading rulers, calculating distance, converting units of measurement, calculating probability, familiarity with mean, mode, and median, as well as interpreting charts and graphs.

Lucy is training for a marathon. A marathon is a race of 42 kilometers. Every day, Lucy practices and goes for a run until she gets tired. The last day of practice, Lucy ran 39 kilometers. The day of the marathon, Lucy finished the entire race.

How much more distance did Lucy run between the marathon and the last day of practice?

A. 2 Kilometers
B. 2.5 Kilometers
C. 3 Kilometers
D. 81 Kilometers

To solve the problem, you need to subtract the length that Lucy ran in the last day of practice from the total length of the marathon.
The marathon is 42 kilometers, and Lucy ran 39 on her last day of practice. So, calculate 42 – 39 using vertical subtraction.

First, since nine cannot be subtracted from two, you have to borrow a ten from the tens column. You do this by scratching the four and writing a three instead, and then writing a ten on top of the ones column. Now, you can subtract nine from the ten, and add the result to the two you already have.

Amy wants to know the favorite ice cream flavor among students in her school, so she asked 36 random students from the school. 14 said they prefer vanilla, 9 said they prefer chocolate, 6 said they prefer fruit flavors, and the rest said they prefer other flavors. The school contains a total of 540 students.

Based on the data that Amy collected, what would be a reasonable estimation of the number of students who prefer flavors other than chocolate or vanilla?

A. 90
B. 105
C. 180
D. 195
E. 345

• First, determine the data that you should find - in this case, it is the number of students who prefer flavors other than chocolate or vanilla. Out of the 36 students that Amy asked, 14 prefer vanilla and 9 prefer chocolate, meaning that 13 students prefer other flavors (36 – 14 – 9 = 13). Therefore, approximately 13 out of every 36 students in the school prefer flavors other than chocolate or vanilla.
• To estimate the number of students that prefer other flavors you should use proportions:
• Amy sampled 36 students, and there are 540 students in the entire school. To find the right proportion, divide the number of students in school by the number of students in Amy's sampling group: 540/36 = 15
• You can see that the number of students in the entire school is 15 times the number of students Amy sampled. Now you can simply multiply the number of students who prefer flavors other than chocolate or vanilla in Amy's class by 15 and get the estimated number of students with these preferences in the entire school:

15×13=(15×10)+(15×3)=150+45=195= → The correct answer is (D).

In this kind of question, you are given data regarding a sampling group and should use it to draw conclusions about the entire group. Notice that the conclusion you can make out of the sample is merely an approximation and cannot reflect reality correctly.

#### Geometry

The final math topic we will explore is geometry. This includes understanding and classifying two and three-dimensional shapes, calculating perimeter and area, familiarity with the properties of angles, and how to use all of these principles and others to solve word problems and shape diagrams.

Which 3-D shape is most similar to the following object?

A. Cylinder
B. Cube
C. Sphere
D. Cone

The 3-D shapes mentioned in the answer choices are these:

You can see that a ball has no straight lines, and therefore, it cannot be a cylinder, a cube, nor a cone.
The only remaining answer is C, a sphere.

Which angle is approximately 70 degrees?

A.

B.

C.

D.

To estimate angles accurately, use known angles, such as right angles, to compare to. A right angle is 90 degrees and is signified by a small square in the vertex of the angle.
Answer (B) shows a right angle, so this can be eliminated.

To find an angle of 70 degrees, look for an angle slightly smaller than the 90 degree right angle.
Answer (A): This looks about half the size of the right angle, so it is more likely to be 45 degrees.
Answer (C): This looks slightly smaller than the right angle, so it could be the answer.
Answer (D): This is an obtuse angle, which means it is larger than 90 degrees. Thus, it is not the answer.

Therefore, the correct answer is (C).

Tip: Start from the knowledge that an angle going straight up from a perpendicular line is 90 degrees. Knowing that a smaller angle will be less than that and a wider one will be more, and that 180 and 0 are the furthest it can go in either direction, estimate the number based on how much more or less it is than 90.

A higher score in the i-Ready Test indicates a higher level of proficiency. Your present score reflects the skills you have mastered during the school year and highlights the skills that require further improvement as you progress. Check the table below to see what a good score is in the i-Ready Test.

Achieving excellence on the test requires dedicated practice. This practice not only helps you become more familiar with the test itself, but also helps you identify your strengths and weaknesses.

Start practicing now with our prep packs!

The reading test, just like the math test, takes approximately 50 minutes in grades K-1 and 90 minutes in grades 2 – 8. You will be presented with extended passages and asked questions at different intervals pertaining to the text.

The nature of the questions and the passages varies throughout the test, as we will now explore over a series of sample questions.

#### Phonics/Phonological Awareness/High Frequency Words

The first category of questions we will look at includes three domains catered to the development of early literacy, and only students in K-2 (or those scoring at that level) will encounter such questions on the test. A 2nd or 3rd-grader who demonstrates a 3rd-grade reading level will cut short or bypass these questions entirely.

The first domain is called Phonics, which asks about the sounds of the English language and how they are represented with letters. Closely related to that is Phonological Awareness, which includes identifying syllables and the pronunciation of words. Finally, there is High-Frequency Words, which focus on the student’s familiarity with the most commonly appearing words in written English.

Complete the sentence:

Don’t forget to close _____ door.

A. there
B. to
C. the

The correct answer is (C) ''the''

There and to do not fit in the sentence.

Click on all the words that contain three syllables.

A. Table
B. Homework
C. Telescope
D. Present
E. Luxury

The correct answers are C and E. The words Telescope and Luxury have three syllables.

To find the number of syllables in a word, count the number of times you hear the letters: a, e, i, o, u.

• "Telescope" has three syllables: te-les-cope (you hear the sounds /e/, /e/, /o/).
• "Luxury" has three syllables: lux-u-ry (you hear the sounds /a/, /u/, /i/).
• "Table" has two syllables: ta-ble (you hear the sounds /e/, /u/). If a word ends with "le" or "les" and there is a consonant right before it, this counts as a syllable.
• "Homework" has two syllables: home-work (you hear the sounds /o/, /o/).
• "Present" has two syllables: pres-ent (you hear the sounds /e/, /e/).

Tip: Try saying the word out loud and clapping for every individual sound you make in order to help you count count the syllables.

Replace the ending sound of the word "harsh" with the /m/ sound. What word do you get?

A. Marsh
B. March
C. Hard
D. Harm

The ending sound of the word "harsh" is /sh/, which is created by the letter combination of "sh." You must replace the letters "sh" with the letter "m," which stands for the /m/ sound. Thus, the new word is "harm": harsh -> harm

#### Vocabulary

Another category of questions you will face on the i-Ready at all levels aims to test your knowledge of vocabulary, understanding the meanings of words and their proper application.

A. She is the head of the school’s chess club.
C. He proudly held high his head as he walked across the stage to receive his award.

The question is looking for a sentence in which the word “head” is used to indicate a person who oversees a group. In this case, “head” refers to the person who manages the school’s chess club, which represents a person who holds a position of leadership.

Answer (B) is incorrect. In this case, the word "head" is used as a verb, indicating the action of going to the store.

Answer (C) is incorrect. In this case, the word "head" refers to the physical part of the body.

Tip: Try replacing the relevant word in the sentence with another word or phrase, and see if what you come up with helps you understand what the word means in its given context.

The cocoa nibs are what give chocolate its distinct taste and aroma, as well as its dark-brown color.

Which of the following is the definition of the word “distinct?”

A. Different in a unique way
B. From Another region
C. Of a high quality

"Distinct” describes something that is different from others in a unique way. If you do not already know what” distinct” means, you can infer from the sentence that cocoa nibs have an influence on the taste and aroma of chocolate.

Answer (B) is incorrect. If you believed this to be the definition, you likely confused this word with "district," which refers to a division of land. This definition does not fit into the context of the sentence.

Answer (C) is incorrect. This is a harder choice because the definition fits in the context of the sentence, but it does not match the correct definition. It is more likely that a natural ingredient will give something a unique flavor than a higher quality because quality usually has more to do with how well something is made than the presence of a particular ingredient.

Tip: If you are not familiar with the word, and multiple options fit the context, you need to think critically about which definition is the more logical choice.

#### Comprehension - Literature

We now move on to the reading comprehension portion of the test, beginning with literary texts. Here you will be given stories, poetry, or any kind of work of literature, and you must answer a series of questions designed to determine how well you understood and were able to analyze different elements of the text, considering, plot, characters, language, and other devices.

Saroo Brierley, an Australian businessman, was born in 1981 in the city of Khandwa, India. He had two brothers and a sister. His family was very poor, and his older brother, Guddu, had to work to support the family.

One evening, when Saroo was five years old, Guddu and Saroo took a train to another city where Guddu had a job. By the time they got there, Saroo was exhausted, and Guddu told him to wait until he came back. When Guddu did not come back, Saroo thought he might be on one of the trains and boarded an empty carriage. He fell asleep waiting for his brother, and when he woke up, the train was traveling across an unfamiliar country. When the train finally stopped and someone opened the door, Saroo escaped, not knowing he was about 930 miles away from home.

Why did Saroo and Guddu leave their home?

A. They wanted to explore the world.
B. Saroo had a job in another city.
C. They got into a fight with their parents about not having enough money.
D. They needed to earn money to support their family.

In line 2, the passage mentions Saroo's family being poor as the reason his older brother needed to work to support the family. Line 3 informs us that Guddu and Saroo travel to the place where Guddu must work. By following the logical progression of this sequence, you can infer that the reason for the trip was for Guddu to work, and by extension, to earn money to support the family.

• Answer (A) is incorrect. The passage does not mention any desire or motivation for Saroo and Guddu to see the rest of the world.
• Answer (B) is incorrect. In line 4, we are directly informed that Guddu has a job in another city.
• Answer (C) is incorrect. The passage does not mention any disagreement between the brothers Saroo and Guddu and their parents. On the contrary – it presents their relationship in a positive way, depicting them as people who help their family in challenging times.

Tip: Pay careful attention to detail and make sure to read each option carefully. Relying on your initial reaction and impression of the passage may lead you to overlook small details that make attractive answer choices incorrect. It may also be beneficial to read the question—and even the answer options of an individual question—before reading the passage so that you know what to look for.

Passage continued:

Saroo was found by a teenager who took him to the police station. The police took him to a government center for lost children, but it was impossible to locate his family and hometown as Saroo, being very young, could not give the staff enough information. Fortunately for Saroo, he was adopted by a loving Australian couple, Sue and John Brierley, who raised him as their own. Saroo moved to Australia, leaving behind his Indian heritage and memories of his birth family. Meanwhile, Saroo's real mother stayed in the same city for twenty-five years, waiting for him to return.

What is the role of the following sentence in the paragraph, considering the literary devices or techniques used by the author?

“Saroo moved to Australia, leaving behind his Indian heritage and memories of his birth family.”

A. To cast doubt on whether or not it was good that Saroo was adopted by the Australian couple, using emotive language.
B. To play on the pathos of the readers so that they sympathize with the protagonist.
C. To highlight the sadness of the situation despite Saroo’s good fortune, using descriptive language.
D. To create a somber tone and paint Saroo in a negative light for leaving his culture behind and forgetting his family.

Each of the answer choices includes an impression on the readers that the author intends to create, as well as a literary or rhetorical device that he uses to accomplish this. Answer (B) is the only one in which both of these are correct. Pathos refers to the emotional response evoked from the audience, and the author certainly plays on the readers’ emotions, describing how Saroo left his heritage and childhood memories behind. It is therefore clear that he was intending to gain sympathy for Saroo, the protagonist (main character).

Answer (A) is incorrect because this was not the author’s intention. While he certainly uses emotive language—it is clear that the author views Saroo’s adoption as a good thing, and the sadness of the situation does not make the case that Saroo may have been better off in India with no family.

Answer (C) is incorrect because there is no descriptive language in the sentence. Descriptive language refers to writing that skillfully utilizes adjectives, adverbs, figurative speech, or other methods of vividly describing something, often to create images or sensations in the mind of the reader. There are no adverbs, similes, or metaphors in the sentence, and the only adjective (Indian) is not at all descriptive; nothing in the sentence helps create any sort of image in the reader’s mind.

#### Comprehension – Informational Text

Like the previous category, here you will be given long passages to read, and you will face questions designed to assess your understanding and analysis of the passages along the way. However, this time the passages will be informational, not literary. You will be asked to follow the structure, purpose, and argument of the texts, among other elements.

One of the most popular foods across many different cultures and continents is the Japanese delicacy of sushi. Like most people, you are likely familiar with this strangely appealing food, and you may also count yourself among the millions who consider it one of their favorite things to eat. But have you ever wondered why on earth anyone ever decided that it would be a good idea to put raw fish in vinegared rice, wrap it in seaweed, and eat it with a side of pickled ginger? The outspoken minority group of sushi haters that you have doubtlessly encountered tend to point out this oddity as if it should somehow mean that sushi does not have a right to taste good. In truth, no one ever decided to test this recipe out off the top of their head because that would be ridiculous; this delicious abnormality evolved slowly over thousands of years.

How does the narrator’s specific choice and usage of the word “right” in the second to last sentence of the first paragraph affect the meaning of the sentence?

A. It deliberately portrays the “sushi haters” argument in a way that makes it sound less credible.
B. It uses sarcasm and hyperbole to express how much the narrator disagrees with the sushi haters.
C. It asserts that the “sushi haters” don’t believe that sushi can taste good because of its odd ingredients.
D. It proclaims that since sushi is strange, people should legitimately not be allowed to think that it tastes good.

By explaining the “sushi haters’” argument as not believing that sushi has a right to taste good, the narrator portrays this position as even more foolish than it actually is, largely due to the usage of the word “right.” This is clearly not meant to accurately explain this point of view, as foods cannot be granted rights. The point that the narrator is making is that the fact that it is strange does not actually make sushi taste any worse, so there is no validity to what the “sushi haters” are saying.

Answer (B) is incorrect because there is no hyperbole in this sentence. Hyperbole is the use of extreme exaggeration in order to illustrate a point. While the narrator does make the argument seem worse than it is with sarcasm, there is nothing that is being exaggerated or overstated.

Answer (C) is incorrect because it does not explain anything that the word “right” adds to the sentence, as the question specifically asks for. This answer provides an explanation of what the whole sentence might mean, but it does not address the effect of the specific word “right.”

Answer (D) is incorrect because the narrator himself is not making an argument that people should be prohibited from liking sushi. Rather, he is creating the impression that this is the argument being made by “sushi haters,” and he is creating this impression in order to show how illegitimate their argument is.

Tip: Remember that every part of an answer choice must be correct for it to be the right answer. If there is one thing that is inaccurate, or if it is true but does not entirely satisfy the terms of the question, it is incorrect. If multiple answers seem to be good enough, choose the one that answers the question better or more fully.

Passage continued:

The basic practice of putting raw fish in vinegared rice dates back to Neolithic China, which refers to the tail end of the Stone Age when civilizations were just starting to be formed, anywhere between seven to twelve thousand years ago. After the rainy seasons, when a surplus of fish would pour into the rice fields from overflown lakes and rivers, the fish would be pickled and placed in fermented rice so that they could be preserved for months, ensuring food during the more difficult periods. This dish was called narezushi (which meant “salted fish”), and the rice was discarded before consumption, as only the fish was eaten. Narezushi became a staple of Southeast Asian diets by the second century CE, and it is believed to have reached Japan by the eighth century.

What is the main purpose of the paragraph?

A. To explain why sushi is so strange
B. To teach the readers how the strange dish of sushi evolved in Japan.
C. To recount how sushi has evolved over the years from ancient China to the dish we know today.
D. To provide the origin of the dish that later evolved into sushi.

The paragraph describes how narezushi came to be in ancient China, as they stored raw fish in fermented rice in order to preserve it. By the end of the paragraph, this sushi-like dish has reached Japan. In juxtaposition to the previous paragraph, it is clear that this was the basis from which sushi evolved. Therefore, (D) is the correct answer.

Answer (A) is incorrect because this paragraph does not explain why—or even mention at all—that sushi is strange. The previous paragraph does, and this one perhaps explains how such a strange dish came to be, yet it is not intended to explain why sushi is strange.

Answer (B) is incorrect because the paragraph does not talk about the evolution of sushi, but rather the origin of narezushi, and its presence in Japan is only mentioned at the very end, whereas the paragraph focuses on China. Narezushi later evolved into sushi in Japan, yet this is not explored in the paragraph.

Answer (C) is incorrect because the passage does not directly discuss sushi itself, and certainly not the sushi that we know today;  the paragraph only describes a dish of fish and rice, and the rice was not even eaten.

The i-Ready Test uses a scaled score that ranges between 0-800, with each score corresponding to a percentile. Click here to check your percentile!

Want to improve your score? start practicing! Practice will not only boost your confidence but also enable you to make more informed decisions during the actual test.

Start Practicing with our i-Ready Prep Packs

## What Is the i-Ready Diagnostic Test?

The i-Ready diagnostic test is a computer-adaptive, untimed assessment for grades k-12, and it is administered by Curriculum Associates. The test is used to help teachers monitor their student’s academic standing and progress throughout the school year.

The i-Ready is usually administered three times during the school year - at the beginning, middle, and end of the year. The test is divided into two subtests: Math and Reading. Most schools divide the tests into a few sessions that span a couple of days. However, students may take up to 21 days in theory to complete the assessments on their own time.

## How do You Prepare Your Child for the i-Ready Diagnostic Test?

1. Make sure your child is up to date on all the material that is studied during the school year and make sure they comprehend the basic principles of each subject that are learned. Try to ask them questions about the material and understand which topics they need to catch up on, so they can fill the gaps before taking the i-Ready.
2. Stress to your child the importance of reading each question during the test carefully and making sure they understand the question before they answer it.
3. Tell your child not to rush during the test and take as much time as they need. The test is untimed, and it will not affect their score, no matter how much time they linger on a question.
4. Provide your child with i-Ready assessment simulations so they can understand all the various question types, and get a sense of real-life testing situations.

## Is the i-Ready Diagnostic test hard?

The i-Ready assessment is considered a difficult test. Most students are expected to get 50% of the questions wrong.

## i-Ready scores: What do They Mean?

The i-Ready Diagnostic test uses a scaled score system that ranges between 0-800. To understand how well your child did compared to their grade peers on his test, look at the table below.

Kindergarten
 Mathematics Reading Percentile HigherAchievement 389 – 414+ 414 – 465+ 90-99 380 – 388 404 – 413 80-89 373 – 379 393 – 403 70-79 Median andMean 360 371 50 LowerAchievement 339 – 346 342 – 352 20-29 326 – 338 328 – 341 10-19 306-325 296 – 325 1-9
 Mathematics Reading Percentile HigherAchievement 426 – 449+ 494 – 535+ 90-99 413 – 425 471 – 491 80-89 406 – 413 453 – 469 70-79 Median andMean 393 424 50 LowerAchievement 372 – 380 394 – 406 20-29 358 – 371 371 – 392 10-19 323 – 356 322 – 368 1-9
 Mathematics Reading Percentile HigherAchievement 450 – 471+ 544 – 579+ 90-99 443 – 449 528 – 542 80-89 433 – 441 515 – 527 70-79 Median andMean 418 489 50 LowerAchievement 396 – 404 434 – 457 20-29 383-395 410 – 431 10-19 348 – 381 351 – 407 1-9
 Mathematics Reading Percentile HigherAchievement 471 – 496+ 575 – 611+ 90-99 462 – 469 558 – 573 80-89 455 – 461 545 – 557 70-79 Median andMean 444 522 50 LowerAchievement 420 – 429 474 – 492 20-29 404 – 419 437 – 472 10-19 365 – 402 372 – 432 1-9
 Mathematics Reading Percentile HigherAchievement 496 – 518+ 603 – 638+ 90-99 486 – 495 585 – 600 80-89 478 – 485 572 – 583 70-79 Median andMean 465 548 50 LowerAchievement 439 – 448 502 – 520 20-29 421 – 438 472 – 500 10-19 380 – 419 390 – 466 1-9
 Mathematics Reading Percentile HigherAchievement 512 – 535+ 625 – 661+ 90-99 502 – 512 609 – 623 80-89 494 – 501 593 – 607 70-79 Median andMean 480 570 50 LowerAchievement 453 – 464 524 – 541 20-29 437 – 452 493 – 522 10-19 392 – 434 405 – 488 1-9
 Mathematics Reading Percentile HigherAchievement 526 – 550+ 640 – 679+ 90-99 513 – 524 623 – 638 80-89 505 – 513 610 – 622 70-79 Median andMean 490 582 50 LowerAchievement 460 – 471 534 – 552 20-29 442 – 459 500 – 531 10-19 396 – 440 412 – 495 1-9
 Mathematics Reading Percentile HigherAchievement 540 – 566+ 657 – 695+ 90-99 525 – 538 639 – 655 80-89 514 – 524 628 – 637 70-79 Median andMean 499 602 50 LowerAchievement 468 – 480 551 – 569 20-29 447 – 467 518 – 548 10-19 402 – 444 423 – 514 1-9
 Mathematics Reading Percentile HigherAchievement 552 – 579+ 669 – 704+ 90-99 537 – 551 650 – 666 80-89 525 – 536 637 – 648 70-79 Median andMean 506 616 50 LowerAchievement 476 – 488 564 – 583 20-29 454 – 474 531 – 562 10-19 406 – 451 434 – 525 1-9
❮❮ ❯❯

The table above shows the score range of students that took the i-Ready diagnostic assessment in the years 2020-2021 in the Winter. It presents the different grades and stages of that school year.

## What is a good score on the i-Ready test?

If your child scored on the higher range of scores (90-99 percentile) that are shown in the table above for his or her grade level, then it is a very good score.

## What do the Levels on the i-Ready Diagnostic actually mean?

After each iReady diagnostic test, your child will be assigned a level (between AA-H)

Each level represents an equivalent grade level as you can see below:

For example, if your child is in second grade and they got a high score on the i-Ready diagnostic Reading test so they could be placed in level D, that means that all the material they will learn in class will be at a fourth-grade reading level.

## FAQ

The i-Ready test is used between grades K-8 and is offered 3 times during the academic year (Fall, Winter, and Spring)

What is the Highest Level of i-Ready?

Level H is the highest level which is the equivalent of 8th grade.

What are the Different Questions Types Found In the i-Ready Test?

The i-Ready assessments have the following question types:

1. Multiple Choice: These questions provide a question stem, followed by a set of answer choices. The student must choose the correct answer from the options provided.

2. Drag and Drop: These questions require the student to drag and drop an item or a label onto a specific location or image. These types of questions are often used to assess skills such as graphing, ordering, and sequencing.

3. Fill in the Blank: These questions require the student to provide a missing word or phrase to complete a sentence or a mathematical equation.

4. Matching: These questions require the student to match items from two columns, such as words to definitions or shapes to their names.

5. Short Answer: These questions require the student to write a brief response to a question or prompt, often in a sentence or two.

The iReady Test, i-Ready Assessment and other trademarks are the property of their respective trademark holders. None of the trademark holders are affiliated with TestPrep-Online or this website.

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