TEKS RS Update Focal Documents Assessment Creator Science Assessment Update Science STAAR Analysis Publishing Date

STAAR Analysis ELA Sample

What is included? TEKS Resource System Analysis District Analysis ELAR/SLAR state team’s interpretation and analysis of the STAAR items. State Data on each item Plausible rationale for student error Description of Distractors-ELAR only Stimulus type Bloom’s/DOK level Content/Process Standards including breakout of what part of the TEK is actually being assessed. TEKS RS Notes All (or majority) of the sections complete PDF with the following file name: English I ELAR Persuasive 2014_Hearing the Sweetest Songs­_TEKS Resource System STAAR Analysis District Analysis Some of the sections complete; others have been intentionally left blank for district/teacher analysis Microsoft Word file with the following file name: English I ELAR Persuasive 2014_Hearing the Sweetest Songs District STAAR Analysis User’s Guide Explains the two versions Provides an example of a completed STAAR template Includes explanations of each section of the template Provides guiding questions for each section of the template

Why conduct a STAAR item Analysis? Helps us understand our state standards (TEKS) Provides information on how the state standards (TEKS) are being assessed Knowing this information can assist in curriculum, instruction, and assessment decision-making On the third bullet, talk about how we use state data to make decisions about the TEKS Resource System curriculum documents and assessment, but it is up to districts and teachers to look at local data to determine their needs and make the necessary adjustments to their own curriculum and assessments followed by instructional decisions.

6th Grade literary NF Example

Guiding questions for the passage What genre is being assessed? What background knowledge might students need have to aid in comprehension? Is there specific vocabulary within the passage that might prove difficult?

6th Grade Literary NF Example Things to consider in these sections: What TEKS are being assessed? Is it dual-coded with Figure 19? Is it Readiness or Supporting? In what units (IFDs) are the assessed TEKS being taught?

6th Grade Literary NF Example Things to consider in these sections: What is the question asking the student to do and/or to think? Is there specific vocabulary that might prove difficult? What text evidence from the passage supports the correct answer? (ELAR only)

6th Grade Literary NF Example Things to consider in these sections: What is the correct answer? What does the data show? How did students do on the item? How does local data compare with state data?

6th Grade literary NF Example Things to consider in this section (be in the mind of the test writer): Describe the distractors. Are they true/false, plausible? Where are they found in the passage? What text evidence might support the answer? What TEKS are they addressing?

6th Grade literary NF Example Things to consider in this section (be in the mind of the student): Why would a student choose a particular answer? What information (or misinformation) may have influenced the choice?

6th Grade Literary NF Example Things to consider in this section: What information/visual/graphic did students need to pay attention to in order to answer the question? What is the Bloom’s level? What is the DOK level? http://static.pdesas.org/content/documents/M1-Slide_22_DOK_Hess_Cognitive_Rigor.pdf (ELAR/SLAR Blooms/DOK matrix by Karin Hess)

6th Grade literary NF Example Things to consider in this section: Is the item aligned with the corresponding TEKS? Exactly what part of the TEKS is actually being assessed?

6th Grade literary NF Example Things to consider in this section: Is there vocabulary within the item (stem and answer choices) that needs to be highlighted? Are there any misconceptions that students may have when faced with this type of question? Are there any particular strategies or skills that students would need to know in order to be successful answering this type of item? Is there something particularly unusual about the question? *FYI- The information in this section will not appear on the Word version. It will just be called “Notes” and will be blank for district analysis.

Additional section For District analysis Things to consider in this section: How might this information affect curriculum (e.g., sequencing, pacing, essential/key understandings, vocabulary, etc.)? How might this information affect instruction (e.g., activities, questioning, resources, literature selections, etc.)? How might this information affect local assessment (e.g., formative assessment, performance assessments, unit assessments, etc.)?

Questions

Data Talk II

Exploratory Question(s) Create the exploratory questions that were derived from the Notice and Wonder exercise. Exploratory Questions: **Which standards are tested in Reporting Category 1? **When do we teach these standards? **Are we instructing these standards to the level they are tested? Determine the data relevant to the exploratory question(s). Triangulate the Data based on the Exploratory Questions. Example: Step 1-Review Reporting Category data and record the standards. Step 2-Review the YAG or district Scope/Sequence. Step 3-Review assessment data and determine high priority standards, lesson plans, student, work, assessment question levels, determine trends or gaps relevant to your Exploratory Questions. Note “Ah Ha’s! Step 4-Targeting the TEK-Develop a Game Plan (see handout) Data: DMAC Item Analysis by RC, Lead4Ward TEKS Snapshot, TEKS, Item Analysis with Responses by Item YAG, District Scope and Sequence, TVD IFD, Lesson Plans, Student work, CBA’s, Benchmarks, State Assessments, Data