TEKS RS Update
1. Focal Documents
2. Assessment Creator
3. Science Assessment Update
4. Science STAAR Analysis Publishing Date
STAAR Analysis
ELA Sample
What is included?
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TEKS Resource System Analysis
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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
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ELAR/SLAR state team’s interpretation and analysis of the STAAR items.
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
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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?
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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
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/M1Slide_22_DOK_Hess_Cognitive_Ri
gor.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)