Why TAKS 2006 Item Analysis?
TEA offers each campus TAKS Item Analysis Summary Reports the summer following its TAKS test administrations. Why?
1. Item Analysis Reports help schools understand how to accurately and pro-actively support students not yet mastering "Student Expectations" (SEs) in the Texas Essential Knowledge and Skills (TEKS).
2. Teachers and administrators use item analysis data early in the academic year to understand where extra tutoring and support may be needed. Teachers and Administrators do not have to be "GT" to use this information. Item Analysis use is known as "common sense."
3. Data specific to each TEKS must drive interventions; data is pre-requisite where tutoring/interventions occur using AMI funds.
4. To remedy low level mastery, teach for understanding the TEKS and SEs causing difficulty.
5. Teach the TEKS means teach at the level of the verb used in the SEs, model each of its clauses, teach for understanding of the concepts and all its aspects. Different aspects of a given SE are tested in more than one way, at more than one level, with more than one emphasis.
6. Teaching the items that appeared on the test will not suffice -- this is often called "teaching to the test." This is especially dangerous in a year when the TEKS have been refined, and older items may not reflect the language of the refined TEKS.
7. Long Middle School Item Analysis follows for Grades 6, 7, and 8 -these reflect all scores for students not in Special Education. Grade 6 Scores help 7th grade teachers; Grade 7 scores help 8th grade teachers. Grade 6 teachers: use your PASS Data from Grade 5 TAKS to target support. The breakdown here is only TAKS Objective 1: Number and Operations. We are focusing now on Common Assessment 1.
8. Key questions are with them. Use this to help you in planning for questions, homework, tutoring et al that may be needed to build student understandings for Common Assessments over CLEAR Unit 1.
Double click image to see full size.
1. Item Analysis Reports help schools understand how to accurately and pro-actively support students not yet mastering "Student Expectations" (SEs) in the Texas Essential Knowledge and Skills (TEKS).
2. Teachers and administrators use item analysis data early in the academic year to understand where extra tutoring and support may be needed. Teachers and Administrators do not have to be "GT" to use this information. Item Analysis use is known as "common sense."
3. Data specific to each TEKS must drive interventions; data is pre-requisite where tutoring/interventions occur using AMI funds.
4. To remedy low level mastery, teach for understanding the TEKS and SEs causing difficulty.
5. Teach the TEKS means teach at the level of the verb used in the SEs, model each of its clauses, teach for understanding of the concepts and all its aspects. Different aspects of a given SE are tested in more than one way, at more than one level, with more than one emphasis.
6. Teaching the items that appeared on the test will not suffice -- this is often called "teaching to the test." This is especially dangerous in a year when the TEKS have been refined, and older items may not reflect the language of the refined TEKS.
7. Long Middle School Item Analysis follows for Grades 6, 7, and 8 -these reflect all scores for students not in Special Education. Grade 6 Scores help 7th grade teachers; Grade 7 scores help 8th grade teachers. Grade 6 teachers: use your PASS Data from Grade 5 TAKS to target support. The breakdown here is only TAKS Objective 1: Number and Operations. We are focusing now on Common Assessment 1.
8. Key questions are with them. Use this to help you in planning for questions, homework, tutoring et al that may be needed to build student understandings for Common Assessments over CLEAR Unit 1.
Double click image to see full size.
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