Mr. Matthews 5th grade Math & science - Mr. Matthews...
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For more information, visit lead4ward.com. 2013-2015 Released Test Aligned to the Standards CONTENT BUILDER FOR THE PLC Science Grade 5 IQ: INVESTIGATING THE QUESTIONS
Transcript of Mr. Matthews 5th grade Math & science - Mr. Matthews...
For more information, visit lead4ward.com.
2013-2015
Released TestAligned to the Standards CONTENT BUILDER FOR THE PLC
ScienceGrade 5
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© lead4ward
Users Guide - IQ [Investigating the Questions] Released Tests
IQ Analysis Investigating the Question SE #
RC: #
SE # Student Expectation Units:
SE # Student Expectation Analysis of Assessed Standards
[Year] [Question #]
* Correct answer
Dual/Multiple Coding
Content
Process
Stimulus
Thinking
Related SEs
Data AnalysisItem State Local Error Analysis
Guessing Careless Error Stopped too Early Mixed Up Concepts
A B C F
Implications for Instruction/Notes
Student Expectation Description
TO DO: Discuss which part(s) of the student expectation has been tested
Student Expectation and Reporting Category
TO DO: Discuss how many times this standard has been assessed
Error Analysis | Type of Errors
The pattern of incorrect responses (highly chosen or distributed) indicates students may have made one or more of these error types:
• Guessing: Generally represented by equal distribution of incorrect answers. Students maynot know how to start or may not know what the question is about.
• Careless Errors: Students cannot complete content specific procedures accurately. Makelow-level, careless mistakes.
• Stopped Too Early: Students cannot transfer learning between contexts (item doesn’t looklike samples used in class), or they stop too early in problem solving.
• Mixed Up Concepts: Students misunderstand the underlying concepts. They may mix upconcepts often related to academic vocabulary.
Units in which SE is included
TO DO: Review prior to instruction
Dual/Multiple Coding
TO DO: Review content and process standards assessed in each item
Stimulus and Thinking
TO DO: Note stimulus (visual representation), level of thinking, and other SEs related to the item
Item Data and Error Analyses
TO DO: Add local data (state included), determine most common error patterns (see below)
Implications
TO DO: Note patterns/considerations for instruction
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
IQ Analysis | Investigating the Question SE 3.5(C) RC: 1 SE: 3.5(C) Units:
3.5(C) predict, observe, and record changes in the state of matter caused by heating or cooling
Analysis of Assessed Standards
2015 – Q12
* Correct answer (G)
Dual Coding Content Supporting
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 10 G* 80 H 4 J 6
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
3.5(C) predict, observe, and record changes in the state of matter caused by heating or cooling
Analysis of Assessed Standards
2014 – Q7
* Correct answer (B)
Dual Coding Content Supporting
Process 5.3(C)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 1 B* 78 C 9 D 13
Implications for Instruction/Notes
3.5(C) predict, observe, and record changes in the state of matter caused by heating or cooling
Analysis of Assessed Standards
2013 – Q38
* Correct answer (G)
Dual Coding Content Supporting
Process 5.2(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 17 G* 60 H 11 J 12
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
IQ Analysis | Investigating the Question SE 3.6(B) RC: 2 SE: 3.6(B) Units:
3.6(B) demonstrate and observe how position and motion can be changed by pushing and pulling objects to show work being done such as swings, balls, pulleys, and wagons
Analysis of Assessed Standards
2015 – Q43
* Correct answer (D)
Dual Coding Content Supporting
Process 5.2(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 7 B 7 C 8 D* 77
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
3.6(B) demonstrate and observe how position and motion can be changed by pushing and pulling objects to show work being done such as swings, balls, pulleys, and wagons
Analysis of Assessed Standards
2014 – Q36
* Correct answer (H)
Dual Coding Content Supporting
Process 5.2(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 4 G 17 H* 76 J 3
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
3.6(B) demonstrate and observe how position and motion can be changed by pushing and pulling objects to show work being done such as swings, balls, pulleys, and wagons
Analysis of Assessed Standards
2013 – Q1
* Correct answer (B)
Dual Coding Content Supporting
Process 5.2(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 8 B* 86 C 4 D 2
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
IQ Analysis | Investigating the Question SE 3.7(B) RC: 3 3.7 (B) Units:
3.7 (B) investigate rapid changes in the Earth’s surface such as volcanic eruptions, earthquakes, and landslides
Analysis of Assessed Standards
2015 – Q28
* Correct answer (H)
Dual Coding Content Supporting
Process 5.2(G)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 16 G 10 H* 57 J 17
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
IQ Analysis | Investigating the Question SE 3.8 (D) RC: 3 3.8 (D) Units:
3.8 (D) identify the planets in Earth’s solar system and their position in relation to the Sun
Analysis of Assessed Standards
2014 – Q42
* Correct answer (J)
Dual Coding Content Supporting
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 24 G 3 H 4 J* 69
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
IQ Analysis | Investigating the Question SE 3.9(A) RC: 4 3.9 (A) Units:
3.9 (A) observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem
Analysis of Assessed Standards
2015 – Q9
* Correct answer (D)
Dual Coding Content Supporting
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 7 B 8 C 2 D* 82
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
3.9 (A) observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem
Analysis of Assessed Standards
2014 – Q11
* Correct answer (C)
Dual Coding Content Supporting
Process 5.4(A)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 32 B 9 C* 51 D 8
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
IQ Analysis | Investigating the Question SE 3.10(C) RC: 4 3.10(C) Units:
3.10(C) investigate and compare how animals and plants undergo a series of orderly changes in their diverse life cycles such as tomato plants, frogs, and lady bugs
Analysis of Assessed Standards
2015 – Q37
* Correct answer (B)
Dual Coding Content Supporting
Process 5.2(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 10 B* 63 C 18 D 9
Implications for Instruction/Notes
3.10(C) investigate and compare how animals and plants undergo a series of orderly changes in their diverse life cycles such as tomato plants, frogs, and lady bugs
Analysis of Assessed Standards
2013 – Q11
* Correct answer (C)
Dual Coding Content Supporting
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 11 B 15 C* 67 D 6
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
IQ Analysis | Investigating the Question SE 4.7 (A) RC: 3 4.7 (A) Units:
4.7 (A) examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants
Analysis of Assessed Standards
2014 – Q12
* Correct answer (J)
Dual Coding Content Supporting
Process 5.2(C)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 15 G 16 H 12 J* 56
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
4.7 (A) examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants
Analysis of Assessed Standards
2013 – Q12
* Correct answer (H)
Dual Coding Content Supporting
Process 5.2(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 14 G 2 H* 83 J 2
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
IQ Analysis | Investigating the Question SE 4.7(C) RC: 3 4.7 (C) Units:
4.7 (C) identify and classify Earth's renewable resources, including air, plants, water, and animals; and nonrenewable resources, including coal, oil, and natural gas; and the importance of conservation
Analysis of Assessed Standards
2015 – Q26
* Correct answer (J)
Dual Coding Content Supporting
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 11 G 3 H 15 J* 71
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
IQ Analysis | Investigating the Question SE 4.8(A) RC: 3 4.8 (A) Units:
4.8 (A) measure and record changes in weather and make predictions using weather maps, weather symbols, and a map key
Analysis of Assessed Standards
2015 – Q14
* Correct answer (5)
Dual Coding Content Supporting
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
5
62 37 0 0
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
IQ Analysis | Investigating the Question SE 4.8(B) RC: 3 4.8(B) Units:
4.8(B) describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the Sun as a major source of energy in this process
Analysis of Assessed Standards
2013 – Q28
* Correct answer (F)
Dual Coding Content Supporting
Process 5.3(C)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F* 71 G 6 H 14 J 9
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
IQ Analysis | Investigating the Question SE 4.8(C) RC: 3 4.8(C) Units:
4.8(C) collect and analyze data to identify sequences and predict patterns of change in shadows, tides, seasons, and the observable appearance of the Moon over time
Analysis of Assessed Standards
2013 – Q7
* Correct answer (C)
Dual Coding Content Supporting
Process 5.2(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 3 B 10 C* 74 D 13
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
IQ Analysis | Investigating the Question SE 5.5(A) RC: 1 SE: 5.5(A) Units:
5.5(A) classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy
Analysis of Assessed Standards
2015 – Q2
* Correct answer (H)
Dual Coding Content Readiness
Process 5.02(C)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 14 G 2 H* 83 J 1
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.5(A) classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy
Analysis of Assessed Standards
2015 – Q8
* Correct answer (F)
Dual Coding Content Readiness
Process 5.04(A)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F* 80 G 11 H 4 J 5
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.5(A) classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy
Analysis of Assessed Standards
2015 – Q23
* Correct answer (D)
Dual Coding Content Readiness
Process 5.02(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 12 B 21 C 14 D* 53
Implications for Instruction/Notes
5.5(A) classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy
Analysis of Assessed Standards
2015 – Q29
* Correct answer (B)
Dual Coding Content Readiness
Process 5.02(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 13 B* 47 C 32 D 8
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.5(A) classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy
Analysis of Assessed Standards
2014 – Q14
* Correct answer (168)
Dual Coding Content Readiness
Process 5.2(C)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
168
56 44 0 0
Implications for Instruction/Notes
5.5(A) classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy
Analysis of Assessed Standards
2014 – Q23
* Correct answer (C)
Dual Coding Content Readiness
Process 5.1(A)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 17 B 14 C* 66 D 4
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.5(A) classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy
Analysis of Assessed Standards
2014 – Q33
* Correct answer (C)
Dual Coding Content Readiness
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 16 B 6 C* 73 D 5
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.5(A) classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy
Analysis of Assessed Standards
2014 – Q39
* Correct answer (D)
Dual Coding Content Readiness
Process 5.02(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 10 B 5 C 9 D* 76
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.5(A) classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy
Analysis of Assessed Standards
2013 – Q2
* Correct answer (J)
Dual Coding Content Readiness
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 6 G 3 H 8 J* 83
Implications for Instruction/Notes
5.5(A) classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy
Analysis of Assessed Standards
2013 – Q10
* Correct answer (F)
Dual Coding Content Readiness
Process 5.02(A)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F* 82 G 9 H 6 J 3
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.5(A) classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy
Analysis of Assessed Standards
2013 – Q26
* Correct answer (G)
Dual Coding Content Readiness
Process 5.02(A)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 8 G* 65 H 23 J 3
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.5(A) classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy
Analysis of Assessed Standards
2013 – Q33
* Correct answer (A)
Dual Coding Content Readiness
Process 5.02(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A* 52 B 27 C 4 D 18
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
IQ Analysis | Investigating the Question SE 5.5(B) RC: 1 SE: 5.5(B) Units:
5.5(B) identify the boiling and freezing/melting points of water on the Celsius scale
Analysis of Assessed Standards
2015 – Q35
* Correct answer (B)
Dual Coding Content Supporting
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 9 B* 76 C 6 D 9
Implications for Instruction/Notes
5.5(B) identify the boiling and freezing/melting points of water on the Celsius scale
Analysis of Assessed Standards
2014 – Q2
* Correct answer (J)
Dual Coding Content Supporting
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 3 G 8 H 5 J* 84
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.5(B) identify the boiling and freezing/melting points of water on the Celsius scale
Analysis of Assessed Standards
2013 – Q14
* Correct answer (47)
Dual Coding Content Supporting
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
47
80 20 0 0
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
IQ Analysis | Investigating the Question SE 5.5(C) RC: 1 SE: 5.5(C) Units:
5.5(C) demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand
Analysis of Assessed Standards
2015 – Q42
* Correct answer (F)
Dual Coding Content Supporting
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F* 79 G 6 H 6 J 9
Implications for Instruction/Notes
5.5(C) demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand
Analysis of Assessed Standards
2014 – Q29
* Correct answer (C)
Dual Coding Content Supporting
Process 5.2(B)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 12 B 11 C* 60 D 18
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.5(C) demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand
Analysis of Assessed Standards
2013 – Q21
* Correct answer (B)
Dual Coding Content Supporting
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 11 B* 75 C 5 D 9
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
IQ Analysis | Investigating the Question SE 5.5(D) RC: 1 SE: 5.5(D) Units:
5.5(D) identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water
Analysis of Assessed Standards
2015 – Q15
* Correct answer (D)
Dual Coding Content Supporting
Process 5.2(B)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 7 B 12 C 6 D* 75
Implications for Instruction/Notes
5.5(D) identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water
Analysis of Assessed Standards
2014 – Q17
* Correct answer (B)
Dual Coding Content Supporting
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 13 B* 54 C 13 D 20
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.5(D) identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water
Analysis of Assessed Standards
2013 – Q40
* Correct answer (H)
Dual Coding Content Supporting
Process 5.2(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 7 G 13 H* 66 J 13
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
IQ Analysis | Investigating the Question SE 5.6(A) RC: 2 SE: 5.6(A) Units:
5.6(A) explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy
Analysis of Assessed Standards
2015 – Q1
* Correct answer (D)
Dual Coding Content Readiness
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 4 B 5 C 5 D* 87
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.6(A) explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy
Analysis of Assessed Standards
2015 – Q39
* Correct answer (C)
Dual Coding Content Readiness
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 1 B 32 C* 65 D 2
Implications for Instruction/Notes
5.6(A) explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy
Analysis of Assessed Standards
2014 – Q19
* Correct answer (B)
Dual Coding Content Readiness
Process 5.2(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 24 B* 55 C 15 D 5
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.6(A) explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy
Analysis of Assessed Standards
2014 – Q44
* Correct answer (J)
Dual Coding Content Readiness
Process 5.2(C)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 4 G 1 H 10 J* 84
Implications for Instruction/Notes
5.6(A) explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy
Analysis of Assessed Standards
2013 – Q6
* Correct answer (J)
Dual Coding Content Readiness
Process 5.2(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 2 G 8 H 1 J* 89
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.6(A) explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy
Analysis of Assessed Standards
2013 – Q18
* Correct answer (F)
Dual Coding Content Readiness
Process 5.2(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F* 63 G 8 H 0 J 28
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
IQ Analysis | Investigating the Question SE 5.6(B) RC: 2 SE: 5.6(B) Units:
5.6(B) demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat, and sound
Analysis of Assessed Standards
2015 – Q4
* Correct answer (G)
Dual Coding Content Readiness
Process 5.3(A)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 1 G* 79 H 9 J 10
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.6(B) demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat, and sound
Analysis of Assessed Standards
2015 – Q16
* Correct answer (F)
Dual Coding Content Readiness
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F* 74 G 9 H 11 J 5
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.6(B) demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat, and sound
Analysis of Assessed Standards
2015 – Q25
* Correct answer (C)
Dual Coding Content Readiness
Process 5.4(A)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 24 B 8 C* 49 D 19
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.6(B) demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat, and sound
Analysis of Assessed Standards
2014 – Q15
* Correct answer (B)
Dual Coding Content Readiness
Process 5.2(F)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 3 B* 75 C 19 D 3
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.6(B) demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat, and sound
Analysis of Assessed Standards
2014 – Q26
* Correct answer (G)
Dual Coding Content Readiness
Process 5.2(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 6 G* 79 H 14 J 1
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.6(B) demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat, and sound
Analysis of Assessed Standards
2013 – Q16
* Correct answer (F)
Dual Coding Content Readiness
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F* 63 G 21 H 10 J 6
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.6(B) demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat, and sound
Analysis of Assessed Standards
2013 – Q35
* Correct answer (C)
Dual Coding Content Readiness
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 4 B 14 C* 78 D 3
Implications for Instruction/Notes
5.6(B) demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat, and sound
Analysis of Assessed Standards
2013 – Q43
* Correct answer (A)
Dual Coding Content Readiness
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A* 83 B 1 C 6 D 9
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
IQ Analysis | Investigating the Question SE 5.6(C) RC: 2 SE: 5.6(C) Units:
5.6(C) demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another and demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces and refracted such as the appearance of an object when observed through water
Analysis of Assessed Standards
2015 – Q6
* Correct answer (F)
Dual Coding Content Readiness
Process 5.2(C)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F* 84 G 8 H 6 J 2
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.6(C) demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another and demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces and refracted such as the appearance of an object when observed through water
Analysis of Assessed Standards
2015 – Q19
* Correct answer (B)
Dual Coding Content Readiness
Process 5.2(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 18 B* 78 C 2 D 2
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.6(C) demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another and demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces and refracted such as the appearance of an object when observed through water
Analysis of Assessed Standards
2015 – Q36
* Correct answer (H)
Dual Coding Content Readiness
Process 5.2(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 32 G 7 H* 59 J 2
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.6(C) demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another and demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces and refracted such as the appearance of an object when observed through water
Analysis of Assessed Standards
2014 – Q4
* Correct answer (F)
Dual Coding Content Readiness
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F* 73 G 14 H 10 J 3
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.6(C) demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another and demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces and refracted such as the appearance of an object when observed through water
Analysis of Assessed Standards
2014 – Q22
* Correct answer (F)
Dual Coding Content Readiness
Process 5.2(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F* 54 G 10 H 11 J 25
Implications for Instruction/Notes
5.6(C) demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another and demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces and refracted such as the appearance of an object when observed through water
Analysis of Assessed Standards
2014 – Q40
* Correct answer (F)
Dual Coding Content Readiness
Process 5.3(C)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F* 75 G 4 H 4 J 17
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.6(C) demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another and demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces and refracted such as the appearance of an object when observed through water
Analysis of Assessed Standards
2013 – Q4
* Correct answer (G)
Dual Coding Content Readiness
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 17 G* 77 H 4 J 3
Implications for Instruction/Notes
5.6(C) demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another and demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces and refracted such as the appearance of an object when observed through water
Analysis of Assessed Standards
2013 – Q23
* Correct answer (A)
Dual Coding Content Readiness
Process 5.4(A)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A* 60 B 5 C 3 D 31
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.6(C) demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another and demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces and refracted such as the appearance of an object when observed through water
Analysis of Assessed Standards
2013 – Q31
* Correct answer (D)
Dual Coding Content Readiness
Process 5.3(C)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 60 B 5 C 3 D* 31
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
IQ Analysis | Investigating the Question SE 5.6(D) RC: 2 SE: 5.6(D) Units:
5.6(D) design an experiment that tests the effect of force on an object Analysis of Assessed Standards 2015 – Q31
* Correct answer (A)
Dual Coding Content Supporting
Process 5.2(A)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A* 43 B 12 C 12 D 33
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.6(D) design an experiment that tests the effect of force on an object Analysis of Assessed Standards 2014 – Q10
* Correct answer (F)
Dual Coding Content Supporting
Process 5.2(A)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F* 50 G 14 H 30 J 6
Implications for Instruction/Notes
5.6(D) design an experiment that tests the effect of force on an object Analysis of Assessed Standards 2014 – Q31
* Correct answer (D)
Dual Coding Content Supporting
Process 5.4(A)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 11 B 3 C 8 D* 77
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.6(D) design an experiment that tests the effect of force on an object Analysis of Assessed Standards 2013 – Q41
* Correct answer (B)
Dual Coding Content Supporting
Process 5.2(B)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 10 B* 69 C 5 D 16
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
IQ Analysis | Investigating the Question SE 5.7(A) RC: 3 SE: 5.7(A) Units:
5.7(A) explore the processes that led to the formation of sedimentary rocks and fossil fuels
Analysis of Assessed Standards
2015 – Q20
* Correct answer (G)
Dual Coding Content Readiness
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 7 G* 75 H 14 J 4
Implications for Instruction/Notes
5.7(A) explore the processes that led to the formation of sedimentary rocks and fossil fuels
Analysis of Assessed Standards
2015 – Q44
* Correct answer (F)
Dual Coding Content Readiness
Process 5.3(C)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F* 82 G 11 H 4 J 3
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.7(A) explore the processes that led to the formation of sedimentary rocks and fossil fuels
Analysis of Assessed Standards
2014 – Q20
* Correct answer (J)
Dual Coding Content Readiness
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 11 G 7 H 28 J* 53
Implications for Instruction/Notes
5.7(A) explore the processes that led to the formation of sedimentary rocks and fossil fuels
Analysis of Assessed Standards
2014 – Q32
* Correct answer (G)
Dual Coding Content Readiness
Process 5.3(C)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 14 G* 70 H 13 J 4
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.7(A) explore the processes that led to the formation of sedimentary rocks and fossil fuels
Analysis of Assessed Standards
2013 – Q17
* Correct answer (C)
Dual Coding Content Readiness
Process 5.2(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 14 B 37 C* 43 D 6
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
IQ Analysis | Investigating the Question SE 5.7(B) RC: 3 SE: 5.7(B) Units:
5.7(B) recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth’s surface by wind, water, and ice
Analysis of Assessed Standards
2015 – Q22
* Correct answer (F)
Dual Coding Content Readiness
Process 5.2(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F* 53 G 14 H 19 J 13
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.7(B) recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth’s surface by wind, water, and ice
Analysis of Assessed Standards
2015 – Q40
* Correct answer (G)
Dual Coding Content Readiness
Process 5.2(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 23 G* 67 H 6 J 3
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.7(B) recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth’s surface by wind, water, and ice
Analysis of Assessed Standards
2014 – Q8
* Correct answer (H)
Dual Coding Content Readiness
Process 5.2(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 5 G 18 H* 72 J 4
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.7(B) recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth’s surface by wind, water, and ice
Analysis of Assessed Standards
2014 – Q24
* Correct answer (G)
Dual Coding Content Readiness
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 24 G* 48 H 19 J 9
Implications for Instruction/Notes
5.7(B) recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth’s surface by wind, water, and ice
Analysis of Assessed Standards
2013 – Q20
* Correct answer (F)
Dual Coding Content Readiness
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F* 62 G 13 H 2 J 23
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
IQ Analysis | Investigating the Question SE 5.7(C) RC: 3 SE: 5.7(C) Units:
5.7(C) identify alternative energy resources such as wind, solar, hydroelectric, geothermal, and biofuels
Analysis of Assessed Standards
2015 – Q7
* Correct answer (C)
Dual Coding Content Readiness
Process 5.2(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 15 B 7 C* 68 D 9
Implications for Instruction/Notes
5.7(C) identify alternative energy resources such as wind, solar, hydroelectric, geothermal, and biofuels
Analysis of Assessed Standards
2015 – Q38
* Correct answer (J)
Dual Coding Content Readiness
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 10 G 8 H 8 J* 74
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.7(C) identify alternative energy resources such as wind, solar, hydroelectric, geothermal, and biofuels
Analysis of Assessed Standards
2014 – Q6
* Correct answer (F)
Dual Coding Content Readiness
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F* 72 G 4 H 8 J 16
Implications for Instruction/Notes
5.7(C) identify alternative energy resources such as wind, solar, hydroelectric, geothermal, and biofuels
Analysis of Assessed Standards
2014 – Q38
* Correct answer (G)
Dual Coding Content Readiness
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 6 G* 81 H 1 J 12
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.7(C) identify alternative energy resources such as wind, solar, hydroelectric, geothermal, and biofuels
Analysis of Assessed Standards
2013 – Q24
* Correct answer (J)
Dual Coding Content Readiness
Process 5.2(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 11 G 13 H 14 J* 62
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.7(C) identify alternative energy resources such as wind, solar, hydroelectric, geothermal, and biofuels
Analysis of Assessed Standards
2013 – Q30
* Correct answer (H)
Dual Coding Content Readiness
Process 5.1(B)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 15 G 16 H* 54 J 15
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
IQ Analysis | Investigating the Question SE 5.7(D) RC: 3 5.7(D) Units:
5.7(D) identify fossils as evidence of past living organisms and the nature of the environments at the time using models
Analysis of Assessed Standards
2013 – Q9
* Correct answer (B)
Dual Coding Content Supporting
Process 5.2(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 7 B* 83 C 3 D 7
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
IQ Analysis | Investigating the Question SE 5.8(A) RC: 3 5.8(A) Units:
5.8(A) differentiate between weather and climate Analysis of Assessed Standards 2014 – Q18
* Correct answer (F)
Dual Coding Content Supporting
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F* 71 G 2 H 26 J 1
Implications for Instruction/Notes
5.8(A) differentiate between weather and climate Analysis of Assessed Standards 2013 – Q37
* Correct answer (C)
Dual Coding Content Supporting
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 11 B 15 C* 49 D 24
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
IQ Analysis | Investigating the Question SE 5.8(B) RC: 3 5.8(B) Units:
5.8(B) explain how the Sun and the ocean interact in the water cycle Analysis of Assessed Standards 2014 – Q27
* Correct answer (C)
Dual Coding Content Supporting
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 16 B 17 C* 62 D 5
Implications for Instruction/Notes
5.8(B) explain how the Sun and the ocean interact in the water cycle Analysis of Assessed Standards 2013 – Q15
* Correct answer (B)
Dual Coding Content Supporting
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 21 B* 73 C 3 D 4
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
IQ Analysis | Investigating the Question SE 5.8(C) RC: 3 SE: 5.8(C) Units:
5.8(C) demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky
Analysis of Assessed Standards
2015 – Q18
* Correct answer (H)
Dual Coding Content Readiness
Process 5.2(C)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 12 G 21 H* 51 J 16
Implications for Instruction/Notes
5.8(C) demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky
Analysis of Assessed Standards
2015 – Q33
* Correct answer (B)
Dual Coding Content Readiness
Process 5.3(A)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 3 B* 67 C 6 D 24
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.8(C) demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky
Analysis of Assessed Standards
2014 – Q1
* Correct answer (C)
Dual Coding Content Readiness
Process 5.3(C)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 2 B 1 C* 86 D 10
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.8(C) demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky
Analysis of Assessed Standards
2014 – Q35
* Correct answer (A)
Dual Coding Content Readiness
Process 5.2(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A* 63 B 8 C 18 D 11
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.8(C) demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky
Analysis of Assessed Standards
2013 – Q5
* Correct answer (A)
Dual Coding Content Readiness
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A* 84 B 2 C 0 D 14
Implications for Instruction/Notes
5.8(C) demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky
Analysis of Assessed Standards
2013 – Q32
* Correct answer (H)
Dual Coding Content Readiness
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 16 G 8 H* 54 J 22
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
IQ Analysis | Investigating the Question SE 5.8(D) RC: 3 5.8 (D) Units:
5.8 (D) identify and compare the physical characteristics of the Sun, Earth, and Moon
Analysis of Assessed Standards
2015 – Q10
* Correct answer (G)
Dual Coding Content Supporting
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 15 G* 53 H 6 J 26
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
IQ Analysis | Investigating the Question SE 5.9(A) RC: 4 SE: 5.9(A) Units:
5.9(A) observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements
Analysis of Assessed Standards
2015 – Q11
* Correct answer (A)
Dual Coding Content Readiness
Process 5.2(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A* 79 B 8 C 8 D 5
Implications for Instruction/Notes
5.9(A) observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements
Analysis of Assessed Standards
2015 – Q21
* Correct answer (C)
Dual Coding Content Readiness
Process 5.2(G)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 9 B 12 C* 43 D 37
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.9(A) observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements
Analysis of Assessed Standards
2015 – Q27
* Correct answer (C)
Dual Coding Content Readiness
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 6 B 6 C* 66 D 22
Implications for Instruction/Notes
5.9(A) observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements
Analysis of Assessed Standards
2014 – Q21
* Correct answer (C)
Dual Coding Content Readiness
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 28 B 6 C* 58 D 8
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.9(A) observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements
Analysis of Assessed Standards
2014 – Q41
* Correct answer (C)
Dual Coding Content Readiness
Process 5.2(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 2 B 19 C* 74 D 5
Implications for Instruction/Notes
5.9(A) observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements
Analysis of Assessed Standards
2013 – Q3
* Correct answer (A)
Dual Coding Content Readiness
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A* 82 B 10 C 4 D 5
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.9(A) observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements
Analysis of Assessed Standards
2013 – Q25
* Correct answer (A)
Dual Coding Content Readiness
Process 5.2(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A* 46 B 10 C 23 D 21
Implications for Instruction/Notes
5.9(A) observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements
Analysis of Assessed Standards
2013 – Q29
* Correct answer (B)
Dual Coding Content Readiness
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 13 B* 47 C 32 D 8
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
IQ Analysis | Investigating the Question SE 5.9(B) RC: 4 SE: 5.9(B) Units:
5.9(B) describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers
Analysis of Assessed Standards
2015 – Q17
* Correct answer (D)
Dual Coding Content Readiness
Process 5.3(C)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 18 B 14 C 7 D* 61
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.9(B) describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers
Analysis of Assessed Standards
2015 – Q32
* Correct answer (H)
Dual Coding Content Readiness
Process 5.3(C)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 7 G 8 H* 75 J 10
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.9(B) describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers
Analysis of Assessed Standards
2014 – Q9
* Correct answer (A)
Dual Coding Content Readiness
Process 5.2(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A* 73 B 11 C 9 D 7
Implications for Instruction/Notes
5.9(B) describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers
Analysis of Assessed Standards
2014 – Q28
* Correct answer (J)
Dual Coding Content Readiness
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 30 G 11 H 12 J* 47
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.9(B) describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers
Analysis of Assessed Standards
2014 – Q37
* Correct answer (B)
Dual Coding Content Readiness
Process 5.3(C)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 4 B* 83 C 6 D 7
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.9(B) describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers
Analysis of Assessed Standards
2013 – Q8
* Correct answer (J)
Dual Coding Content Readiness
Process 5.3(C)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 10 G 6 H 9 J* 75
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.9(B) describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers
Analysis of Assessed Standards
2013 – Q27
* Correct answer (D)
Dual Coding Content Readiness
Process 5.2(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 14 B 3 C 12 D* 71
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
IQ Analysis | Investigating the Question SE 5.9(C) RC: 4 SE: 5.9(C) Units:
5.9(C) predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways
Analysis of Assessed Standards
2015 – Q30
* Correct answer (H)
Dual Coding Content Supporting
Process 5.2(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 36 G 4 H* 57 J 3
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.9(C) predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways
Analysis of Assessed Standards
2014 – Q25
* Correct answer (A)
Dual Coding Content Supporting
Process 5.2(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A* 78 B 10 C 8 D 4
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.9(C) predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways
Analysis of Assessed Standards
2014 – Q43
* Correct answer (A)
Dual Coding Content Supporting
Process 5.2(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A* 78 B 3 C 10 D 9
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.9(C) predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways
Analysis of Assessed Standards
2013 – Q36
* Correct answer (F)
Dual Coding Content Supporting
Process 5.2(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F* 59 G 13 H 7 J 21
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
IQ Analysis | Investigating the Question SE 5.9(D) RC: 4 SE: 5.9(D) Units:
5.9(D) identify the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals
Analysis of Assessed Standards
2015 – Q13
* Correct answer (A)
Dual Coding Content Supporting
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A* 83 B 9 C 6 D 2
Implications for Instruction/Notes
5.9(D) identify the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals
Analysis of Assessed Standards
2014 – Q5
* Correct answer (D)
Dual Coding Content Supporting
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 20 B 0 C 0 D* 79
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.9(D) identify the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals
Analysis of Assessed Standards
2013 – Q42
* Correct answer (J)
Dual Coding Content Supporting
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 8 G 5 H 3 J* 83
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
IQ Analysis | Investigating the Question SE 5.10(A) RC: 4 SE: 5.10(A) Units:
5.10(A) compare the structures and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals
Analysis of Assessed Standards
2015 – Q5
* Correct answer (A)
Dual Coding Content Readiness
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A* 67 B 2 C 2 D 29
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.10(A) compare the structures and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals
Analysis of Assessed Standards
2015 – Q34
* Correct answer (F)
Dual Coding Content Readiness
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F* 79 G 3 H 8 J 11
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.10(A) compare the structures and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals
Analysis of Assessed Standards
2014 – Q16
* Correct answer (J)
Dual Coding Content Readiness
Process 5.2(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 26 G 6 H 9 J* 58
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.10(A) compare the structures and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals
Analysis of Assessed Standards
2014 – Q34
* Correct answer (G)
Dual Coding Content Readiness
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 18 G* 75 H 3 J 3
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.10(A) compare the structures and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals
Analysis of Assessed Standards
2013 – Q22
* Correct answer (H)
Dual Coding Content Readiness
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 16 G 8 H* 53 J 22
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.10(A) compare the structures and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals
Analysis of Assessed Standards
2013 – Q44
* Correct answer (G)
Dual Coding Content Readiness
Process 5.2(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 5 G* 87 H 1 J 6
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
IQ Analysis | Investigating the Question SE 5.10(B) RC: 4 SE: 5.10(B) Units:
5.10(B) differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle
Analysis of Assessed Standards
2015 – Q3
* Correct answer (A)
Dual Coding Content Readiness
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A* 65 B 1 C 17 D 17
Implications for Instruction/Notes
5.10(B) differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle
Analysis of Assessed Standards
2015 – Q41
* Correct answer (C)
Dual Coding Content Readiness
Process 5.02(C)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 10 B 5 C* 75 D 10
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.10(B) differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle
Analysis of Assessed Standards
2014 – Q3
* Correct answer (B)
Dual Coding Content Readiness
Process 5.02(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 4 B* 87 C 7 D 2
Implications for Instruction/Notes
5.10(B) differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle
Analysis of Assessed Standards
2014 – Q30
* Correct answer (F)
Dual Coding Content Readiness
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F* 72 G 4 H 12 J 12
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.10(B) differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle
Analysis of Assessed Standards
2013 – Q13
* Correct answer (B)
Dual Coding Content Readiness
Process 5.2(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 27 B* 71 C 1 D 1
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.10(B) differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle
Analysis of Assessed Standards
2013 – Q19
* Correct answer (C)
Dual Coding Content Readiness
Process 5.2(B)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 5 B 8 C* 50 D 37
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.10(B) differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle
Analysis of Assessed Standards
2013 – Q39
* Correct answer (B)
Dual Coding Content Readiness
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 5 B* 81 C 8 D 6
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
IQ Analysis | Investigating the Question SE 5.10(C) RC: 4 SE: 5.10(C) Units:
5.10(C) describe the differences between complete and incomplete metamorphosis of insects
Analysis of Assessed Standards
2015 – Q24
* Correct answer (F)
Dual Coding Content Supporting
Process 5.04(A)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F* 61 G 13 H 17 J 9
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 1.25.16
5.10(C) describe the differences between complete and incomplete metamorphosis of insects
Analysis of Assessed Standards
2014 – Q13
* Correct answer (B)
Dual Coding Content Supporting
Process 5.2(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
A 12 B* 75 C 9 D 4
Implications for Instruction/Notes
5.10(C) describe the differences between complete and incomplete metamorphosis of insects
Analysis of Assessed Standards
2013 – Q34
* Correct answer (J)
Dual Coding Content Supporting
Process 5.2(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
F 9 G 5 H 26 J* 60
Implications for Instruction/Notes
lead4ward Source: Texas Education Agency STAAR™ Released Test Questions
IQ Analysis | Investigating the Question SE RC: Units:
Analysis of Assessed Standards * Correct answer ( )
Dual Coding Content
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
Implications for Instruction/Notes
Analysis of Assessed Standards * Correct answer ( )
Dual Coding Content
Process
Stimulus
Thinking
Related SEs
Data Analysis
Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts
Implications for Instruction/Notes
