TEKS-Based Activities and Assessments

TEKS-Based Instruction

Data Analysis  Vertical Alignment  Resources 

Why do we need to examine data?    

To find out where we have been To locate where we are To decide where we want to go To plan how to get there

The most important point in examining test data is to remember that . . .

it is the PROGRAM that is being tested.

Looking at where

we have been. . .

Summary Data 4th

Summary Data State Yr.

MME

99 00

82 80

01 02

82 87

TLI

Summary Data 5th

Yr.

MME

TLI

Mast

Yr.

MME

TLI

Mast

99

98

82

30

99

99

79

64

00

96

85

62

00

100

88

49

01

100

85

10

01

100

88

34

02

100

87

26

02

100

89

54

Summary Data State

Mast

Yr.

MME

77.9 78.3

41 35

99 00

87 87

79.8 81.4

16 22

01 02

91 94

TLI

Summary Data State

Mast

Yr.

MME

TLI

Mast

80.5 80.9

35 43

99 00

90 92

83.0 83.9

34 43

82.0 83.4

13 18

01 02

94 96

84.6 85.8

26 34

Summary Data 6th

Summary Data 7th

Summary Data 8th

Yr.

MME

TLI

Mast

Yr.

MME

TLI

Mast

Yr.

MME

TLI

Mast

99

98

86

38

99

99

85

31

99

97

85

52

00

93

84

31

00

97

86

21

00

97

84

30

01

98

85

17

01

99

87

25

01

100

86

24

02

99

85

21

02

100

88

32

02

100

87

27

Summary Data State Yr.

MME

99 00

86 88

01 02

91 93

TLI

Summary Data State

Mast

Yr.

MME

81.2 81.9

25 25

99 00

84 87

83.2 84.4

25 27

01 02

89 92

TLI

Summary Data State

Mast

Yr.

MME

TLI

Mast

80.4 81.5

24 17

99 00

85 90

80.0 81.5

34 26

82.4 83.9

17 28

01 02

92 92

82.7 83.6

19 21

Summary Data 10th

Summary Data State

Yr.

MME

TLI

Mast

Yr.

MME

99

88

81

39

00

96

84

45

99 00

85 90

80.0 81.5

34 26

01

96

83

19

02

95

83

14

01 02

92 92

82.7 83.6

19 21

TLI

Mast

TLI COMPARISON SCATTER PLOT Grade: Date: # Students:

4 402 64

SUBJECT: Mathematics District: BALLINGER ISD Campus: BALLINGER ELEME

TLI Comparisons

100

100

90

90

80

80

70

70

Current TLI

Current TLI

TLI Comparisons

60 50 40

#2

#1

60 50 40

30

30

20

20

10

10

0

0

#4

#3 0

10

20

30

40

50

60

70

80

90

100

0

10

20

30

40

50

60

70

80

90

100

Previous TLI

Previous TLI

* * * *

Students Students Students Students

in quadrant in quadrant in quadrant in quadrant

#1 passed both years. (P,P) #2 failed the previous year and passed the current year. (F,P) #3 failed both years. (F,F) #4 passed last year but failed the current year. (P,F)

* Students close to the diagonal made about one year’s growth (+ or- 3 points) * Students above the diagonal made more than one year’s growth. * Students below the diagonal made less than one year’s growth. NOTE: Each plot location can represent more than one student.

TLI Comparisons

100

100

90

90

80

80

70

70

Current TLI

Current TLI

TLI Comparisons

60 50 40

60 50 40

30

30

20

20

10

10

0

0 0

10

20

30

40

50

60

Previous TLI

70

80

90

100

0

10

20

30

40

50

60

Previous TLI

70

80

90

100

TLI Comparisons

TLI Comparisons

100

100

90

90

80

80 70

Current TLI

Current TLI

70 60 50 40 30

60 50 40 30

20

20

10

10

0 0

10

20

30

40

50

60

Previous TLI

70

80

90

100

0 0

10

20

30

40

50

60

Previous TLI

70

80

90

100

Looking at where

we are . . .

ASE Item Analysis Summary Report Grade Date # Students Item Objective 1 4 2 2 3 5 4 1 ***5 3 ***6 1 7 4 8 2 9 5 10 2 11 3 12 4 13 1 14 5 15 3 16 1 ***17 2 18 3 19 5 20 4 21 12 22 11 23 13 24 11 25 12 26 10 27 12 28 11

Mathematics Summary Information 3 District 402 Campus 3252 A-F B-G C-H D-J 3 95 * 1 1 2 3 12 83 2 7 85 * 6 2 97 * 0 0 0 84 * 15 0 10 12 75 * 2 5 4 87 * 4 83 * 5 7 6 5 4 10 81 12 76 * 6 6 4 12 25 58 5 10 3 82 7 1 3 89 1 9 85 * 6 3 90 * 1 6 5 93 * 1 1 16 9 13 62 30 0 6 64 82 * 4 12 2 27 3 30 40 23 3 9 65 19 65 * 6 10 27 12 46 * 15 4 4 33 59 73 * 15 4 8 9 61 * 10 19 3 5 4 87 2 41 2 54

Multi Multi E-K *

* * * *

* * * *

*

* *

N/A 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

TEKS-Based Questions   

History of the test Interpretation of the TEKS Information Booklet items

Texas Assessement of Knowledge and Skills (TEKS)  

 

State-mandated curriculum Non-negotiable Full and rich curriculum Vertically and horizontally aligned

Looking at where

we want to go . . ..

In order to meet the standards set by the state assessment, students must engage in   



independent thought logical reasoning real-life applications appropriate level of rigor

Looking at

the route we need to follow . . .

Addressing Higher-Level Thinking Skills 

Every item on a teacher- made test should be labeled with the TEKS student expectation it addresses.

Levels of Questions on Mathematics TAKS    

Level 1: Concept Level Level 2: Operations Level Level 3: Application Level Level 4: Underlying Processes – Mathematical Processes and Tools

What are the resources to help our students succeed?     



Technology Math Benchmarks WebCATT Mathematics TEKS Toolkit Standards in the Classroom Algebra Assessments