Algebra staar eoc gridable
Questions 8, 9, 18, and 21 were some of the most difficult items for both the state and for this particular campus.Here’s the item difficulty of the state of Texas compared to the item difficulty at just one campus with about 80 students. Hopefully you’re like me and you’re thinking, “Not very likely.” Let’s check to see. Here’s my question: What is the likelihood that any given campus across the state would have the exact same order if they analyzed the item difficulty just for their students? Here it is again:Īccording to this ordering, question 9 was the most difficult item on the test, followed by question 18, question 8, and so on down to question 10 as the least difficult item (tied with questions 2 and 4). In my previous post I shared the order of questions based on item difficulty for the 2018 5th grade STAAR for the entire state of Texas. In this post, I’d like to talk about another way to look at assessment data to uncover areas of celebration and areas of exploration.In the third post, I shared how I learned to organize assessment data by item difficulty and the implications for supporting our students.
![algebra staar eoc gridable algebra staar eoc gridable](https://ecdn.teacherspayteachers.com/thumbitem/Griddable-8th-Grade-Science-Items-STAAR-Test-or-other-standardized-test-1345991-1469738267/original-1345991-3.jpg)
In the second post, I talked about how understanding how a test is designed can help us better understand the results we get.
![algebra staar eoc gridable algebra staar eoc gridable](https://ecdn.teacherspayteachers.com/thumbitem/Griddable-Practice-for-STAAR-Grades-4-5-2863743-1561654467/original-2863743-2.jpg)
In the first post, I shared the importance of digging into the questions, not just the standards they’re correlated to.
#Algebra staar eoc gridable series
After a brief interlude, it’s time to get back to the blog series I started recently about analyzing assessments.