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2013-2015

Released TestAligned to the Standards CONTENT BUILDER FOR THE PLC

ScienceGrade 8

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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. 8.10.15

IQ Analysis | Investigating the Question SE 6.5(C) RC: 1 6.5(C) Units:

6.5(C) differentiate between elements and compounds on the most basic level

Analysis of Assessed Standards

2014 – Q25

* Correct answer (C)

Dual Coding Content Supporting

Process 8.3(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A 8 B 15 C* 47 D 30

Implications for Instruction/Notes

6.5(C) differentiate between elements and compounds on the most basic level

Analysis of Assessed Standards

2013 – Q48

* 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 13 G 22 H 9 J* 56

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 6.6(A) RC: 1 6.6 (A) Units:

6.6 (A) compare metals, nonmetals, and metalloids using physical properties such as luster, conductivity, or malleability

Analysis of Assessed Standards

2015 – Q33

* 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 18 B 5 C* 60 D 17

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

6.6 (A) compare metals, nonmetals, and metalloids using physical properties such as luster, conductivity, or malleability

Analysis of Assessed Standards

2014 – Q48

* Correct answer (F)

Dual Coding Content Supporting

Process 8.2(E)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F* 79 G 8 H 8 J 6

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 6.6(B) RC: 1 6.6 (B) Units:

6.6 (B) calculate density to identify an unknown substance Analysis of Assessed Standards 2015 – Q15

* Correct answer (B)

Dual Coding Content Supporting

Process 8.2(E)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A 7 B* 72 C 8 D 13

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

6.6 (B) calculate density to identify an unknown substance Analysis of Assessed Standards 2013 – Q2

* Correct answer (J)

Dual Coding Content Supporting

Process 8.4(A)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F 6 G 10 H 6 J* 79

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 6.8(A) RC: 2 SE: 6.8(A) Units:

6.8(A) compare and contrast potential and kinetic energy Analysis of Assessed Standards 2015 – Q25

* Correct answer (A)

Dual Coding Content Supporting

Process 8.3(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A* 49 B 19 C 21 D 11

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

6.8(A) compare and contrast potential and kinetic energy Analysis of Assessed Standards 2014 – Q4

* Correct answer (J)

Dual Coding Content Supporting

Process 8.2(E)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F 12 G 3 H 4 J* 80

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

6.8(A) compare and contrast potential and kinetic energy Analysis of Assessed Standards 2013 – Q19

* 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 19 B* 44 C 26 D 11

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 6.8(C) RC: 2 SE: 6.8(C) Units:

6.8(C) calculate average speed using distance and time measurements Analysis of Assessed Standards 2015 – Q12

* Correct answer (H)

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 18 G 8 H* 61 J 13

Implications for Instruction/Notes

6.8(C) calculate average speed using distance and time measurements Analysis of Assessed Standards 2014 – Q38

* Correct answer (1.4)

Dual Coding Content Supporting

Process 8.2(D)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

1.4

43 57 0 0

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

6.8(C) calculate average speed using distance and time measurements Analysis of Assessed Standards 2013 – Q30

* Correct answer (4)

Dual Coding Content Supporting

Process 8.2(E)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

4

25 75 0 0

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 6.8(D) RC: 2 SE: 6.8(D) Units:

6.8(D) measure and graph changes in motion Analysis of Assessed Standards 2015 – Q52

* Correct answer (H)

Dual Coding Content Supporting

Process 8.2(D)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F 2 G 4 H* 89 J 5

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

6.8(D) measure and graph changes in motion Analysis of Assessed Standards 2014 – Q23

* Correct answer (B)

Dual Coding Content Supporting

Process 8.2(E)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A 3 B* 62 C 4 D 32

Implications for Instruction/Notes

6.8(D) measure and graph changes in motion Analysis of Assessed Standards 2013 – Q28

* Correct answer (F)

Dual Coding Content Supporting

Process 8.2(D)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F* 73 G 22 H 3 J 2

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 6.9(C) RC: 2 SE: 6.9(C) Units:

6.9(C) demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy

Analysis of Assessed Standards

2015 – Q3

* 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* 81 B 8 C 4 D 7

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

6.9(C) demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy

Analysis of Assessed Standards

2014 – Q9

* 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* 81 B 3 C 2 D 13

Implications for Instruction/Notes

6.9(C) demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy

Analysis of Assessed Standards

2013 – Q39

* Correct answer (D)

Dual Coding Content Supporting

Process 8.3(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A 7 B 32 C 10 D* 52

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 6.11(B) RC: 3 6.11(B) Units:

6.11(B) understand that gravity is the force that governs the motion of our solar system

Analysis of Assessed Standards

2014 – Q2

* Correct answer (G)

Dual Coding Content Supporting

Process 8.3(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F 5 G* 83 H 4 J 8

Implications for Instruction/Notes

6.11(B) understand that gravity is the force that governs the motion of our solar system

Analysis of Assessed Standards

2013 – 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 5 G 26 H 6 J* 63

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 6.12(D) RC: 4 6.12 (D) Units:

6.12 (D) identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction, that further classify them in the currently recognized Kingdoms

Analysis of Assessed Standards

2015 – Q4

* 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 6 G* 69 H 11 J 14

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

6.12 (D) identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction, that further classify them in the currently recognized Kingdoms

Analysis of Assessed Standards

2013 – Q47

* Correct answer (C)

Dual Coding Content Supporting

Process 8.2(E)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A 20 B 18 C* 44 D 18

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 7.5(C) RC: 1 7.5(C) Units:

7.5(C) diagram the flow of energy through living systems, including food chains, food webs, and energy pyramids

Analysis of Assessed Standards

2014 – Q14

* Correct answer (H)

Dual Coding Content Supporting

Process 8.3(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F 26 G 11 H* 57 J 6

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 7.6(A) RC: 1 7.6(A) Units:

7.6(A) identify that organic compounds contain carbon and other elements such as hydrogen, oxygen, phosphorus, nitrogen, or sulfur

Analysis of Assessed Standards

2014 – Q21

* 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* 45 B 7 C 6 D 41

Implications for Instruction/Notes

7.6(A) identify that organic compounds contain carbon and other elements such as hydrogen, oxygen, phosphorus, nitrogen, or sulfur

Analysis of Assessed Standards

2013 – Q31

* 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 6 B 13 C* 78 D 3

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 7.6(B) RC: 1 7.6(B) Units:

7.6(B) distinguish between physical and chemical changes in matter in the digestive system

Analysis of Assessed Standards

2014 – Q6

* 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 5 G 10 H 4 J* 81

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 7.7(A) RC: 2 SE: 7.7(A) Units:

7.7(A) contrast situations where work is done with different amounts of force to situations where no work is done such as moving a box with a ramp and without a ramp, or standing still

Analysis of Assessed Standards

2015 – 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 2 B 5 C 12 D* 80

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

7.7(A) contrast situations where work is done with different amounts of force to situations where no work is done such as moving a box with a ramp and without a ramp, or standing still

Analysis of Assessed Standards

2014 – Q49

* Correct answer (D)

Dual Coding Content Supporting

Process 8.2(E)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A 3 B 16 C 9 D* 72

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

7.7(A) contrast situations where work is done with different amounts of force to situations where no work is done such as moving a box with a ramp and without a ramp, or standing still

Analysis of Assessed Standards

2013 – Q7

* Correct answer (D)

Dual Coding Content Supporting

Process 8.2(E)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A 6 B 11 C 4 D* 78

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 7.8(C) RC: 3 7.8(C) Units:

7.8(C) model the effects of human activity on groundwater and surface water in a watershed

Analysis of Assessed Standards

2013 – Q42

* Correct answer (J)

Dual Coding Content Supporting

Process 8.3(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F 7 G 31 H 15 J* 46

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 7.10(B) RC: 4 7.10 (B) Units:

7.10 (B) describe how biodiversity contributes to the sustainability of an ecosystem

Analysis of Assessed Standards

2015 – Q46

* Correct answer (J)

Dual Coding Content Supporting

Process 8.3(A)

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 12 J* 74

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

7.10 (B) describe how biodiversity contributes to the sustainability of an ecosystem

Analysis of Assessed Standards

2014 – Q53

* Correct answer (A)

Dual Coding Content Supporting

Process 8.3(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A* 84 B 5 C 6 D 5

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 7.10(C) RC: 4 7.10(C) Units:

7.10(C) observe, record, and describe the role of ecological succession such as in a microhabitat of a garden with weeds

Analysis of Assessed Standards

2013 – Q32

* 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 32 G* 59 H 3 J 5

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 7.11(A) RC: 4 7.11 (A) Units:

7.11 (A) examine organisms or their structures such as insects or leaves and use dichotomous keys for identification

Analysis of Assessed Standards

2015 – Q28

* Correct answer (H)

Dual Coding Content Supporting

Process 8.2(E)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F 6 G 8 H* 82 J 4

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

7.11 (A) examine organisms or their structures such as insects or leaves and use dichotomous keys for identification

Analysis of Assessed Standards

2013 – Q24

* Correct answer (H)

Dual Coding Content Supporting

Process 8.2(E)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F 12 G 19 H* 67 J 2

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 7.11(C) RC: 4 7.11(C) Units:

7.11(C) identify some changes in genetic traits that have occurred over several generations through natural selection and selective breeding such as the Galapagos Medium Ground Finch (Geospiza fortis) or domestic animals

Analysis of Assessed Standards

2014 – Q7

* Correct answer (C)

Dual Coding Content Supporting

Process 8.3(D)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A 3 B 8 C* 75 D 14

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

7.11(C) identify some changes in genetic traits that have occurred over several generations through natural selection and selective breeding such as the Galapagos Medium Ground Finch (Geospiza fortis) or domestic animals

Analysis of Assessed Standards

2013 – Q1

* 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 3 B* 80 C 8 D 8

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 7.12(B) RC: 4 7.12 (B) Units:

7.12 (B) identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems

Analysis of Assessed Standards

2015 – Q6

* Correct answer (G)

Dual Coding Content Supporting

Process 8.3(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F 11 G* 73 H 11 J 5

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

7.12 (B) identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems

Analysis of Assessed Standards

2014 – Q29

* 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 4 B 50 C 2 D* 44

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 7.12(D) RC: 4 7.12(D) Units:

7.12(D) differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole

Analysis of Assessed Standards

2013 – Q34

* Correct answer (H)

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 13 G 5 H* 70 J 12

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 7.12(F) RC: 4 7.12(F) Units:

7.12(F) recognize that according to cell theory all organisms are composed of cells and cells carry on similar functions such as extracting energy from food to sustain life

Analysis of Assessed Standards

2014 – Q32

* Correct answer (G)

Dual Coding Content Supporting

Process 8.3(D)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F 24 G* 58 H 7 J 12

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 7.14(B) RC: 4 7.14(B) Units:

7.14(B) compare the results of uniform or diverse offspring from sexual reproduction or asexual reproduction

Analysis of Assessed Standards

2014 – Q50

* 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* 71 H 8 J 11

Implications for In5struction/Notes

3

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

7.14(B) compare the results of uniform or diverse offspring from sexual reproduction or asexual reproduction

Analysis of Assessed Standards

2013 – Q13

* 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 20 B* 71 C 5 D 3

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 7.14(C) RC: 4 7.14 (C) Units:

7.14 (C) recognize that inherited traits of individuals are governed in the genetic material found in the genes within chromosomes in the nucleus

Analysis of Assessed Standards

2015 – Q53

* 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* 75 B 16 C 4 D 4

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 8.5(A) RC: 1 SE: 8.5(A) Units:

8.5(A) describe the structure of atoms, including the masses, electrical charges, and locations, of protons and neutrons in the nucleus and electrons in the electron cloud

Analysis of Assessed Standards

2015 – Q17

* Correct answer (48)

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

48

58 42 0 0

Implications for Instruction/Notes

8.5(A) describe the structure of atoms, including the masses, electrical charges, and locations, of protons and neutrons in the nucleus and electrons in the electron cloud

Analysis of Assessed Standards

2015 – Q45

* Correct answer (B)

Dual Coding Content Readiness

Process 8.3(D)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A 8 B* 76 C 10 D 6

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.5(A) describe the structure of atoms, including the masses, electrical charges, and locations, of protons and neutrons in the nucleus and electrons in the electron cloud

Analysis of Assessed Standards

2014 – Q19

* Correct answer (B)

Dual Coding Content Readiness

Process 8.3(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A 19 B* 60 C 16 D 5

Implications for Instruction/Notes

8.5(A) describe the structure of atoms, including the masses, electrical charges, and locations, of protons and neutrons in the nucleus and electrons in the electron cloud

Analysis of Assessed Standards

2014 – Q33

* 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 3 B 17 C 9 D* 71

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.5(A) describe the structure of atoms, including the masses, electrical charges, and locations, of protons and neutrons in the nucleus and electrons in the electron cloud

Analysis of Assessed Standards

2013 – Q15

* 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* 59 C 8 D 19

Implications for Instruction/Notes

8.5(A) describe the structure of atoms, including the masses, electrical charges, and locations, of protons and neutrons in the nucleus and electrons in the electron cloud

Analysis of Assessed Standards

2013 – Q40

* 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* 64 G 18 H 8 J 9

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 8.5(B) RC: 1 SE: 8.5(B) Units:

8.5(B) identify that protons determine an element’s identity and valence electrons determine its chemical properties, including reactivity

Analysis of Assessed Standards

2015 – Q11

* 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* 66 B 3 C 28 D 3

Implications for Instruction/Notes

8.5(B) identify that protons determine an element’s identity and valence electrons determine its chemical properties, including reactivity

Analysis of Assessed Standards

2015 – Q39

* 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* 70 B 6 C 4 D 20

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.5(B) identify that protons determine an element’s identity and valence electrons determine its chemical properties, including reactivity

Analysis of Assessed Standards

2014 – Q16

* 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 19 G 8 H 16 J* 56

Implications for Instruction/Notes

8.5(B) identify that protons determine an element’s identity and valence electrons determine its chemical properties, including reactivity

Analysis of Assessed Standards

2014 – Q51

* 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 8 C* 83 D 5

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.5(B) identify that protons determine an element’s identity and valence electrons determine its chemical properties, including reactivity

Analysis of Assessed Standards

2013 – Q11

* Correct answer (A)

Dual Coding Content Readiness

Process 8.3(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A* 71 B 9 C 2 D 17

Implications for Instruction/Notes

8.5(B) identify that protons determine an element’s identity and valence electrons determine its chemical properties, including reactivity

Analysis of Assessed Standards

2013 – Q33

* 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 6 B 12 C 21 D* 61

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 8.5(C) RC: 1 SE: 8.5(C) Units:

8.5(C) interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements

Analysis of Assessed Standards

2015 – 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 18 G* 59 H 17 J 6

Implications for Instruction/Notes

8.5(C) interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements

Analysis of Assessed Standards

2015 – Q51

* 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* 76 B 16 C 2 D 6

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.5(C) interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements

Analysis of Assessed Standards

2014 – Q46

* Correct answer (G)

Dual Coding Content Readiness

Process 8.3(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F 12 G* 63 H 8 J 17

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.5(C) interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements

Analysis of Assessed Standards

2013 – Q5

* 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 27 C* 67 D 2

Implications for Instruction/Notes

8.5(C) interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements

Analysis of Assessed Standards

2013 – Q37

* Correct answer (C)

Dual Coding Content Readiness

Process 8.3(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A 15 B 21 C* 51 D 14

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 8.5(D) RC: 1 SE: 8.5(D) Units:

8.5(D) recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts

Analysis of Assessed Standards

2015 – Q27

* 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 7 B 16 C 22 D* 55

Implications for Instruction/Notes

8.5(D) recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts

Analysis of Assessed Standards

2015 – Q36

* 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 9 G 8 H 16 J* 67

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.5(D) recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts

Analysis of Assessed Standards

2015 – Q54

* 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 5 G* 82 H 4 J 8

Implications for Instruction/Notes

8.5(D) recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts

Analysis of Assessed Standards

2014 – Q31

* 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* 69 B 11 C 14 D 6

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.5(D) recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts

Analysis of Assessed Standards

2014 – Q44

* Correct answer (25)

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

25

60 40 0 0

Implications for Instruction/Notes

8.5(D) recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts

Analysis of Assessed Standards

2013 – 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 6 G 29 H 12 J* 52

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.5(D) recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts

Analysis of Assessed Standards

2013 – Q44

* Correct answer (6)

Dual Coding Content Readiness

Process 8.3(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

6

73 27 0 0

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 8.5(E) RC: 1 SE: 8.5(E) Units:

8.5(E) investigate how evidence of chemical reactions indicate that new substances with different properties are formed

Analysis of Assessed Standards

2015 – Q9

* 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 8 B 9 C* 78 D 5

Implications for Instruction/Notes

8.5(E) investigate how evidence of chemical reactions indicate that new substances with different properties are formed

Analysis of Assessed Standards

2015 – Q48

* Correct answer (F)

Dual Coding Content Readiness

Process 8.2(A)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F* 62 G 4 H 7 J 27

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.5(E) investigate how evidence of chemical reactions indicate that new substances with different properties are formed

Analysis of Assessed Standards

2014 – Q10

* Correct answer (G)

Dual Coding Content Readiness

Process 8.2(E)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F 16 G* 76 H 5 J 2

Implications for Instruction/Notes

8.5(E) investigate how evidence of chemical reactions indicate that new substances with different properties are formed

Analysis of Assessed Standards

2014 – Q39

* Correct answer (C)

Dual Coding Content Readiness

Process 8.2(E)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A 9 B 16 C* 63 D 12

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.5(E) investigate how evidence of chemical reactions indicate that new substances with different properties are formed

Analysis of Assessed Standards

2013 – Q18

* Correct answer (F)

Dual Coding Content Readiness

Process 8.1(A)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F* 71 G 17 H 5 J 7

Implications for Instruction/Notes

8.5(E) investigate how evidence of chemical reactions indicate that new substances with different properties are formed

Analysis of Assessed Standards

2013 – Q52

* Correct answer (G)

Dual Coding Content Readiness

Process 8.2(E)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F 9 G* 71 H 11 J 10

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 8.5(F) RC: 1 8.5 (F) Units:

8.5 (F) recognize whether a chemical equation containing coefficients is balanced or not and how that relates to the law of conservation of mass

Analysis of Assessed Standards

2015 – Q22

* Correct answer (H)

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 13 G 13 H* 64 J 10

Implications for Instruction/Notes

8.5 (F) recognize whether a chemical equation containing coefficients is balanced or not and how that relates to the law of conservation of mass

Analysis of Assessed Standards

2013 – Q23

* 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 9 B 8 C 15 D* 67

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 8.6(A) RC: 2 SE: 8.6(A) Units:

8.6(A) demonstrate and calculate how unbalanced forces change the speed or direction of an object’s motion

Analysis of Assessed Standards

2015 – Q19

* Correct answer (A)

Dual Coding Content Readiness

Process 8.2(E)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A* 58 B 4 C 8 D 30

Implications for Instruction/Notes

8.6(A) demonstrate and calculate how unbalanced forces change the speed or direction of an object’s motion

Analysis of Assessed Standards

2015 – Q30

* Correct answer (18)

Dual Coding Content Readiness

Process 8.2(E)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

18

27 73 0 0

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.6(A) demonstrate and calculate how unbalanced forces change the speed or direction of an object’s motion

Analysis of Assessed Standards

2015 – Q49

* Correct answer (B)

Dual Coding Content Readiness

Process 8.2(A)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A 8 B* 73 C 5 D 15

Implications for Instruction/Notes

8.6(A) demonstrate and calculate how unbalanced forces change the speed or direction of an object’s motion

Analysis of Assessed Standards

2014 – Q17

* Correct answer (1740)

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

1740

62 38 0 0

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.6(A) demonstrate and calculate how unbalanced forces change the speed or direction of an object’s motion

Analysis of Assessed Standards

2014 – Q27

* 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* 33 B 42 C 18 D 7

Implications for Instruction/Notes

8.6(A) demonstrate and calculate how unbalanced forces change the speed or direction of an object’s motion

Analysis of Assessed Standards

2014 – Q41

* 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 13 C* 63 D 18

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.6(A) demonstrate and calculate how unbalanced forces change the speed or direction of an object’s motion

Analysis of Assessed Standards

2014 – Q54

* 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 7 G 2 H* 86 J 5

Implications for Instruction/Notes

8.6(A) demonstrate and calculate how unbalanced forces change the speed or direction of an object’s motion

Analysis of Assessed Standards

2013 – Q10

* Correct answer (H)

Dual Coding Content Readiness

Process 8.2(E)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F 4 G 30 H* 64 J 2

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.6(A) demonstrate and calculate how unbalanced forces change the speed or direction of an object’s motion

Analysis of Assessed Standards

2013 – Q36

* 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 9 H 19 J 9

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.6(A) demonstrate and calculate how unbalanced forces change the speed or direction of an object’s motion

Analysis of Assessed Standards

2013 – Q54

* Correct answer (F)

Dual Coding Content Readiness

Process 8.3(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F* 87 G 8 H 3 J 2

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 8.6(B) RC: 2 SE: 8.6(B) Units:

8.6(B) differentiate between speed, velocity, and acceleration Analysis of Assessed Standards 2015 – 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 12 B 8 C* 62 D 18

Implications for Instruction/Notes

8.6(B) differentiate between speed, velocity, and acceleration Analysis of Assessed Standards 2014 – Q34

* 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 13 G* 54 H 5 J 28

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.6(B) differentiate between speed, velocity, and acceleration Analysis of Assessed Standards 2013 – Q3

* Correct answer (C)

Dual Coding Content Supporting

Process 8.3(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A 5 B 12 C* 75 D 8

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 8.6(C) RC: 2 SE: 8.6(C) Units:

8.6(C) investigate and describe applications of Newton’s law of inertia, law of force and acceleration, and law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, Earth’s tectonic activities, and rocket launches

Analysis of Assessed Standards

2015 – Q14

* Correct answer (F)

Dual Coding Content Readiness

Process 8.2(E)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F* 71 G 16 H 10 J 3

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.6(C) investigate and describe applications of Newton’s law of inertia, law of force and acceleration, and law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, Earth’s tectonic activities, and rocket launches

Analysis of Assessed Standards

2015 – Q35

* Correct answer (B)

Dual Coding Content Readiness

Process 8.3(A)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A 6 B* 69 C 6 D 20

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.6(C) investigate and describe applications of Newton’s law of inertia, law of force and acceleration, and law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, Earth’s tectonic activities, and rocket launches

Analysis of Assessed Standards

2015 – Q43

* 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 3 B 4 C* 78 D 14

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.6(C) investigate and describe applications of Newton’s law of inertia, law of force and acceleration, and law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, Earth’s tectonic activities, and rocket launches

Analysis of Assessed Standards

2014 – Q1

* Correct answer (A)

Dual Coding Content Readiness

Process 8.2(E)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A* 86 B 7 C 5 D 2

Implications for Instruction/Notes

8.6(C) investigate and describe applications of Newton’s law of inertia, law of force and acceleration, and law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, Earth’s tectonic activities, and rocket launches

Analysis of Assessed Standards

2014 – Q43

* Correct answer (B)

Dual Coding Content Readiness

Process 8.2(E)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A 8 B* 63 C 5 D 24

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.6(C) investigate and describe applications of Newton’s law of inertia, law of force and acceleration, and law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, Earth’s tectonic activities, and rocket launches

Analysis of Assessed Standards

2013 – Q14

* 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* 80 G 3 H 9 J 8

Implications for Instruction/Notes

8.6(C) investigate and describe applications of Newton’s law of inertia, law of force and acceleration, and law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, Earth’s tectonic activities, and rocket launches

Analysis of Assessed Standards

2013 – Q22

* Correct answer (J)

Dual Coding Content Readiness

Process 8.2(E)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F 2 G 28 H 16 J* 54

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.6(C) investigate and describe applications of Newton’s law of inertia, law of force and acceleration, and law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, Earth’s tectonic activities, and rocket launches

Analysis of Assessed Standards

2013 – Q41

* Correct answer (C)

Dual Coding Content Readiness

Process 8.3(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A 6 B 2 C* 64 D 27

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 8.7(A) RC: 3 SE: 8.7(A) Units:

8.7(A) model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the Sun causing changes in seasons

Analysis of Assessed Standards

2015 – Q10

* Correct answer (J)

Dual Coding Content Readiness

Process 8.3(C)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F 1 G 16 H 4 J* 78

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.7(A) model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the Sun causing changes in seasons

Analysis of Assessed Standards

2015 – Q41

* Correct answer (B)

Dual Coding Content Readiness

Process 8.3(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A 7 B* 71 C 8 D 14

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.7(A) model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the Sun causing changes in seasons

Analysis of Assessed Standards

2014 – Q20

* Correct answer (H)

Dual Coding Content Readiness

Process 8.3(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F 18 G 19 H* 58 J 5

Implications for Instruction/Notes

8.7(A) model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the Sun causing changes in seasons

Analysis of Assessed Standards

2014 – Q28

* Correct answer (H)

Dual Coding Content Readiness

Process 8.3(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F 20 G 17 H* 35 J 29

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.7(A) model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the Sun causing changes in seasons

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* 60 G 25 H 6 J 9

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.7(A) model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the Sun causing changes in seasons

Analysis of Assessed Standards

2013 – Q51

* 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* 66 B 30 C 2 D 2

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 8.7(B) RC: 3 SE: 8.7(B) Units:

8.7(B) demonstrate and predict the sequence of events in the lunar cycle Analysis of Assessed Standards 2015 – Q7

* Correct answer (C)

Dual Coding Content Readiness

Process 8.3(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A 13 B 6 C* 76 D 4

Implications for Instruction/Notes

8.7(B) demonstrate and predict the sequence of events in the lunar cycle Analysis of Assessed Standards 2015 – Q32

* Correct answer (F)

Dual Coding Content Readiness

Process 8.2(E)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F* 48 G 21 H 18 J 12

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.7(B) demonstrate and predict the sequence of events in the lunar cycle Analysis of Assessed Standards 2014 – Q24

* Correct answer (F)

Dual Coding Content Readiness

Process 8.2(E)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F* 66 G 24 H 4 J 6

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.7(B) demonstrate and predict the sequence of events in the lunar cycle Analysis of Assessed Standards 2014 – Q35

* Correct answer (C)

Dual Coding Content Readiness

Process 8.2(E)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A 10 B 22 C* 48 D 20

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.7(B) demonstrate and predict the sequence of events in the lunar cycle Analysis of Assessed Standards 2013 – Q25

* Correct answer (D)

Dual Coding Content Readiness

Process 8.3(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A 6 B 22 C 4 D* 68

Implications for Instruction/Notes

8.7(B) demonstrate and predict the sequence of events in the lunar cycle Analysis of Assessed Standards 2013 – Q46

* Correct answer (J)

Dual Coding Content Readiness

Process 8.2(E)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F 18 G 14 H 18 J* 50

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 8.7(C) RC: 3 8.7 (C) Units:

8.7 (C) relate the position of the Moon and Sun to their effect on ocean tides

Analysis of Assessed Standards

2015 – Q2

* Correct answer (J)

Dual Coding Content Supporting

Process 8.3(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F 7 G 10 H 8 J* 74

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 8.8(A) RC: 3 SE: 8.8(A) Units:

8.8(A) describe components of the universe, including stars, nebulae, and galaxies, and use models such as the Hertzsprung-Russell diagram for classification

Analysis of Assessed Standards

2015 – Q20

* Correct answer (G)

Dual Coding Content Readiness

Process 8.2(E)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F 4 G* 81 H 8 J 7

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.8(A) describe components of the universe, including stars, nebulae, and galaxies, and use models such as the Hertzsprung-Russell diagram for classification

Analysis of Assessed Standards

2015 – Q50

* 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 8 G 21 H 7 J* 64

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.8(A) describe components of the universe, including stars, nebulae, and galaxies, and use models such as the Hertzsprung-Russell diagram for classification

Analysis of Assessed Standards

2014 – Q8

* Correct answer (J)

Dual Coding Content Readiness

Process 8.2(E)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F 14 G 4 H 3 J* 79

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.8(A) describe components of the universe, including stars, nebulae, and galaxies, and use models such as the Hertzsprung-Russell diagram for classification

Analysis of Assessed Standards

2014 – Q42

* Correct answer (H)

Dual Coding Content Readiness

Process 8.2(E)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F 28 G 15 H* 51 J 5

Implications for Instruction/Notes

8.8(A) describe components of the universe, including stars, nebulae, and galaxies, and use models such as the Hertzsprung-Russell diagram for classification

Analysis of Assessed Standards

Dual Coding Content Readiness

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

2013 – Q9

* Correct answer (A)

Process

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A* 69 B 8 C 5 D 18

Implications for Instruction/Notes

8.8(A) describe components of the universe, including stars, nebulae, and galaxies, and use models such as the Hertzsprung-Russell diagram for classification

Analysis of Assessed Standards

2013 – Q49

Dual Coding Content Readiness

Process 8.2(E)

Stimulus

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

* Correct answer (A)

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A* 73 B 21 C 4 D 2

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 8.8(B) RC: 3 8.8(B) Units:

8.8(B) recognize that the Sun is a medium-sized star near the edge of a disc-shaped galaxy of stars and that the Sun is many thousands of times closer to Earth than any other star

Analysis of Assessed Standards

2013 – Q53

* 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 8 B 7 C 6 D* 78

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 8.8(C) RC: 3 8.8 (C) Units:

8.8 (C) explore how different wavelengths of the electromagnetic spectrum such as light and radio waves are used to gain information about distances and properties of components in the universe

Analysis of Assessed Standards

2015 – Q29

* Correct answer (A)

Dual Coding Content Supporting

Process 8.2(E)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A* 58 B 12 C 9 D 20

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 8.8(D) RC: 3 8.8(D) Units:

8.8(D) model and describe how light years are used to measure distances and sizes in the universe

Analysis of Assessed Standards

2014 – Q45

* Correct answer (D)

Dual Coding Content Supporting

Process 8.3(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A 26 B 7 C 6 D* 61

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 8.9(A) RC: 3 8.9(A) Units:

8.9(A) describe the historical development of evidence that supports plate tectonic theory

Analysis of Assessed Standards

2014 – 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 15 G* 76 H 5 J 3

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 8.9(B) RC: 3 SE: 8.9(B) Units:

8.9(B) relate plate tectonics to the formation of crustal features Analysis of Assessed Standards 2015 – Q18

* 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 10 G 16 H* 70 J 3

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.9(B) relate plate tectonics to the formation of crustal features 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* 53 G 19 H 17 J 12

Implications for Instruction/Notes

8.9(B) relate plate tectonics to the formation of crustal features Analysis of Assessed Standards 2014 – Q26

* Correct answer (G)

Dual Coding Content Readiness

Process 8.3(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F 5 G* 54 H 12 J 29

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.9(B) relate plate tectonics to the formation of crustal features Analysis of Assessed Standards 2014 – Q52

* 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* 80 G 5 H 6 J 9

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.9(B) relate plate tectonics to the formation of crustal features Analysis of Assessed Standards 2013 – Q4

* Correct answer (J)

Dual Coding Content Readiness

Process 8.3(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F 9 G 10 H 2 J* 78

Implications for Instruction/Notes

8.9(B) relate plate tectonics to the formation of crustal features Analysis of Assessed Standards 2013 – Q35

* 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 12 B* 50 C 25 D 14

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 8.9(C) RC: 3 SE: 8.9(C) Units:

8.9(C) interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering

Analysis of Assessed Standards

2015 – Q26

* Correct answer (H)

Dual Coding Content Readiness

Process 8.2(E)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F 7 G 9 H* 59 J 25

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.9(C) interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering

Analysis of Assessed Standards

2015 – Q38

* Correct answer (253)

Dual Coding Content Readiness

Process 8.3(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

253

42 57 0 0

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.9(C) interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering

Analysis of Assessed Standards

2014 – Q15

* Correct answer (B)

Dual Coding Content Readiness

Process 8.2(E)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A 12 B* 61 C 20 D 7

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.9(C) interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering

Analysis of Assessed Standards

2014 – Q30

* Correct answer (120)

Dual Coding Content Readiness

Process 8.3(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

120

39 60 0 0

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.9(C) interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering

Analysis of Assessed Standards

2013 – Q12

* Correct answer (H)

Dual Coding Content Readiness

Process 8.3(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F 22 G 8 H* 64 J 5

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.9(C) interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering

Analysis of Assessed Standards

2013 – Q38

* Correct answer (360)

Dual Coding Content Readiness

Process 8.3(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

360

40 60 0 0

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 8.10(B) RC: 3 8.10 (B) Units:

8.10 (B) identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and fronts

Analysis of Assessed Standards

2015 – Q47

* Correct answer (B)

Dual Coding Content Supporting

Process 8.3(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A 10 B* 78 C 7 D 5

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 8.10(C) RC: 3 SE: 8.10(C) Units:

8.10(C) identify the role of the oceans in the formation of weather systems such as hurricanes

Analysis of Assessed Standards

2015 – Q13

* Correct answer (D)

Dual Coding Content Supporting

Process 8.3(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A 2 B 7 C 15 D* 76

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.10(C) identify the role of the oceans in the formation of weather systems such as hurricanes

Analysis of Assessed Standards

2014 – Q37

* Correct answer (C)

Dual Coding Content Supporting

Process 8.3(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A 14 B 15 C* 56 D 15

Implications for Instruction/Notes

8.10(C) identify the role of the oceans in the formation of weather systems such as hurricanes

Analysis of Assessed Standards

2013 – Q21

* 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* 58 B 18 C 6 D 19

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 8.11(A) RC: 4 SE: 8.11(A) Units:

8.11(A) describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems

Analysis of Assessed Standards

2015 – Q8

* Correct answer (F)

Dual Coding Content Readiness

Process 8.3(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F* 78 G 2 H 3 J 17

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.11(A) describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems

Analysis of Assessed Standards

2015 – Q21

* Correct answer (A)

Dual Coding Content Readiness

Process 8.3(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A* 64 B 17 C 6 D 13

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.11(A) describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems

Analysis of Assessed Standards

2015 – Q44

* Correct answer (1)

Dual Coding Content Readiness

Process 8.2(E)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

1

39 61 0 0

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.11(A) describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems

Analysis of Assessed Standards

2014 – Q11

* Correct answer (D)

Dual Coding Content Readiness

Process 8.3(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A 2 B 2 C 12 D* 84

Implications for Instruction/Notes

8.11(A) describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems

Analysis of Assessed Standards

2014 – Q22

* Correct answer (H)

Dual Coding Content Readiness

Process 8.3(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F 3 G 7 H* 72 J 18

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.11(A) describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems

Analysis of Assessed Standards

2014 – Q47

* Correct answer (C)

Dual Coding Content Readiness

Process 8.3(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A 8 B 9 C* 74 D 9

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.11(A) describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems

Analysis of Assessed Standards

2013 – Q17

* Correct answer (3)

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

3

58 41 0 0

Implications for Instruction/Notes

8.11(A) describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems

Analysis of Assessed Standards

2013 – Q29

* 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 23 B 4 C 6 D* 67

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.11(A) describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems

Analysis of Assessed Standards

2013 – Q45

* 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 8 B* 76 C 6 D 10

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 8.11(B) RC: 4 SE: 8.11(B) Units:

8.11(B) investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition

Analysis of Assessed Standards

2015 – Q23

* Correct answer (D)

Dual Coding Content Readiness

Process 8.3(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A 14 B 7 C 12 D* 67

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.11(B) investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition

Analysis of Assessed Standards

2015 – Q42

* Correct answer (J)

Dual Coding Content Readiness

Process 8.2(E)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F 10 G 32 H 18 J* 39

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.11(B) investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition

Analysis of Assessed Standards

2014 – Q5

* Correct answer (B)

Dual Coding Content Readiness

Process 8.2(D)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A 11 B* 83 C 2 D 4

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.11(B) investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition

Analysis of Assessed Standards

2014 – Q18

* Correct answer (H)

Dual Coding Content Readiness

Process 8.2(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F 7 G 30 H* 55 J 8

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.11(B) investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition

Analysis of Assessed Standards

2014 – Q36

* Correct answer (J)

Dual Coding Content Readiness

Process 8.2(E)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F 6 G 5 H 16 J* 73

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.11(B) investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition

Analysis of Assessed Standards

2013 – Q8

* Correct answer (G)

Dual Coding Content Readiness

Process 8.2(E)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F 4 G* 61 H 12 J 22

Implications for Instruction/Notes

8.11(B) investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition

Analysis of Assessed Standards

2013 – Q27

* Correct answer (C)

Dual Coding Content Readiness

Process 8.3(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A 8 B 10 C* 68 D 15

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.11(B) investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition

Analysis of Assessed Standards

2013 – Q43

* Correct answer (C)

Dual Coding Content Readiness

Process 8.2(E)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A 22 B 24 C* 50 D 4

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question10 SE 8.11(C) RC: 4 SE: 8.11(C) 68 Units:

8.11(C) explore how short-and long-term environmental changes affect organisms and traits in subsequent populations

Analysis of Assessed Standards

2015 – Q1

* 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 10 B 6 C* 80 D 4

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.11(C) explore how short-and long-term environmental changes affect organisms and traits in subsequent populations

Analysis of Assessed Standards

2015 – Q31

* Correct answer (C)

Dual Coding Content Readiness

Process 8.3(A)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A 5 B 20 C* 68 D 6

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.11(C) explore how short-and long-term environmental changes affect organisms and traits in subsequent populations

Analysis of Assessed Standards

2015 – Q40

* 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 12 H 22 J* 61

Implications for Instruction/Notes

8.11(C) explore how short-and long-term environmental changes affect organisms and traits in subsequent populations

Analysis of Assessed Standards

2014 – Q3

* Correct answer (A)

Dual Coding Content Readiness

Process 8.3(D)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

A* 91 B 4 C 2 D 2

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.11(C) explore how short-and long-term environmental changes affect organisms and traits in subsequent populations

Analysis of Assessed Standards

2014 – Q13

* 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 7 B 20 C 1 D* 72

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.11(C) explore how short-and long-term environmental changes affect organisms and traits in subsequent populations

Analysis of Assessed Standards

2014 – Q40

* Correct answer (F)

Dual Coding Content Readiness

Process 8.2(E)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F* 73 G 8 H 10 J 8

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.11(C) explore how short-and long-term environmental changes affect organisms and traits in subsequent populations

Analysis of Assessed Standards

2013 – Q6

* Correct answer (F)

Dual Coding Content Readiness

Process 8.3(A)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F* 64 G 16 H 8 J 12

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

8.11(C) explore how short-and long-term environmental changes affect organisms and traits in subsequent populations

Analysis of Assessed Standards

2013 – Q50

* 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 13 G 9 H* 67 J 12

Implications for Instruction/Notes

lead4ward Source: Texas Education Agency STAAR™ Released Test Questions v. 8.10.15

IQ Analysis | Investigating the Question SE 8.11(D) RC: 4 8.11 (D) Units:

8.11 (D) recognize human dependence on ocean systems and explain how human activities such as runoff, artificial reefs, or use of resources have modified these systems

Analysis of Assessed Standards

2015 – Q16

* Correct answer (F)

Dual Coding Content Supporting

Process 8.1(B)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis Guessing Careless Error Stopped too Early Mixed Up Concepts

F* 66 G 10 H 15 J 8

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