Materials Needed:
1.  TAKS Release Test
2.  Item Analysis Report
3.  Worksheet

During a grade level or department meeting complete the following activity:

1. On a copy of the Release TAKS test, circle the correct answers in red;

2.      Using the Item Analysis Report, record next to each answer choice the number of students selecting each answer choice;

3.      Record the TAKS Objective number next to each test question and then cut the Release test apart and reorganize it by TAKS Objective; 

4.      Analyze the TAKS data to determine the questions with the largest number of students selecting the same wrong answer and ask the questions listed below about the relationship between the data and the TAKS question.  The answers to the questions will determine the most significant errors students are making on the Mathematics TAKS.  Record your findings on Worksheet I.

 Questions to Consider:

1. Are the students solving the problem BEFORE selecting the correct answer?  Evidence:  Matching all the numbers in the problem with the answer choice that has all the same numbers.

2.      Are the students reading the mathematics problem-solving situation incorrectly and not selecting the correct solution for the question that is asked?  Evidence:  Selecting an answer choice based on reading and misinterpreting the information and selecting the misinterpretation.

3.      Which specific student expectation from the state curriculum is the question testing?  Are students missing one specific student expectation more than another one?  Is this skill/concept introduced at this grade level or the previous grade level?  (Vertical Alignment)

4.      Are the students confusing the operations (adding instead of subtracting or multiplying instead of dividing, etc.)?  Are students looking for a “key word” in the complex problem situation and selecting an operation based on this word?  Evidence:  Words and phrases like “in all,”  “total,” and “altogether” are in subtraction, multiplication, or division problems and some students are selecting addition based on this word instead of the correct operation.

5.      Are the students passing objectives above the 90% level on Objectives 1-5 and scoring below 90% on objective 6?  Implication:  Most students understand the concept/skill at the conceptual level and some students have not mastered the skill so they can apply it.

6.      Are the students only working one step on two-step problems or one or two steps in three step problems?

MOST SIGNIFICANT STUDENT ERRORS STATEWIDE:

1. Error:  Students select an answer choice without solving the problem situation.
2. Error:  Students confuse the operations because of using “key” words.
3. Error:  Students misread the problem and select an answer based on their misinterpretation.
4. Error:  Students work only one step in two-step problems or only one or two steps in three-step problems.