For more information, visit lead4ward.com.
2013-2015
Released TestAligned to the Standards CONTENT BUILDER FOR THE PLC
ScienceGrade 8
IQ: IN
VE
STIG
ATIN
GTH
E Q
UE
STIO
NS
© 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