The 2023 3rd Grade Math STAAR introduced statewide online testing and several new item types. Using a modified version of the statewide item analysis report, I examined the readiness standards that had less than 50% mastery. Each standard has both an analysis of the items themselves to infer what made them so difficult and instructional implications for educators to ensure a more successful 2024 STAAR test.
Standard | # of items | % mastery |
3.5A | 2 | 19.5 |
3.7B | 1 | 27 |
3.4K | 1 | 28 |
3.6A | 2 | 38.5 |
3.4A | 2 | 44.5 |
3.5B | 2 | 47 |
3.5E | 2 | 62 |
Access the slide deck here.
3.5A - 19.5% overall mastery
represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations
#7 - 31% correct
#23 - 8% correct
Analysis
Students had to interpret a problem situation and apply it to three possible representations - equations, number lines, and strip diagrams
For #24, most chosen answer was step 1 of the 2-step solution
Instructional Implications
Have students, when answering word problems for addition and subtraction, represent their answers three ways - equations, number lines, and strip diagrams
Students should draw their own pictures and solve the problem before trying to find the correct strip diagram representation
3.7B - 27% overall mastery
determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems
#21 - 27% correct
Analysis
Students had no visual to support their understanding
Answer selections suggest guessing
Instructional Implications
Have students draw a rectangle and label it with length and (missing) width
Introduce students to the formula for perimeter than they will start to use in 4th grade, P = 2L + 2W
Watch the full walkthrough of all 30 items on the 2023 3rd Grade STAAR below.
3.4K - 28% overall mastery
solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts
#15 - 28% correct
Analysis
Students had to recognize that only two numbers were multiplied together (11 and 7) while the third number was subtracted
Distribution of answer choices suggests guessing
Instructional Implications
Have students practice drawing pictures to help solve problems like this, visualizing the 11 cages of 7 birds each
Give students the opportunity to check for reasonableness by substituting their answer into the question (e.g., 56 is the greatest number of birds Martin can add to his cages)
3.4A - 44.5% overall mastery
solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction
#9Â - 29% correct
#17Â - 60% correct
Analysis
Instructional Implications
Have students create their own representation to see if it matches the one provided on the test
Students should create their own representation if one is not provided
3.5B - 47% overall mastery
represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations
#4Â - 40% correct
#29Â - 54% correct
Analysis
Instructional Implications
Explain to students meaning of frequently used terms (e.g., total, equal number)
Have students solve for the answer and substitute into the representations
Have students draw a picture or strip diagram before finding the equation
3.5E - 62% overall mastery
represent real-world relationships using number pairs in a table and verbal
#12Â - 51% full credit, 25% partial credit, 24% no credit
#19Â - 49% full credit, 21% partial credit, 30% no credit
Analysis
Answer for #12 was given in text (i.e., sends a free gift with each order)
Students had to interpret tables that were oriented horizontally and vertically
Both questions had students describe the relationship in words rather than with a number sentence or rule (e.g., +1)
Instructional Implications
Students should answer practice problems of this type both orally with a partner and in writing
In students answers, be sure to include the specifics of the problem (e.g., number of items ordered, number of fish)
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