The 2023 5th 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 |
5.5A | 2 | 38 |
5.4H | 2 | 39 |
5.4C | 1 | 59 |
Access the slide deck here.
5.5A - 38% overall mastery
classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties
#8 - 30% correct
#20 - 46% correct
Analysis
Students needed a lot of vocabulary (i.e., scalene, isosceles, equilateral)
Triangle classification shifted between by side length and by angle
Venn diagram was non-traditional
Classification for Venn diagram (#20) given in pictorial and word form
Instructional Implications
Have students classify triangles by both side length and angle
Have students practice converting from Venn diagram to other graphic organizers
Practice changing pictorial classifications into verbal descriptions (#20)
5.4H - 39% overall mastery
represent and solve problems related to perimeter and/or area and related to volume
#10 - 30% correct
#32 - 48% correct
Analysis
Students had to apply a formula (P = 2L + 2W) that is best used when the concepts of substitution and isolating the variable are known strategies
Most chosen answer for #10 (D - 1.6 m) shows a lack of conceptual understanding
Students had to know to use inverse operations to find missing factor
Instructional Implications
Practice drawing representations for area/perimeter/volume problems
Have students check their answers for reasonableness with a representation
Emphasize use of inverse operations to find missing factors
Watch the full walkthrough of all 34 items on the 2023 5th Grade STAAR below.
5.4C - 59% overall mastery
generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph
#16 - 50% full credit, 17% partial credit, 33% no credit
Analysis
Drag and drop reduced the certainty of multiple choice
Students had to apply a multiplicative pattern in a format used more in middle school (y = 0.25x)
Solving involved multiplying by a decimal
Instructional Implications
Have students look for a pattern on the table when given a multiplicative pattern (i.e., each lap is 0.25 or a quarter)
Have students use given quantities to estimate answers (e.g., if you double 8 laps youâ€™ll get 16 laps, so if you double 2 miles youâ€™ll get 4 miles; 17 laps will be a bit more than 4 miles)
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