TAKS Performance Level Descriptors

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The Texas Assessment of Knowledge and Skills (TAKS) performance level descriptors can be used by districts, campuses and teachers to:

  • review district content standards and classroom unit and lesson plans to insure that they promote the behaviors at Met Standard and Commended Performance;
  • develop new units and lessons and their accompanying assessments, integrating and reinforcing knowledge and skills across the content areas when applicable;
  • guide planning for professional development on instructional strategies that encourage the behaviors at Met Standard and Commended Performance;
  • serve as the focus of professional dialogue among teachers about teaching specific knowledge and skills (e.g., at grade level, department, or staff meetings).

In addition, the performance-level descriptors can enhance parents' understanding of their child's academic strengths and weaknesses and can help the community at large better understand state test scores and the level of performance required of students to achieve Met the Standard and Commended Performance on TAKS.

The TAKS Performance Level Descriptors for Met the Standard exemplify what Texas wants all students to minimally achieve at each grade level for each foundation subject area. Those for Commended Performance are the goals for the majority of our students. Acquiring these knowledge and skills will provide the foundation for our students' success in the future.

Mathematics (English)

Reading Grades 3-8 (English)

Reading and English Language Arts, High School (English)

Writing (English)

Science (English)

Social Studies (English)

Mathematics (Spanish)

Reading Grades 3-8 (Spanish)

Reading and English Language Arts, High School (Spanish)

Writing (Spanish)

Science (Spanish)

Social Studies (Spanish)

   


For additional information, contact:

Student Assessment Division
1701 North Congress Avenue, Room 3-122A
Austin, Texas 78701
512/463-9536
student.assessment@tea.state.tx.us

Last updated: April 1, 2006

Page last modified on 8/20/2014 02:59:05 PM.