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1
A_Construction_with_Dice
eng_Latn
math
Page 1 PISA 2012 Released Items A CONSTRUCTION WITH DICE In the picture below a construction has been made using seven identical dice with their faces numbered from 1 to 6. Top view When the construction is viewed from the top, only 5 dice can be seen. Question 1: A CONSTRUCTION WITH DICE PM937Q01 – 0 1 2 9 How many dots in total can be seen when this construction is viewed from the top? Number of dots seen: ............................ A CONSTRUCTION WITH DICE SCORING 1 QUESTION INTENT: Description: Interpret a required perspective from the photo of a 3 dimensional construction Mathematical content area: Space and shape Context: Personal Process: Interpret Full Credit Code 2: 17 Partial Credit Code 1: 16 PISA 2012 Released Items Page 2 PISA 2012 Released Items No Credit Code 0: Other responses. Code 9: Missing.
A_Construction_with_Dice_English
A_Construction_with_Dice_English.pdf
2
Apartment_Purchase
eng_Latn
math
APARTMENT PURCHASE This is the plan of the apartment that George’s parents want to purchase from a real estate agency. Translation Note: In this unit please retain metric units throughout. Translation Note: Translate the term “real estate agency” into local terminology for businesses that sell houses. Question 1: APARTMENT PURCHASE PM00FQ01 – 019 To estimate the total floor area of the apartment (including the terrace and the walls), you can measure the size of each room, calculate the area of each one and add all the areas together. However, there is a more efficient method to estimate the total floor area where you only need to measure 4 lengths. Mark on the plan above the four lengths that are needed to estimate the total floor area of the apartment. Translation Note: In some languages the term used for “area” varies according to the context. As this unit focuses on the areas of rooms, you may choose to use in the first instance here both terms with one between parentheses as in the FRE source version: “La superficie (l’aire) totale de l’appartement”. Living room Terrace Bedroom Bathroom Kitchen Scale: 1 cm represents 1 m PISA 2012 Released Items APARTMENT PURCHASE SCORING 1 QUESTION INTENT: Description: Use spatial reasoning to show on a plan (or by some other method) the minimum number of side lengths needed to determine floor area Mathematical content area: Space and shape Context: Personal Process: Formulate Full Credit Code 1: Has indicated the four dimensions needed to estimate the floor area of the apartment on the plan. There are 9 possible solutions as shown in the diagrams below. • A = (9.7m x 8.8m) – (2m x 4.4m), A = 76.56m2 [Clearly used only 4 lengths to measure and calculate required area.] No Credit Code 0: Other responses. Code 9: Missing. PISA 2012 Released Items
Apartment_Purchase_English
Apartment_Purchase_English.pdf
3
Apples
eng_Latn
math
ReleasedPISAItems_Maths.doc Page 13 M136: Apples A farmer plants apple trees in a square pattern. In order to protect the apple trees against the wind he plants conifer trees all around the orchard. Here you see a diagram of this situation where you can see the pattern of apple trees and conifer trees for any number (n) of rows of apple trees: X X X X n X X X X X X X X X X n n X X X X n n X X X X X X XXXXXXX X n n n X X X X n n n X X X X n n n X XXXXXXX X X X X X X X X X X n n n n X X X X n n n n X X X X n n n n X X X X n n n n X X X X X X X X X X Question 1: APPLES M136Q01- 01 02 11 12 21 99 Complete the table: n Number of apple trees Number of conifer trees 1 1 8 2 4 3 4 5 APPLES SCORING 1 Complete the table: n Number of apple trees Number of conifer trees 1 1 8 2 4 16 3 9 24 4 16 32 5 25 40 Full credit Code 21: All 7 entries correct Partial credit [These codes are for ONE error/missing in the table. Code 11 is for ONE error for n=5, and Code 12 is for ONE error for n=2 or 3 or 4] n = 1 n = 2 n = 3 n = 4 X = conifer tree n = apple tree ReleasedPISAItems_Maths.doc Page 14 Code 11: Correct entries for n=2,3,4, but ONE cell for n=5 incorrect or missing • The last entry ‘40’ is incorrect; everything else is correct. • ‘25’ incorrect; everything else is correct. Code 12: The numbers for n=5 are correct, but there is ONE error /missing for n=2 or 3 or 4. No credit [These codes are for TWO or more errors] Code 01: Correct entries for n=2,3,4, but BOTH cells for n=5 incorrect • Both ‘25’ and ’40’ are incorrect; everything else is correct. Code 02: Other responses. Code 99: Missing. Question 2: APPLES M136Q02- 00 11 12 13 14 15 99 There are two formulae you can use to calculate the number of apple trees and the number of conifer trees for the pattern described above: Number of apple trees = 2 n Number of conifer trees = 8n where n is the number of rows of apple trees. There is a value of n for which the number of apple trees equals the number of conifer trees. Find the value of n and show your method of calculating this. ................................................................................................................................... ................................................................................................................................... ................................................................................................................................... ................................................................................................................................... APPLES SCORING 2 Full credit [These codes are for responses with the correct answer, n=8, using different approaches] Code 11: n=8, algebraic method explicitly shown • n2 = 8n, n2 – 8n = 0, n(n – 8)=0, n = 0 & n = 8, so n =8 Code 12: n=8, no clear algebra presented, or no work shown • n2 = 82 = 64, 8n = 8 ⋅ 8 = 64 ReleasedPISAItems_Maths.doc Page 15 • n2 = 8n. This gives n=8. • 8 x 8 = 64, n=8 • n = 8 • 8 x 8 = 82 Code 13: n=8, using other methods, e.g., using pattern expansion or drawing. [These codes are for responses with the correct answer, n=8, PLUS the answer n=0, with different approaches.] Code 14: As for Code 11 (clear algebra), but gives both answers n=8 AND n=0 • n2 = 8n, n2 – 8n = 0, n(n – 8)=0, n = 0 & n = 8 Code 15: As for Code 12 (no clear algebra), but gives both answers n=8 AND n=0 No credit Code 00: Other responses, including just the response n=0. • n2 = 8n (a repeat of the statement from the question) • n2 = 8 • n=0. You can’t have the same number, because for every apple tree, there are 8 conifer trees. Code 99: Missing. Question 3: APPLES M136Q03- 01 02 11 21 99 Suppose the farmer wants to make a much larger orchard with many rows of trees. As the farmer makes the orchard bigger, which will increase more quickly: the number of apple trees or the number of conifer trees? Explain how you found your answer. ................................................................................................................................... ................................................................................................................................... APPLES SCORING 3 Full credit Code 21: Correct response (apple trees) accompanied by a valid explanation. For example: • Apple trees = n X n and conifer trees = 8 X n both formulas have a factor n, but apple trees have another n which will get larger where the factor 8 stays the same. The number of apple trees increases more quickly. • The number of apple trees increases faster because that number is being squared instead of multiplied by 8 • Number of apple trees is quadratic. Number of conifer trees is linear. So apple trees will increase faster. • Response uses graph to demonstrate that n2 exceeds 8n after n=8. [Note that code 21 is given if the student gives some algebraic explanations based on the formulae n2 and 8n]. ReleasedPISAItems_Maths.doc Page 16 Partial credit Code 11: Correct response (apple trees) based on specific examples or based on extending the table. • The number of apple trees will increase more quickly because, if we use the table (previous page), we find that the no. of apple trees increases faster than the no. of conifer trees. This happens especially after the no. of apple trees and the number of conifer trees are equivalent. • The table shows that the number of apple trees increases faster. OR Correct response (apple trees) with SOME evidence that the relationship between n2 and 8n is understood, but not so clearly expressed as in Code 21. • Apple trees after n > 8. • After 8 rows, the number of apple trees will increase more quickly than conifer trees. • Conifer trees until you get to 8 rows, then there will be more apple trees. No credit Code 01: Correct response (apple trees) with no, insufficient or wrong explanation. • Apple trees • Apple trees because they are populating the inside which is bigger than just the perimeter. • Apples trees because they are surrounded by conifer trees. Code 02: Other responses. • Conifer trees • Conifer trees because for every additional row of apple trees, you need lots of conifer trees. • Conifer trees. Because for every apple tree there are 8 conifer trees. • I don’t know. Code 99: Missing.
Apples_English
Apples_English.pdf
4
Bookshelves
eng_Latn
math
ReleasedPISAItems_Maths.doc Page 70 M484: Bookshelves Question 1: BOOKSHELVES M484Q01 To complete one set of bookshelves a carpenter needs the following components: 4 long wooden panels, 6 short wooden panels, 12 small clips, 2 large clips and 14 screws. The carpenter has in stock 26 long wooden panels, 33 short wooden panels, 200 small clips, 20 large clips and 510 screws. How many sets of bookshelves can the carpenter make? Answer: .................................................. BOOKSHELVES SCORING 1 Full credit Code 1: 5. No credit Code 0: Other responses. Code 9: Missing.
Bookshelves_English
Bookshelves_English.pdf
5
Carpenter
eng_Latn
math
ReleasedPISAItems_Maths.doc Page 41 M266: Carpenter Question 1: CARPENTER M266Q01 A carpenter has 32 metres of timber and wants to make a border around a garden bed. He is considering the following designs for the garden bed. Circle either “Yes” or “No” for each design to indicate whether the garden bed can be made with 32 metres of timber. Garden bed design Using this design, can the garden bed be made with 32 metres of timber? Design A Yes / No Design B Yes / No Design C Yes / No Design D Yes / No A B C D 10 m 6 m 10 m 10 m 10 m 6 m 6 m 6 m Garden bed design Using this design, can the garden bed be made with 32 metres of timber? Design A Yes / No Design B Yes / No Design C Yes / No Design D Yes / No ReleasedPISAItems_Maths.doc Page 42 CARPENTER SCORING 1 Full credit Code 2: Exactly four correct Design A Yes Design B No Design C Yes Design D Yes Partial credit Code 1: Exactly three correct. No credit Code 0: Two or fewer correct. Code 9: Missing.
Carpenter_English
Carpenter_English.pdf
6
Charts
eng_Latn
math
Page 1 PISA 2012 Released Items CHARTS In January, the new CDs of the bands 4U2Rock and The Kicking Kangaroos were released. In February, the CDs of the bands No One’s Darling and The Metalfolkies followed. The following graph shows the sales of the bands’ CDs from January to June. Translation Note: The term “charts” does not refer to the mathematical term, but to the weekly listing of the best selling music CDs. Translation Note: Translate band names with fictitious band names in your language. Translation Note: The names of the months are shown in abbreviated form in the graphic. Full names can be used if space allows, as shown in the FRE version. Question 1: CHARTS PM918Q01 How many CDs did the band The Metalfolkies sell in April? A. 250 B. 500 C. 1000 D. 1270 Month Number of CDs sold per month 0 250 750 2000 2250 1750 1500 1000 1250 500 Jan Feb Mar Apr May Jun 4U2Rock The Kicking Kangaroos No One’s Darling The Metalfolkies Sales of CDs per month Page 2 PISA 2012 Released Items CHARTS SCORING 1 QUESTION INTENT: Description: Read a bar chart Mathematical content area: Uncertainty and data Context: Societal Process: Interpret Full Credit Code 1: B. 500 No Credit Code 0: Other responses. Code 9: Missing. Question 2: CHARTS PM918Q02 In which month did the band No One’s Darling sell more CDs than the band The Kicking Kangaroos for the first time? A. No month B. March C. April D. May CHARTS SCORING 2 QUESTION INTENT: Description: Read a bar chart and compare the height of two bars Mathematical content area: Uncertainty and data Context: Societal Process: Interpret Full Credit Code 1: C. April No Credit Code 0: Other responses. Code 9: Missing. Page 3 PISA 2012 Released Items Question 5: CHARTS PM918Q05 The manager of The Kicking Kangaroos is worried because the number of their CDs that sold decreased from February to June. What is the estimate of their sales volume for July if the same negative trend continues? A. 70 CDs B. 370 CDs C. 670 CDs D. 1340 CDs CHARTS SCORING 5 QUESTION INTENT: Description: Interpret a bar chart and estimate the number of CDs sold in the future assuming that the linear trend continues Mathematical content area: Uncertainty and data Context: Societal Process: Employ Full Credit Code 1: B. 370 CDs No Credit Code 0: Other responses. Code 9: Missing.
Charts_English
Charts_English.pdf
7
Choices
eng_Latn
math
ReleasedPISAItems_Maths.doc Page 73 M510: Choices Question 1: CHOICES M510Q01 In a pizza restaurant, you can get a basic pizza with two toppings: cheese and tomato. You can also make up your own pizza with extra toppings. You can choose from four different extra toppings: olives, ham, mushrooms and salami. Ross wants to order a pizza with two different extra toppings. How many different combinations can Ross choose from? Answer: ..................................................combinations. CHOICES SCORING 1 Full credit Code 1: 6. No credit Code 0: Other responses. Code 9: Missing.
Choices_English
Choices_English.pdf
8
Coloured_Candies
eng_Latn
math
ReleasedPISAItems_Maths.doc Page 62 M467: Coloured Candies Question 1: COLOURED CANDIES M467Q01 Robert’s mother lets him pick one candy from a bag. He can’t see the candies. The number of candies of each colour in the bag is shown in the following graph. What is the probability that Robert will pick a red candy? A 10% B 20% C 25% D 50% COLOURED CANDIES SCORING 1 Full credit Code 1: B. 20%. No credit Code 0: Other responses. Code 9: Missing. 0 2 4 6 8 Red Orange Yellow Green Blue Pink Purple Brown
Coloured_Candies_English
Coloured_Candies_English.pdf
9
Continent_Area
eng_Latn
math
ReleasedPISAItems_Maths.doc Page 20 M148: Continent Area Below is a map of Antarctica. ANTARCTICA South Pole Mt Menzies Kilometres 0 200 400 ReleasedPISAItems_Maths.doc Page 21 Question 2: CONTINENT AREA P01480 Estimate the area of Antarctica using the map scale. Show your working out and explain how you made your estimate. (You can draw over the map if it helps you with your estimation) CONTINENT AREA SCORING 2 Full credit [These codes are for responses using the correct method AND getting the correct answer. The second digit indicates the different approaches] Code 21: Estimated by drawing a square or rectangle - between 12 000 000 sq kms and 18 000 000 sq kms (units not required) Code 22: Estimated by drawing a circle - between 12 000 000 sq kms and 18 000 000 sq kms Code 23: Estimated by adding areas of several regular geometric figures - between 12 000 000 and 18 000 000 sq kms Code 24: Estimated by other correct method – between 12 000 000 sq kms and 18 000 000 sq kms Code 25: Correct answer (between 12 000 000 sq kms and 18 000 000 sq kms ) but no working out is shown. Partial credit [These codes are for responses using the correct method BUT getting incorrect or incomplete answer. The second digit indicates the different approaches, matching the second digit of the Full credit codes.] Code 11: Estimated by drawing a square or rectangle – correct method but incorrect answer or incomplete answer • Draws a rectangle and multiplies width by length, but the answer is an over estimation or an under estimation (e.g., 18 200 000) • Draws a rectangle and multiplies width by length, but the number of zeros are incorrect (e.g., 4000 X 3500 = 140 000) • Draws a rectangle and multiplies width by length, but forgets to use the scale to convert to square kilometres (e.g., 12cm X 15cm = 180) • Draws a rectangle and states the area is 4000km x 3500km. No further working out. Code 12: Estimated by drawing a circle – correct method but incorrect answer or incomplete answer Code 13: Estimated by adding areas of several regular geometric figures – correct method but incorrect answer or incomplete answer Code 14: Estimated by other correct method –but incorrect answer or incomplete answer ReleasedPISAItems_Maths.doc Page 22 No credit Code 01: Calculated the perimeter instead of area. • E.g., 16 000 km as the scale of 1000km would go around the map 16 times. Code 02: Other responses. • E.g., 16 000 km (no working out is shown, and the answer is incorrect) Code 99: Missing Summary table A summary table below shows the relationship between the codes: Estimation method FULL CREDIT – Correct answer: between 12 000 000 and 18 000 000 sq kms PARTIAL CREDIT – Correct method but incorrect or incomplete answer. No credit Drawing a rectangle 21 11 — Drawing a circle 22 12 — Adding regular shapes 23 13 — Other correct methods 24 14 — No working shown 25 — — Perimeter — — 01 Other incorrect responses — — 02 Missing — — 99 NOTE: While coding this question, apart from reading what the student wrote in words in the space provided, make sure that you also look at the actual map to see what drawings/markings that the student has made on the map. Very often, the student does not explain very well in words exactly what he/she did, but you can get more clues from looking at the markings on the map itself. The aim is not to see if students can express well in words. The aim is to try to work out how the student arrived at his/her answer. Therefore, even if no explanation is given, but you can tell from the sketches on the map itself what the student did, or from the formulae the student used, please regard it as explanations given.
Continent_Area_English
Continent_Area_English.pdf
10
Cubes
eng_Latn
math
ReleasedPISAItems_Maths.doc Page 18 M143: Cubes Question 1: CUBES M145Q01 In this photograph you see six dice, labelled (a) to (f). For all dice there is a rule: The total number of dots on two opposite faces of each die is always seven. Write in each box the number of dots on the bottom face of the dice corresponding to the photograph. (a) (b) (c) (d) (e) (f) CUBES SCORING 1 Full credit Code 1: Top row (1 5 4) Bottom Row (2 6 5). Equivalent answer shown as dice faces is also acceptable. 1 5 4 2 6 5 (d) (b) (a) (f) (c) (e) ReleasedPISAItems_Maths.doc Page 19 No credit Code 0: Other responses. Code 9: Missing.
Cubes_English
Cubes_English.pdf
11
DVD_Rental
eng_Latn
math
PISA 2012 Released Items DVD RENTAL Jenn works at a store that rents DVDs and computer games. At this store the annual membership fee costs 10 zeds. The DVD rental fee for members is lower than the fee for non-members, as shown in the following table: Non-member rental fee for one DVD Member rental fee for one DVD 3.20 zeds 2.50 zeds Translation Note: Change to , instead of . for decimal points, if that is your standard usage, in EACH occurrence. Translation Note: The use of zeds is important to the Unit, so please do not adapt “zed” into an existing currency. Question 1: DVD RENTAL PM977Q01 – 019 Troy was a member of the DVD rental store last year. Last year he spent 52.50 zeds in total, which included his membership fee. How much would Troy have spent if he had not been a member but had rented the same number of DVDs? Number of zeds: .................................... DVD RENTAL SCORING 1 QUESTION INTENT: Description: Calculate and compare numbers in an everyday situation Mathematical content area: Quantity Context: Personal Process: Employ Full Credit Code 1: 54.40. PISA 2012 Released Items No Credit Code 0: Other responses. Code 9: Missing. Question 2: DVD RENTAL PM977Q02 – 00 11 12 21 22 23 24 99 What is the minimum number of DVDs a member needs to rent so as to cover the cost of the membership fee? Show your work. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. Number of DVDs: .................................. DVD RENTAL SCORING 2 QUESTION INTENT: Description: Calculate and compare numbers in an everyday situation Mathematical content area: Quantity Context: Personal Process: Formulate Full Credit Code 21: 15. [Algebraic solution with correct reasoning]. • 3.20x = 2.50x + 10 0.70x =10 x =10 / 0.70 = 14.2 approximately but whole number solution is required: 15 DVDs • 3.20x > 2.50x + 10 [Same steps as previous solution but worked as an inequality]. Code 22: 15. [Arithmetical solution with correct reasoning]. • For a single DVD, a member saves 0.70 zeds. Because a member has already paid 10 zeds at the beginning, they should at least save this amount for the membership to be worthwhile. 10 / 0.70 = 14.2... So 15 DVDs. Code 23: 15. [Solve correctly using systematic trial and error, where student chooses a number and finds the fee for members and non-members, and uses this to locate the correct number (15) for which a member pays less than a non-member]. • 10 DVDs = 32 zeds non-members and 25 zeds + 10 zeds = 35 zeds for members. Therefore try a higher number than 10. 15 DVDs is 54 zeds for non-members and 37.50 + 10 = 47.50 zeds for members. Therefore try a smaller value: 14 DVDs = 44.80 zeds for non-members and 35 PISA 2012 Released Items +10 = 45 zeds for members. Therefore 15 DVDs is the answer. Code 24: 15. With other correct reasoning. Partial Credit Code 11: 15. No reasoning or working. Code 12: Correct calculation but with incorrect rounding or no rounding to take into account context. • 14 • 14.2 • 14.3 • 14.28 … No Credit Code 00: Other responses. Code 99: Missing.
DVD_Rental_English
DVD_Rental_English.pdf
12
Drip_Rate
eng_Latn
math
PISA 2012 Released Items DRIP RATE Infusions (or intravenous drips) are used to deliver fluids and drugs to patients. Nurses need to calculate the drip rate, D, in drops per minute for infusions. They use the formula D = dv 60n where d is the drop factor measured in drops per millilitre (mL) v is the volume in mL of the infusion n is the number of hours the infusion is required to run. Translation Note: Use relevant and appropriate words or expressions that are used for infusions (or intravenous drips) – there does not need to be two equivalent terms used if one is well known. Please also avoid using names of infusion brands (such as Baxter in French) even if they are well known. Translation Note: Please use the appropriate scientific/medical term for “drop factor”. Translation Note: Please use consistently the national convention for writing the abbreviation of millilitre (mL or ml). Translation Note: Initial letters of key words used in the formula may be adapted to suit a different language, but be careful that the changed letter does not conflict with letters used elsewhere in a unit or the formula. Translation Note: Change expressions and symbols into the standard conventions for writing formulas in your country. For example, you may need to insert a sign like . or * or × between the pronumerals to specify multiplication. PISA 2012 Released Items Question 1: DRIP RATE PM903Q01 – 0 1 2 9 A nurse wants to double the time an infusion runs for. Describe precisely how D changes if n is doubled but d and v do not change. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. DRIP RATE SCORING 1 QUESTION INTENT: Description: Explain the effect that doubling one variable in a formula has on the resulting value if other variables are held constant Mathematical content area: Change and relationships Context: Occupational Process: Employ Full Credit Code 2: Explanation describes both the direction of the effect and its size. • It halves • It is half • D will be 50% smaller • D will be half as big Partial Credit Code 1: A response which correctly states EITHER the direction OR the size of the effect, but not BOTH. • D gets smaller [no size] • There’s a 50% change [no direction] • D gets bigger by 50%. [incorrect direction but correct size] No Credit Code 0: Other responses. • D will also double [Both the size and direction are incorrect.] Code 9: Missing. PISA 2012 Released Items Question 3: DRIP RATE PM903Q03 – 019 Nurses also need to calculate the volume of the infusion, v, from the drip rate, D. An infusion with a drip rate of 50 drops per minute has to be given to a patient for 3 hours. For this infusion the drop factor is 25 drops per millilitre. What is the volume in mL of the infusion? Volume of the infusion: .......................... mL DRIP RATE SCORING 3 QUESTION INTENT: Description: Transpose an equation and substitute two given values Mathematical content area: Change and relationships Context: Occupational Process: Employ Full Credit Code 1: 360 or a correctly transposed and substituted solution. • 360 • (60 × 3 × 50) ÷ 25 [Correct transposition and substitution.] No Credit Code 0: Other responses. Code 9: Missing.
Drip_Rate_English
Drip_Rate_English.pdf
13
Earthquake
eng_Latn
math
ReleasedPISAItems_Maths.doc Page 72 M509: Earthquake Question 1: EARTHQUAKE M509Q01 A documentary was broadcast about earthquakes and how often earthquakes occur. It included a discussion about the predictability of earthquakes. A geologist stated: “In the next twenty years, the chance that an earthquake will occur in Zed City is two out of three”. Which of the following best reflects the meaning of the geologist’s statement? A 20 13.3 3 2 × = , so between 13 and 14 years from now there will be an earthquake in Zed City. B 3 2 is more than 2 1 , so you can be sure there will be an earthquake in Zed City at some time during the next 20 years. C The likelihood that there will be an earthquake in Zed City at some time during the next 20 years is higher than the likelihood of no earthquake. D You cannot tell what will happen, because nobody can be sure when an earthquake will occur. EARTHQUAKE SCORING 1 Full credit Code 1: C. The likelihood that there will be an earthquake in Zed City at some time during the next 20 years is higher than the likelihood of no earthquake. No credit Code 0: Other responses. Code 9: Missing.
Earthquake_English
Earthquake_English.pdf
14
Exchange_Rate
eng_Latn
math
ReleasedPISAItems_Maths.doc Page 53 M413: Exchange Rate Mei-Ling from Singapore was preparing to go to South Africa for 3 months as an exchange student. She needed to change some Singapore dollars (SGD) into South African rand (ZAR). Question 1: EXCHANGE RATE M413Q01 - 0 1 9 Mei-Ling found out that the exchange rate between Singapore dollars and South African rand was: 1 SGD = 4.2 ZAR Mei-Ling changed 3000 Singapore dollars into South African rand at this exchange rate. How much money in South African rand did Mei-Ling get? Answer: .................................................. EXCHANGE RATE SCORING 1 Full credit Code 1: 12 600 ZAR (unit not required). No credit Code 0: Other responses. Code 9: Missing. Question 2: EXCHANGE RATE M413Q02 - 0 1 9 On returning to Singapore after 3 months, Mei-Ling had 3 900 ZAR left. She changed this back to Singapore dollars, noting that the exchange rate had changed to: 1 SGD = 4.0 ZAR How much money in Singapore dollars did Mei-Ling get? Answer: .................................................. ReleasedPISAItems_Maths.doc Page 54 EXCHANGE RATE SCORING 2 Full credit Code 1: 975 SGD (unit not required). No credit Code 0: Other responses. Code 9: Missing. Question 3: EXCHANGE RATE M413Q03 - 01 02 11 99 During these 3 months the exchange rate had changed from 4.2 to 4.0 ZAR per SGD. Was it in Mei-Ling’s favour that the exchange rate now was 4.0 ZAR instead of 4.2 ZAR, when she changed her South African rand back to Singapore dollars? Give an explanation to support your answer. EXCHANGE RATE SCORING 3 Full credit Code 11: ‘Yes’, with adequate explanation. • Yes, by the lower exchange rate (for 1 SGD) Mei-Ling will get more Singapore dollars for her South African rand. • Yes, 4.2 ZAR for one dollar would have resulted in 929 ZAR. [Note: student wrote ZAR instead of SGD, but clearly the correct calculation and comparison have been carried out and this error can be ignored] • Yes, because she received 4.2 ZAR for 1 SGD, and now she has to pay only 4.0 ZAR to get 1 SGD. • Yes, because it is 0.2 ZAR cheaper for every SGD. • Yes, because when you divide by 4.2 the outcome is smaller than when you divide by 4. • Yes, it was in her favour because if it didn’t go down she would have got about $50 less. No credit Code 01: ‘Yes’, with no explanation or with inadequate explanation. • Yes, a lower exchange rate is better. • Yes it was in Mei-Ling’s favour, because if the ZAR goes down, then she will have more money to exchange into SGD. • Yes it was in Mei-Ling’s favour. Code 02: Other responses. Code 99: Missing.
Exchange_Rate_English
Exchange_Rate_English.pdf
15
Exports
eng_Latn
math
ReleasedPISAItems_Maths.doc Page 58 M438: Exports The graphics below show information about exports from Zedland, a country that uses zeds as its currency. Question 1: EXPORTS M438Q01 - 0 1 9 What was the total value (in millions of zeds) of exports from Zedland in 1998? Answer: .................................................. EXPORTS SCORING 1 Full credit Code 1: 27.1 million zeds or 27 100 000 zeds or 27.1 (unit not required). No credit Code 0: Other responses. Code 9: Missing. Distribution of exports from Zedland in 2000 Total annual exports from Zedland in millions of zeds, 1996-2000 Year Tobacco 7% Wool 5% Cotton fabric 26% Fruit juice 9% Rice 13% Tea 5% Meat 14% Other 21% 20.4 25.4 27.1 37.9 42.6 0 5 10 15 20 25 30 35 40 45 1996 1997 1998 1999 2000 ReleasedPISAItems_Maths.doc Page 59 Question 2: EXPORTS M438Q02 What was the value of fruit juice exported from Zedland in 2000? A 1.8 million zeds. B 2.3 million zeds. C 2.4 million zeds. D 3.4 million zeds. E 3.8 million zeds. EXPORTS SCORING 2 Full credit Code 1: E. 3.8 million zeds. No credit Code 0: Other responses. Code 9: Missing.
Exports_English
Exports_English.pdf
16
Farms
eng_Latn
math
ReleasedPISAItems_Maths.doc Page 5 M037: Farms Here you see a photograph of a farmhouse with a roof in the shape of a pyramid. Below is a student’s mathematical model of the farmhouse roof with measurements added. T A 12 m B G C H F D E N M K L 12 m 12 m ReleasedPISAItems_Maths.doc Page 6 The attic floor, ABCD in the model, is a square. The beams that support the roof are the edges of a block (rectangular prism) EFGHKLMN. E is the middle of AT, F is the middle of BT, G is the middle of CT and H is the middle of DT. All the edges of the pyramid in the model have length 12 m. Question 1: FARMS M037Q01 Calculate the area of the attic floor ABCD. The area of the attic floor ABCD = ______________ m² FARMS SCORING 1 Full credit Code 1: 144 (unit already given) No credit Code 0: Other responses. Code 9: Missing. Question 2: FARMS M037Q02 Calculate the length of EF, one of the horizontal edges of the block. The length of EF = ____________ m FARMS SCORING 2 Full credit Code 1: 6 (unit already given) No credit Code 0: Other responses. Code 9: Missing.
Farms_English
Farms_English.pdf
17
Growing_Up
eng_Latn
math
ReleasedPISAItems_Maths.doc Page 23 M150: Growing Up YOUTH GROWS TALLER In 1998 the average height of both young males and young females in the Netherlands is represented in this graph. Question 1: GROWING UP M150Q01- 0 1 9 Since 1980 the average height of 20-year-old females has increased by 2.3 cm, to 170.6 cm. What was the average height of a 20-year-old female in 1980? Answer: ..................................................cm GROWING UP SCORING 1 Full credit Code 1: 168.3 cm (unit already given). No credit Code 0: Other responses. 10 11 12 13 14 15 16 17 18 19 20 190 180 170 160 150 130 140 Height (cm) Average height of young males 1998 Average height of young females 1998 Age (Years) ReleasedPISAItems_Maths.doc Page 24 Code 9: Missing. Question 3: GROWING UP M150Q03- 01 02 11 12 13 99 Explain how the graph shows that on average the growth rate for girls slows down after 12 years of age. ................................................................................................................................... ................................................................................................................................... ................................................................................................................................... GROWING UP SCORING 3 Full credit The key here is that the response should refer to the “change” of the gradient of the graph for female. This can be done explicitly or implicitly. Code 11 and code 12 are for explicitly mentioning about the steepness of the curve of the graph, while code 13 is for implicit comparison using the actual amount of growth before 12 years and after 12 years of age. Code 11: Refers to the reduced steepness of the curve from 12 years onwards, using daily-life language, not mathematical language. • It does no longer go straight up, it straightens out. • The curve levels off. • It is more flat after 12. • The line of the girls starts to even out and the boys line just gets bigger. • It straightens out and the boys graph keeps rising. Code 12: Refers to the reduced steepness of the curve from 12 years onwards, using mathematical language. • You can see the gradient is less. • The rate of change of the graph decreases from 12 years on. • [The student computed the angles of the curve with respect to the x-axis before and after 12 years.] In general, if words like “gradient”, “slope”, or “rate of change” are used, regard it as using mathematical language. Code 13: Comparing actual growth (comparison can be implicit). • From 10 to 12 the growth is about 15 cm, but from 12 to 20 the growth is only about 17 cm. • The average growth rate from 10 to 12 is about 7.5 cm per year, but about 2 cm per year from 12 to 20 years. No credit Code 01: Student indicates that female height drops below male height, but does NOT mention the steepness of the female graph or a comparison of the female growth rate before and after 12 years. • The female line drops below the male line. ReleasedPISAItems_Maths.doc Page 25 If the student mentions that the female graph becomes less steep, AS WELL AS the fact that the graph falls below the male graph, then full credit (Code 11, 12 or 13) should be given. We are not looking for a comparison between male and female graphs here, so ignore any reference on such a comparison, and make a judgement based on the rest of the response. Code 02: Other incorrect responses. For example, the response does not refer to the characteristics of the graph, as the question clearly asks about how the GRAPH shows … • Girls mature early. • Because females go through puberty before males do and they get their growth spurt earlier. • Girls don’t grow much after 12. [Gives a statement that girls’ growth slows down after 12 years of age, and no reference to the graph is mentioned.] Code 99: Missing. Question 2: GROWING UP M150Q02- 00 11 21 22 99 According to this graph, on average, during which period in their life are females taller than males of the same age? ................................................................................................................................... ................................................................................................................................... ReleasedPISAItems_Maths.doc Page 26 GROWING UP SCORING 2 Full credit Code 21: Gives the correct interval, from 11-13 years. • Between age 11 and 13. • From 11 years old to 13 years old, girls are taller than boys on average. • 11-13. Code 22: States that girls are taller than boys when they are 11 and 12 years old. (This answer is correct in daily-life language, because it means the interval from 11 to 13). • Girls are taller than boys when they are 11 and 12 years old. • 11 and 12 years old. Partial credit Code 11: Other subsets of (11, 12, 13), not included in the full credit section. • 12 to 13. • 12. • 13. • 11. • 11.2 to 12 .8. No credit Code 00: Other responses. • 1998. • Girls are taller than boys when they’re older than 13 years. • Girls are taller than boys from 10 to 11. Code 99: Missing.
Growing_Up_English
Growing_Up_English.pdf
18
Helen_the_Cyclist
eng_Latn
math
PISA 2012 Released Items HELEN THE CYCLIST Helen has just got a new bike. It has a speedometer which sits on the handlebar. The speedometer can tell Helen the distance she travels and her average speed for a trip. Question 1: HELEN THE CYCLIST PM957Q01 On one trip, Helen rode 4 km in the first 10 minutes and then 2 km in the next 5 minutes. Which one of the following statements is correct? A. Helen’s average speed was greater in the first 10 minutes than in the next 5 minutes. B. Helen’s average speed was the same in the first 10 minutes and in the next 5 minutes. C. Helen’s average speed was less in the first 10 minutes than in the next 5 minutes. D. It is not possible to tell anything about Helen’s average speed from the information given. Translation Note: Throughout this Unit please retain metric units. HELEN THE CYCLIST SCORING 1 QUESTION INTENT: Description: Compare average speeds given distances travelled and times taken Mathematical content area: Change and relationships Context: Personal Process: Employ PISA 2012 Released Items Full Credit Code 1: B. Helen’s average speed was the same in the first 10 minutes and in the next 5 minutes. No Credit Code 0: Other responses. Code 9: Missing. PISA 2012 Released Items Question 2: HELEN THE CYCLIST PM957Q02 Helen rode 6 km to her aunt’s house. Her speedometer showed that she had averaged 18 km/h for the whole trip. Which one of the following statements is correct? A. It took Helen 20 minutes to get to her aunt’s house. B. It took Helen 30 minutes to get to her aunt’s house. C. It took Helen 3 hours to get to her aunt’s house. D. It is not possible to tell how long it took Helen to get to her aunt’s house. HELEN THE CYCLIST SCORING 2 QUESTION INTENT: Description: Calculate time travelled given average speed and distance travelled Mathematical content area: Change and relationships Context: Personal Process: Employ Full Credit Code 1: A. It took Helen 20 minutes to get to her aunt’s house. No Credit Code 0: Other responses. Code 9: Missing. PISA 2012 Released Items Question 3: HELEN THE CYCLIST PM957Q03 – 019 Helen rode her bike from home to the river, which is 4 km away. It took her 9 minutes. She rode home using a shorter route of 3 km. This only took her 6 minutes. What was Helen’s average speed, in km/h, for the trip to the river and back? Average speed for the trip: ....................km/h HELEN THE CYCLIST SCORING 3 QUESTION INTENT: Description: Calculate average speed over two trips given two distances travelled and the times taken Mathematical content area: Change and relationships Context: Personal Process: Employ Full Credit Code 1: 28. No Credit Code 0: Other responses. • 28.3 [Incorrect method: average of speeds for 2 trips (26.67 and 30).] Code 9: Missing.
Helen_the_Cyclist_English
Helen_the_Cyclist_English.pdf
19
Ice-Cream_Shop
eng_Latn
math
PISA 2012 Released Items ICE-CREAM SHOP This is the floor plan for Mari’s Ice-cream Shop. She is renovating the shop. The service area is surrounded by the serving counter. Note: Each square on the grid represents 0.5 metres × 0.5 metres. Question 1: ICE-CREAM SHOP PM00LQ01 – 0 1 2 9 Mari wants to put new edging along the outer edge of the counter. What is the total length of edging she needs? Show your work. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ICE-CREAM SHOP SCORING 1 QUESTION INTENT: Entrance door Seating area Entrance area Service area Counter PISA 2012 Released Items Description: Use Pythagorean theorem or accurate use of measurement to find hypotenuse of a right triangle and convert measures on a scale drawing Mathematical content area: Space and shape Context: Occupational Process: Employ Full Credit Code 2: From 4.5 to 4.55. [m or metres – with or without units.] Partial Credit Code 1: Responses which indicate some correct working (such as use of Pythagoras or reading the scale) but with an error such as incorrect use of the scale or a miscalculation. • From 9 to 9.1. [Did not use the scale.] • 2.5 m (or 5 units). [Used Pythagoras to calculate hypotenuse of 5 units (2.5 metres) but did not add on the two straight sides.] No Credit Code 0: Other responses. Code 9: Missing. Question 2: ICE-CREAM SHOP PM00LQ02 – 0 1 2 9 Mari is also going to put new flooring in the shop. What is the total floor space area of the shop, excluding the service area and counter? Show your work. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. Translation Note: “The total floor space area”: In some languages the term used for “area” varies according to the context. You may choose to use both terms in the first occurrence, with one between parentheses as in the FRE source version: “La superficie (l’aire) totale”. ICE-CREAM SHOP 2: SCORING QUESTION INTENT: Description: Calculate area for polygonal shapes Mathematical content area: Space and shape Context: Occupational Process: Employ PISA 2012 Released Items Table Chairs 1.5 metres Full Credit Code 2: 31.5. [With or without units.] Partial Credit Code 1: Working that clearly shows some correct use of the grid to calculate the area but with incorrect use of the scale or an arithmetical error. • 126. [Response which indicates correct calculation of the area but did not use the scale to get the real value.] • 7.5 x 5 (=37.5) – 3 x 2.5 (=7.5) – ½ x 2 x 1.5 (=1.5) = 28.5 m2 . [Subtracted instead of adding the triangular area when breaking total area down into sub areas.] No Credit Code 0: Other responses. Code 9: Missing. Question 3: ICE-CREAM SHOP PM00LQ03 – 0 1 9 Mari wants to have sets of tables and four chairs like the one shown above in her shop. The circle represents the floor space area needed for each set. For customers to have enough room when they are seated, each set (as represented by the circle) should be placed according to the following constraints: • Each set should be placed at least at 0.5 metres away from walls. • Each set should be placed at least at 0.5 metres from other sets. What is the maximum number of sets that Mari can fit into the shaded seating area in her shop? Number of sets: ..................................... ICE-CREAM SHOP SCORING QUESTION 3 QUESTION INTENT: Description: Use scale to and follow constraints to find the number of circles PISA 2012 Released Items that will fit into a polygonal shape Mathematical content area: Space and shape Context: Occupational Process: Employ Full Credit Code 1: 4. No Credit Code 0: Other responses. Code 9: Missing.
Ice-Cream_Shop_English
Ice-Cream_Shop_English.pdf
20
Internet_Relay_Chat
eng_Latn
math
ReleasedPISAItems_Maths.doc Page 51 M402: Internet Relay Chat Mark (from Sydney, Australia) and Hans (from Berlin, Germany) often communicate with each other using “chat” on the Internet. They have to log on to the Internet at the same time to be able to chat. To find a suitable time to chat, Mark looked up a chart of world times and found the following: Greenwich 12 Midnight Berlin 1:00 AM Sydney 10:00 AM Question 1: INTERNET RELAY CHAT M402Q01 - 0 1 9 At 7:00 PM in Sydney, what time is it in Berlin? Answer: .................................................. INTERNET RELAY CHAT SCORING 1 Full credit Code 1: 10 AM or 10:00. No credit Code 0: Other responses. Code 9: Missing. ReleasedPISAItems_Maths.doc Page 52 Question 2: INTERNET RELAY CHAT M402Q02 - 0 1 9 Mark and Hans are not able to chat between 9:00 AM and 4:30 PM their local time, as they have to go to school. Also, from 11:00 PM till 7:00 AM their local time they won’t be able to chat because they will be sleeping. When would be a good time for Mark and Hans to chat? Write the local times in the table. Place Time Sydney Berlin INTERNET RELAY CHAT SCORING 2 Full credit Code 1: Any time or interval of time satisfying the 9 hours time difference and taken from one of these intervals: Sydney: 4:30 PM – 6:00 PM; Berlin: 7:30 AM – 9:00 AM OR Sydney: 7:00 AM – 8:00 AM; Berlin: 10:00 PM – 11:00 PM • Sydney 17:00, Berlin 8:00. NOTE: If an interval is given, the entire interval must satisfy the constraints. Also, if morning (AM) or evening (PM) is not specified, but the times could otherwise be regarded as correct, the response should be given the benefit of the doubt, and coded as correct. No credit Code 0: Other responses, including one time correct, but corresponding time incorrect. • Sydney 8 am, Berlin 10 pm. Code 9: Missing.
Internet_Relay_Chat_English
Internet_Relay_Chat_English.pdf
21
Litter
eng_Latn
math
ReleasedPISAItems_Maths.doc Page 71 M505: Litter Question 1: LITTER M505Q01 - 0 1 9 For a homework assignment on the environment, students collected information on the decomposition time of several types of litter that people throw away: Type of Litter Decomposition time Banana peel 1–3 years Orange peel 1–3 years Cardboard boxes 0.5 year Chewing gum 20–25 years Newspapers A few days Polystyrene cups Over 100 years A student thinks of displaying the results in a bar graph. Give one reason why a bar graph is unsuitable for displaying these data. LITTER SCORING 1 Full credit Code 1: Reason focuses on big variance in data. • The difference in the lengths of the bars of the bar graph would be too big. • If you make a bar with length 10 centimetres for polystyrene, the one for cardboard boxes would be 0.05 centimetres. OR Reason focuses on the variability of the data for some categories. • The length of the bar for “polystyrene cups” is undetermined. • You cannot make one bar for 1–3 years or one bar for 20–25 years. No credit Code 0: Other responses. • Because it will not work. • A pictogram is better. • You cannot verify the info. • Because the numbers in the table are only approximations. Code 9: Missing.
Litter_English
Litter_English.pdf
22
Number_Cubes
eng_Latn
math
ReleasedPISAItems_Maths.doc Page 97 M555: Number Cubes Question 2: NUMBER CUBES M555Q02 On the right, there is a picture of two dice. Dice are special number cubes for which the following rule applies: The total number of dots on two opposite faces is always seven. You can make a simple number cube by cutting, folding and gluing cardboard. This can be done in many ways. In the figure below you can see four cuttings that can be used to make cubes, with dots on the sides. Which of the following shapes can be folded together to form a cube that obeys the rule that the sum of opposite faces is 7? For each shape, circle either “Yes” or “No” in the table below. Shape Obeys the rule that the sum of opposite faces is 7? I Yes / No II Yes / No III Yes / No IV Yes / No NUMBER CUBES SCORING 2 Full credit Code 1: No, Yes, Yes, No, in that order. No credit Code 0: Other responses. Code 9: Missing. I II III IV ReleasedPISAItems_Maths.doc Page 97
Number_Cubes_English
Number_Cubes_English.pdf
23
Oil_Spill
eng_Latn
math
Page 1 PISA 2012 Released Items OIL SPILL An oil tanker at sea struck a rock, making a hole in the oil storage tanks. The tanker was about 65 km from land. After a number of days the oil had spread, as shown on the map below. Translation Note: Please do not change the size of the image relative to the map scale. When printed, the scale length shown on the legend should equal 1.0 cm. Translation Note: In this unit please retain metric units throughout. [Map labels:] Oil tanker Land Coastline Sea 1 cm represents 10 km Oil spill PISA 2012 Released Items Page 2 PISA 2012 Released Items Question 1: OIL SPILL PM00RQ01 – 019 Using the map scale, estimate the area of the oil spill in square kilometres (km2). Answer: .................................................km2 Translation Note: In some languages the term used for “area” varies according to the context. As this unit focuses on the area of the oil spill, you may choose to use in the first instance here both terms with one between parentheses as in the FRE source version: “La superficie (l’aire) de la nappe de pétrole”. OIL SPILL SCORING 1 QUESTION INTENT: Description: Estimation of an irregular area on a map, using a given scale Mathematical content area: Space and shape Context: Scientific Process: Employ Full Credit Code 1: Answers in the range from 2200 to 3300. No Credit Code 0: Other responses. Code 9: Missing.
Oil_Spill_English
Oil_Spill_English.pdf
24
Revolving_Door
eng_Latn
math
PISA 2012 Released Items REVOLVING DOOR A revolving door includes three wings which rotate within a circular-shaped space. The inside diameter of this space is 2 metres (200 centimetres). The three door wings divide the space into three equal sectors. The plan below shows the door wings in three different positions viewed from the top. Translation Note: If the term for “wings” in the context of a revolving door is not familiar to 15-year olds in your country, you may wish to introduce the term as for example in the FRE source version: “Une porte à tambour est composée de trois « ailes », appelées vantaux, qui tournent au sein d’un espace circulaire.” Question 1: REVOLVING DOOR PM995Q01 – 019 What is the size in degrees of the angle formed by two door wings? Size of the angle: ..................................º REVOLVING DOOR SCORING 1 QUESTION INTENT: Description: Compute the central angle of a sector of a circle Mathematical content area: Space and shape Context: Scientific Process: Employ Full Credit Code 1: 120 [accept the equivalent reflex angle: 240]. No Credit Code 0: Other responses. Exit Entrance 200 cm Wings PISA 2012 Released Items PISA 2012 Released Items Possible air flow in this position. Code 9: Missing. Question 2: REVOLVING DOOR PM995Q02 – 019 The two door openings (the dotted arcs in the diagram) are the same size. If these openings are too wide the revolving wings cannot provide a sealed space and air could then flow freely between the entrance and the exit, causing unwanted heat loss or gain. This is shown in the diagram opposite. What is the maximum arc length in centimetres (cm) that each door opening can have, so that air never flows freely between the entrance and the exit? Maximum arc length: ................... cm REVOLVING DOOR SCORING 2 QUESTION INTENT: Description: Interpret a geometrical model of a real life situation to calculate the length of an arc Mathematical content area: Space and shape Context: Scientific Process: Formulate Full Credit Code 1: Answers in the range from 103 to 105. [Accept answers calculated as 1/6th of the circumference ( 100π 3 ). Also accept an answer of 100 only if it is clear that this response resulted from using π = 3. Note: Answer of 100 without supporting working could be obtained by a simple guess that it is the same as the radius (length of a single wing).] No Credit Code 0: Other responses. • 209 [states the total size of the openings rather than the size of “each” opening]. Code 9: Missing. PISA 2012 Released Items PISA 2012 Released Items Question 3: REVOLVING DOOR PM995Q03 The door makes 4 complete rotations in a minute. There is room for a maximum of two people in each of the three door sectors. What is the maximum number of people that can enter the building through the door in 30 minutes? A. 60 B. 180 C. 240 D. 720 REVOLVING DOOR SCORING 3 QUESTION INTENT: Description: Identify information and construct an (implicit) quantitative model to solve the problem Mathematical content area: Quantity Context: Scientific Process: Formulate Full Credit Code 1: D. 720 No Credit Code 0: Other responses. Code 9: Missing.
Revolving_Door_English
Revolving_Door_English.pdf
25
Robberies
eng_Latn
math
ReleasedPISAItems_Maths.doc Page 36 M179: Robberies Question 1: ROBBERIES M179Q01- 01 02 03 04 11 12 21 22 23 99 A TV reporter showed this graph and said: “The graph shows that there is a huge increase in the number of robberies from 1998 to 1999.” Do you consider the reporter’s statement to be a reasonable interpretation of the graph? Give an explanation to support your answer. ROBBERIES SCORING 1 NOTE: The use of NO in these codes includes all statements indicating that the interpretation of the graph is NOT reasonable. YES includes all statements indicating that the interpretation is reasonable. Please assess whether the student’s response indicates that the interpretation of the graph is reasonable or not reasonable, and do not simply take the words “YES” or “NO” as criteria for codes.] Full credit Code 21: No, not reasonable. Focuses on the fact that only a small part of the graph is shown. • Not reasonable. The entire graph should be displayed. • I don’t think it is a reasonable interpretation of the graph because if they were to show the whole graph you would see that there is only a slight increase in robberies. • No, because he has used the top bit of the graph and if you looked at the whole graph from 0 – 520, it wouldn’t have risen so much. Number of robberies per year Year 1999 Year 1998 505 510 515 520 ReleasedPISAItems_Maths.doc Page 37 • No, because the graph makes it look like there’s been a big increase but you look at the numbers and there’s not much of an increase. Code 22: No, not reasonable. Contains correct arguments in terms of ratio or percentage increase. • No, not reasonable. 10 is not a huge increase compared to a total of 500. • No, not reasonable. According to the percentage, the increase is only about 2%. • No. 8 more robberies is 1.5% increase. Not much in my opinion! • No, only 8 or 9 more for this year. Compared to 507, it is not a large number. Code 23: Trend data is required before a judgement can be made. • We can’t tell whether the increase is huge or not. If in 1997, the number of robberies is the same as in 1998, then we could say there is a huge increase in 1999. • There is no way of knowing what “huge” is because you need at least two changes to think one huge and one small. Partial credit Code 11: No, not reasonable, but explanation lacks detail. • Focuses ONLY on an increase given by the exact number of robberies, but does not compare with the total. • Not reasonable. It increased by about 10 robberies. The word “huge” does not explain the reality of the increased number of robberies. The increase was only about 10 and I wouldn’t call that “huge”. • From 508 to 515 is not a large increase. • No, because 8 or 9 is not a large amount. • Sort of. From 507 to 515 is an increase, but not huge. NOTE: As the scale on the graph is not that clear, accept between 5 and 15 for the increase of the exact number of robberies. Code 12: No, not reasonable, with correct method but with minor computational errors. • Correct method and conclusion but the percentage calculated is 0.03%. No credit Code 01: No, with no, insufficient or incorrect explanation. • No, I don’t agree. • The reporter should not have used the word “huge”. • No, it’s not reasonable. Reporters always like to exaggerate. Code 02: Yes, focuses on the appearance of the graph and mentions that the number of robberies doubled. • Yes, the graph doubles its height. • Yes, the number of robberies has almost doubled. Code 03: Yes, with no explanation, or explanations other than Code 02. Code 04: Other responses. Code 99: Missing.
Robberies_English
Robberies_English.pdf
26
Sailing_Ships
eng_Latn
math
PISA 2012 Released Items SAILING SHIPS Ninety-five percent of world trade is moved by sea, by roughly 50 000 tankers, bulk carriers and container ships. Most of these ships use diesel fuel. Engineers are planning to develop wind power support for ships. Their proposal is to attach kite sails to ships and use the wind’s power to help reduce diesel consumption and the fuel’s impact on the environment. Translation Note: “© by skysails”: Do not adapt skysails as this is a registered label. Question 1: SAILING SHIPS PM923Q01 One advantage of using a kite sail is that it flies at a height of 150 m. There, the wind speed is approximately 25% higher than down on the deck of the ship. At what approximate speed does the wind blow into a kite sail when a wind speed of 24 km/h is measured on the deck of the ship? A. 6 km/h B. 18 km/h C. 25 km/h D. 30 km/h E. 49 km/h Translation Note: In this unit please retain metric units throughout. SAILING SHIPS SCORING 1 QUESTION INTENT: Description: Apply calculation of percentage within a given real world situation Mathematical content area: Quantity Context: Scientific Process: Employ Full Credit Code 1: D. 30 km/h No Credit Code 0: Other responses. Code 9: Missing. © by skysails PISA 2012 Released Items PISA 2012 Released Items Question 3: SAILING SHIPS PM923Q03 Approximately what is the length of the rope for the kite sail, in order to pull the ship at an angle of 45° and be at a vertical height of 150 m, as shown in the diagram opposite? A. 173 m B. 212 m C. 285 m D. 300 m SAILING SHIPS SCORING 3 QUESTION INTENT: Description: Use Pythagorean Theorem within a real geometric context Mathematical content area: Space and shape Context: Scientific Process: Employ Full Credit Code 1: B. 212 m No Credit Code 0: Other responses. Code 9: Missing. Note: Drawing not to scale. © by skysails 45º 90º 150 m Rope PISA 2012 Released Items PISA 2012 Released Items Question 4: SAILING SHIPS PM923Q04 – 019 Due to high diesel fuel costs of 0.42 zeds per litre, the owners of the ship NewWave are thinking about equipping their ship with a kite sail. It is estimated that a kite sail like this has the potential to reduce the diesel consumption by about 20% overall. The cost of equipping the NewWave with a kite sail is 2 500 000 zeds. After about how many years would the diesel fuel savings cover the cost of the kite sail? Give calculations to support your answer. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. Number of years:.................................... Translation Note: Change to , instead of . for decimal points, if that is your standard usage. Name: NewWave Type: freighter Length: 117 metres Breadth: 18 metres Load capacity: 12 000 tons Maximum speed: 19 knots Diesel consumption per year without a kite sail: approximately 3 500 000 litres PISA 2012 Released Items SAILING SHIPS SCORING 4 QUESTION INTENT: Description: Solve a real world situation involving cost savings and fuel consumption Mathematical content area: Change and relationships Context: Scientific Process: Formulate Full Credit Code 1: A solution from 8 to 9 years is provided with adequate (mathematical) calculations. • Diesel consumption per year without a sail: 3.5 million litres, price 0.42 zed/litre, costs for diesel without a sail 1 470 000 zeds. If 20% is saved with the sail this results in a saving of 1 470 000 x 0.2 = 294 000 zeds per year. Thus: 2 500 000 / 294 000 ≈ 8.5, i.e.: After about 8 to 9 years, the sail becomes (financially) worthwhile. No Credit Code 0: Other responses. Code 9: Missing.
Sailing_Ships_English
Sailing_Ships_English.pdf
27
Sauce
eng_Latn
math
PISA 2012 Released Items SAUCE Question 2: SAUCE PM924Q02 – 019 You are making your own dressing for a salad. Here is a recipe for 100 millilitres (mL) of dressing. Salad oil: 60 mL Vinegar: 30 mL Soy sauce: 10 mL How many millilitres (mL) of salad oil do you need to make 150 mL of this dressing? Answer: ……………….. mL Translation Note: In this unit please retain metric units throughout. SAUCE SCORING 2 QUESTION INTENT: Description: Apply ratio concept in daily life situation to calculate the amount of one ingredient required in a recipe Mathematical content area: Quantity Context: Personal Process: Formulate Full Credit Code 1: 90 • 60 + 30 No Credit Code 0: Other responses. • 1.5 times more Code 9: Missing.
Sauce_English
Sauce_English.pdf
28
Science_Tests
eng_Latn
math
ReleasedPISAItems_Maths.doc Page 63 M468: Science Tests Question 1: SCIENCE TESTS M468Q01 In Mei Lin’s school, her science teacher gives tests that are marked out of 100. Mei Lin has an average of 60 marks on her first four Science tests. On the fifth test she got 80 marks. What is the average of Mei Lin’s marks in Science after all five tests? Average: ................................................. SCIENCE TESTS SCORING 1 Full credit Code 1: 64. No credit Code 0: Other responses. Code 9: Missing.
Science_Tests_English
Science_Tests_English.pdf
29
Skateboard
eng_Latn
math
ReleasedPISAItems_Maths.doc Page 77 M520: Skateboard Eric is a great skateboard fan. He visits a shop named SKATERS to check some prices. At this shop you can buy a complete board. Or you can buy a deck, a set of 4 wheels, a set of 2 trucks and a set of hardware, and assemble your own board. The prices for the shop’s products are: Product Price in zeds Complete skateboard 82 or 84 Deck 40, 60 or 65 One set of 4 Wheels 14 or 36 One set of 2 Trucks 16 One set of hardware (bearings, rubber pads, bolts and nuts) 10 or 20 ReleasedPISAItems_Maths.doc Page 78 Question 1: SKATEBOARD M520Q01a M520Q01b Eric wants to assemble his own skateboard. What is the minimum price and the maximum price in this shop for self-assembled skateboards? (a) Minimum price: .................................zeds. (b) Maximum price: ................................zeds. SKATEBOARD SCORING 1 Full credit Code 21: Both the minimum (80) and the maximum (137) correct. Partial credit Code 11: Only the minimum (80) correct. Code 12: Only the maximum (137) correct. No credit Code 00: Other responses. Code 99: Missing. Question 2: SKATEBOARD M520Q02 The shop offers three different decks, two different sets of wheels and two different sets of hardware. There is only one choice for a set of trucks. How many different skateboards can Eric construct? A 6 B 8 C 10 D 12 SKATEBOARD SCORING 2 Full credit Code 1: D. 12. ReleasedPISAItems_Maths.doc Page 79 No credit Code 0: Other responses. Code 9: Missing. Question 3: SKATEBOARD M520Q03 Eric has 120 zeds to spend and wants to buy the most expensive skateboard he can afford. How much money can Eric afford to spend on each of the 4 parts? Put your answer in the table below. Part Amount (zeds) Deck Wheels Trucks Hardware SKATEBOARD SCORING 3 Full credit Code 1: 65 zeds on a deck, 14 on wheels, 16 on trucks and 20 on hardware. No credit Code 0: Other responses. Code 9: Missing.
Skateboard_English
Skateboard_English.pdf
30
Speed_of_Racing_Car
eng_Latn
math
ReleasedPISAItems_Maths.doc Page 31 M159: Speed of Racing Car This graph shows how the speed of a racing car varies along a flat 3 kilometre track during its second lap. Question 1: SPEED OF RACING CAR M159Q01 What is the approximate distance from the starting line to the beginning of the longest straight section of the track? A 0.5 km B 1.5 km C 2.3 km D 2.6 km SPEED OF RACING CAR SCORING 1 Full credit Code 1: B. 1.5 km No credit Code 0: Other responses. Code 9: Missing. Speed (km/h) 180 160 140 120 100 80 60 40 20 0 0 0.2 0.4 0.6 0.8 1.0 1.2 1.4 1.6 1.8 2.0 2.2 2.4 2.6 2.8 3.0 0.5 1.5 2.5 Starting line Distance along the track (km) Speed of a racing car along a 3 km track (second lap) ReleasedPISAItems_Maths.doc Page 32 Question 2: SPEED OF RACING CAR M159Q02 Where was the lowest speed recorded during the second lap? A. at the starting line. B. at about 0.8 km. C. at about 1.3 km. D. halfway around the track. SPEED OF RACING CAR SCORING 2 Full credit Code 1: C. at about 1.3 km. No credit Code 0: Other responses. Code 9: Missing. Question 3: SPEED OF RACING CAR M159Q03 What can you say about the speed of the car between the 2.6 km and 2.8 km marks? A. The speed of the car remains constant. B. The speed of the car is increasing. C. The speed of the car is decreasing. D. The speed of the car cannot be determined from the graph. SPEED OF RACING CAR SCORING 3 Full credit Code 1: B. The speed of the car is increasing. No credit Code 0: Other responses. Code 9: Missing. ReleasedPISAItems_Maths.doc Page 33 Question 4: SPEED OF RACING CAR M159Q04 Here are pictures of five tracks: Along which one of these tracks was the car driven to produce the speed graph shown earlier? SPEED OF RACING CAR SCORING 4 Full credit Code 1: B No credit Code 0: Other responses. Code 9: Missing. S: Starting point A B C D E S S S S S
Speed_of_Racing_Car_English
Speed_of_Racing_Car_English.pdf
31
Staircase
eng_Latn
math
ReleasedPISAItems_Maths.doc Page 95 M547: Staircase Question 1: STAIRCASE M547Q01 The diagram below illustrates a staircase with 14 steps and a total height of 252 cm: What is the height of each of the 14 steps? Height: ....................................................cm. STAIRCASE SCORING 1 Full credit Code 1: 18. No credit Code 0: Other responses. Code 9: Missing. Total height 252 cm Total depth 400 cm
Staircase_English
Staircase_English.pdf
32
Step_Pattern
eng_Latn
math
ReleasedPISAItems_Maths.doc Page 104 M806: Step Pattern Question 1: STEP PATTERN M806Q01 Robert builds a step pattern using squares. Here are the stages he follows. As you can see, he uses one square for Stage 1, three squares for Stage 2 and six for Stage 3. How many squares should he use for the fourth stage? Answer: ..................................................squares. STEP PATTERN SCORING 1 Full credit Code 1: 10. No credit Code 0: Other responses. Code 9: Missing. Stage 1 Stage 2 Stage 3
Step_Pattern_English
Step_Pattern_English.pdf
33
Support_for_the_President
eng_Latn
math
ReleasedPISAItems_Maths.doc Page 98 M702: Support for the President Question 1: SUPPORT FOR THE PRESIDENT M702Q01 - 0 1 2 9 In Zedland, opinion polls were conducted to find out the level of support for the President in the forthcoming election. Four newspaper publishers did separate nationwide polls. The results for the four newspaper polls are shown below: Newspaper 1: 36.5% (poll conducted on January 6, with a sample of 500 randomly selected citizens with voting rights) Newspaper 2: 41.0% (poll conducted on January 20, with a sample of 500 randomly selected citizens with voting rights) Newspaper 3: 39.0% (poll conducted on January 20, with a sample of 1000 randomly selected citizens with voting rights) Newspaper 4: 44.5% (poll conducted on January 20, with 1000 readers phoning in to vote). Which newspaper’s result is likely to be the best for predicting the level of support for the President if the election is held on January 25? Give two reasons to support your answer. SUPPORT FOR THE PRESIDENT SCORING 1 Full credit Code 2: Newspaper 3. The poll is more recent, with larger sample size, a random selection of the sample, and only voters were asked. (Give at least two reasons). Additional information (including irrelevant or incorrect information) should be ignored. • Newspaper 3, because they have selected more citizens randomly with voting rights. • Newspaper 3 because it has asked 1000 people, randomly selected, and the date is closer to the election date so the voters have less time to change their mind. • Newspaper 3 because they were randomly selected and they had voting rights. • Newspaper 3 because it surveyed more people closer to the date. • Newspaper 3 because the 1000 people were randomly selected. Partial credit Code 1: Newspaper 3, with only one reason, or without explanation. • Newspaper 3, because the poll is closer to election date. • Newspaper 3, because more people were surveyed than newspapers 1 and 2. • Newspaper 3. ReleasedPISAItems_Maths.doc Page 99 No credit Code 0: Other responses. • Newspaper 4. More people means more accurate results, and people phoning in will have considered their vote better. Code 9: Missing.
Support_for_the_President_English
Support_for_the_President_English.pdf
34
Test_Scores
eng_Latn
math
ReleasedPISAItems_Maths.doc Page 74 M513: Test Scores Question 1: TEST SCORES M513Q01 - 0 1 9 The diagram below shows the results on a Science test for two groups, labelled as Group A and Group B. The mean score for Group A is 62.0 and the mean for Group B is 64.5. Students pass this test when their score is 50 or above. Looking at the diagram, the teacher claims that Group B did better than Group A in this test. The students in Group A don’t agree with their teacher. They try to convince the teacher that Group B may not necessarily have done better. Give one mathematical argument, using the graph, that the students in Group A could use. TEST SCORES SCORING 1 Full credit Code 1: One valid argument is given. Valid arguments could relate to the number of students passing, the disproportionate influence of the outlier, or the number of students with scores in the highest level. • More students in Group A than in Group B passed the test. • If you ignore the weakest Group A student, the students in Group A do better than those in Group B. • More Group A students than Group B students scored 80 or over. Scores on a Science test 0 1 2 3 4 5 6 0 - 9 10-19 20-29 30-39 40-49 50-59 60-69 70-79 80-89 90-100 Score Number of students Group A Group B ReleasedPISAItems_Maths.doc Page 75 No credit Code 0: Other responses, including responses with no mathematical reasons, or wrong mathematical reasons, or responses that simply describe differences but are not valid arguments that Group B may not have done better. • Group A students are normally better than Group B students in science. This test result is just a coincidence. • Because the difference between the highest and lowest scores is smaller for Group B than for Group A. • Group A has better score results in the 80-89 range and the 50-59 range. • Group A has a larger inter-quartile range than Group B. Code 9: Missing.
Test_Scores_English
Test_Scores_English.pdf
35
The_Best_Car
eng_Latn
math
ReleasedPISAItems_Maths.doc Page 102 M704: The Best Car A car magazine uses a rating system to evaluate new cars, and gives the award of “The Car of the Year” to the car with the highest total score. Five new cars are being evaluated, and their ratings are shown in the table. Car Safety Features (S) Fuel Efficiency (F) External Appearance (E) Internal Fittings (T) Ca 3 1 2 3 M2 2 2 2 2 Sp 3 1 3 2 N1 1 3 3 3 KK 3 2 3 2 The ratings are interpreted as follows: 3 points = Excellent 2 points = Good 1 point = Fair Question 1: THE BEST CAR M704Q01 To calculate the total score for a car, the car magazine uses the following rule, which is a weighted sum of the individual score points: Total Score = (3 x S) + F + E + T Calculate the total score for Car “Ca”. Write your answer in the space below. Total score for “Ca”: ............................... THE BEST CAR SCORING 1 Full credit Code 1: 15 points. No credit Code 0: Other responses. Code 9: Missing. ReleasedPISAItems_Maths.doc Page 103 Question 2: THE BEST CAR M704Q02 The manufacturer of car “Ca” thought the rule for the total score was unfair. Write down a rule for calculating the total score so that Car “Ca” will be the winner. Your rule should include all four of the variables, and you should write down your rule by filling in positive numbers in the four spaces in the equation below. Total score = ………× S + ………× F + ………× E + ………× T. THE BEST CAR SCORING 2 Full credit Code 1: Correct rule that will make “Ca” the winner. No credit Code 0: Other responses. Code 9: Missing.
The_Best_Car_English
The_Best_Car_English.pdf
36
Triangles
eng_Latn
math
ReleasedPISAItems_Maths.doc Page 34 M161: Triangles Question 1: TRIANGLES M161Q01 Circle the one figure below that fits the following description. Triangle PQR is a right triangle with right angle at R. The line RQ is less than the line PR. M is the midpoint of the line PQ and N is the midpoint of the line QR. S is a point inside the triangle. The line MN is greater than the line MS. A B C D E P M N R S Q Q M S P N R P M S Q N R R N Q M P S R S N M P Q ReleasedPISAItems_Maths.doc Page 35 TRIANGLES SCORING 1 Full credit Code 1: Answer D. No credit Code 0: Other responses. Code 9: Missing.
Triangles_English
Triangles_English.pdf
37
Walking
eng_Latn
math
ReleasedPISAItems_Maths.doc Page 10 M124: Walking The picture shows the footprints of a man walking. The pacelength P is the distance between the rear of two consecutive footprints. For men, the formula, =140 P n , gives an approximate relationship between n and P where, n = number of steps per minute, and P = pacelength in metres. Question 1: WALKING M124Q01- 0 1 2 9 If the formula applies to Heiko’s walking and Heiko takes 70 steps per minute, what is Heiko’s pacelength? Show your work. WALKING SCORING 1 Full credit Code 2: 0.5 m or 50 cm, 2 1 (unit not required) 70/ p = 140 70 = 140 p p = 0.5 70/140 Partial credit Code 1: Correct substitution of numbers in the formula, but incorrect answer, or no answer. 140 p 70 = (substitute numbers in the formula only) ReleasedPISAItems_Maths.doc Page 11 140 p 70 = 70 = 140 p p = 2 (correct substitution, but working out is incorrect) OR Correctly manipulated the formula into P=n/140, but no further correct working. No credit Code 0: Other responses. • 70 cm. Code 9: Missing. Question 3: WALKING M124Q03- 00 11 21 22 23 24 31 99 Bernard knows his pacelength is 0.80 metres. The formula applies to Bernard’s walking. Calculate Bernard’s walking speed in metres per minute and in kilometres per hour. Show your working out. WALKING SCORING 3 Full credit Code 31: Correct answers (unit not required) for both metres/minute and km/hour: • n = 140 x .80 = 112. • Per minute he walks 112 x .80 metres = 89.6 metres. • His speed is 89.6 metres per minute. • So his speed is 5.38 or 5.4 km/hr. Code 31 as long as both correct answers are given (89.6 and 5.4), whether working out is shown or not. Note that errors due to rounding are acceptable. For example, 90 metres per minute and 5.3 km/hr (89 X 60) are acceptable. • 89.6, 5.4. • 90, 5.376 km/h. • 89.8, 5376 m/hour [note that if the second answer is given without units, it should be coded as 22]. Partial credit (2-point) Code 21: As for code 31 but fails to multiply by 0.80 to convert from steps per minute to metres per minute. For example, his speed is 112 metres per minute and 6.72 km/hr. • 112, 6.72 km/h. Code 22: The speed in metres per minute correct (89.6 metres per minute) but conversion to kilometres per hour incorrect or missing. ReleasedPISAItems_Maths.doc Page 12 • 89.6 metres/minute, 8960 km/hr. • 89.6, 5376. • 89.6, 53.76. • 89.6, 0.087 km/h. • 89.6, 1.49 km/h. Code 23: Correct method (explicitly shown) with minor calculation error(s) not covered by Code 21 and Code 22. No answers correct. • n=140 x .8 = 1120; 1120 x 0.8 = 896. He walks 896 m/min, 53.76km/h. • n=140 x .8 = 116; 116 x 0.8 =92.8. 92.8 m/min -> 5.57km/h. Code 24: Only 5.4 km/hr is given, but not 89.6 metres/minute (intermediate calculations not shown). • 5.4. • 5.376 km/h. • 5376 m/h. Partial credit (1-point) Code 11: n = 140 x .80 = 112. No further working out is shown or incorrect working out from this point. • 112. • n=112, 0.112 km/h. • n=112, 1120 km/h. • 112 m/min, 504 km/h. No credit Code 00: Other responses. Code 99: Missing.
Walking_English
Walking_English.pdf
38
Amanda_and_the_Duchess
eng_Latn
reading
ReleasedPISAItems_Reading.doc Page 74 R216: Amanda and the Duchess Text 1 AMANDA AND THE DUCHESS Summary: Since Léocadia’s death, the Prince, who was in love with her, has been inconsolable. At a shop called Réséda Soeurs, the Duchess, who is the Prince’s aunt, has met a young shop assistant, Amanda, who looks amazingly like Léocadia. The Duchess wants Amanda to help her set the Prince free from the memories which haunt him. A crossroads in the castle grounds, a circular bench around a small obelisk…evening is falling… AMANDA I still don’t understand. What can I do for him, ma’am? I can’t believe you could possibly have thought…And why me? I’m not particularly pretty. And even if someone were very pretty—who could suddenly come between him and his memories like that? THE DUCHESS No-one but you. AMANDA, sincerely surprised Me? THE DUCHESS The world is so foolish, my child. It sees only parades, gestures, badges of office…that must be why you have never been told. But my heart hasn’t deceived me—I almost cried out at Réséda Soeurs the first time I saw you. To someone who knew more of her than just her public image, you are the living likeness of Léocadia. A silence. The evening birds have now taken over from the afternoon birds. The grounds are filled with shadows and twittering. AMANDA, very gently I really don’t think I can, ma’am. I have nothing, I am nothing, and those lovers…that was my fancy, don’t you see? She has got up. As if about to leave, she has picked up her small suitcase. THE DUCHESS, gently also, and very wearily Of course, my dear. I apologise. She in turn gets up, with difficulty, like an old woman. A bicycle bell is heard in the evening air; she gives a start. Listen…it’s him! Just show yourself to him, leaning against this little obelisk where he first met her. Let him see you, even if it’s just this once, let him call out, take a sudden interest in this likeness, in this stratagem which I shall confess to him tomorrow and for which he will hate me—in anything but this dead girl who’ll take him away from me one of these days, I’m sure…(She has taken her by the arm.) You will do that, won’t you? I beg you most humbly, young lady. (She looks at her, beseechingly, and quickly adds:) And then, that way, you’ll see him too. And…I can feel that I’m blushing again from saying this to you—life is just too mad! That’s the third time I’ve blushed in sixty years, and the second time in ten minutes— you’ll see him; and if he could ever (why not him, since he’s handsome and charming and he wouldn’t be the first?) if he could ever have the good fortune, for himself and for me, to take your fancy for one moment…The bell again in the shadows, but very close now. AMANDA, in a whisper What should I say to him? THE DUCHESS, gripping her arm Simply say: “Excuse me, Sir, can you tell me the way to the sea?” She has hurried into the deeper shadows of the trees. Just in time. There is a pale blur. It is the Prince on his bicycle. He ReleasedPISAItems_Reading.doc Page 75 passes very close to the pale blur of Amanda by the obelisk. She murmurs. AMANDA Excuse me, Sir… He stops, dismounts from the bicycle, takes off his hat and looks at her. THE PRINCE Yes? AMANDA Can you tell me the way to the sea? THE PRINCE Take the second turning on your left. He bows, sadly and courteously, gets back on the bicycle and rides away. The bell is heard again in the distance. The Duchess comes out of the shadows, very much an old woman. AMANDA, gently, after a while He didn’t recognise me… THE DUCHESS It was dark…And then, who knows what face he gives her now, in his dreams? (She asks timidly:) The last train has gone, young lady. In any case, wouldn’t you like to stay at the castle tonight? AMANDA, in a strange voice Yes, ma’am. It is completely dark. The two of them can no longer be seen in the shadows, and only the wind can be heard in the huge trees of the grounds. THE CURTAIN FALLS ReleasedPISAItems_Reading.doc Page 76 Text 2 DEFINITIONS OF SOME THEATRICAL OCCUPATIONS Actor: plays a character on stage. Director: controls and oversees all aspects of a play. He not only positions the actors, arranges their entrances and exits and directs their acting, but also suggests how the script is to be interpreted. Wardrobe staff: produce the costumes from a model. Set designer: designs models of the sets and costumes. These models are then transformed into their full size in the workshop. Props manager: in charge of finding the required props. The word “props” is used to mean everything that can be moved: armchairs, letters, lamps, bunches of flowers, etc. The sets and costumes are not props. Sound technician: in charge of all sound effects required for the production. He is at the controls during the show. Lighting assistant or lighting technician: in charge of lighting. He is also at the controls during the show. Lighting is so sophisticated that a well-equipped theatre can employ up to ten lighting technicians. ReleasedPISAItems_Reading.doc Page 77 On the previous two pages there are two texts. Text 1 is an extract from the play Léocadia by Jean Anouilh and Text 2 gives definitions of theatrical occupations. Refer to the texts to answer the questions which follow. Question 1: AMANDA AND THE DUCHESS R216Q01 What is this extract from the play about? The Duchess thinks of a trick A to get the Prince to come and see her more often. B to get the Prince to make up his mind finally to get married. C to get Amanda to make the Prince forget his grief. D to get Amanda to come and live at the castle with her. AMANDA AND THE DUCHESS SCORING 1 QUESTION INTENT: Forming a Broad Understanding: understanding the main topic Full credit Code 1: to get Amanda to make the Prince forget his grief. No credit Code 0: Other responses. Code 9: Missing. Question 2: AMANDA AND THE DUCHESS R216Q02- 019 In the script of the play, in addition to the words to be spoken by the actors, there are directions for the actors and theatre technicians to follow. How can these directions be recognised in the script? ................................................................................................................................... AMANDA AND THE DUCHESS SCORING 2 QUESTION INTENT: Reflecting on the Form of a Text: identifying the use of a text feature Full credit Code 1: Refers to italics. Allow non-technical descriptions. May mention parentheses as well as italics. • (They are in) italics. ReleasedPISAItems_Reading.doc Page 78 • Slanting writing. • Like this: [Imitates italic style.] • Handwriting. • Writing in italics and also the use of brackets. • They are in a skinny type of writing. No credit Code 0: Gives insufficient or vague answer. • Stage directions are in brackets. [Reference to brackets is correct for some stage directions, but answer does not refer to italics.] • Written in a different style • Another print OR: Shows inaccurate comprehension of the material or gives an implausible or irrelevant answer. • Bold print [Inaccurate] • Small print [Inaccurate] • By the director [Irrelevant] Code 9: Missing. Question 3: AMANDA AND THE DUCHESS R216Q03A- 0 1 9 R216Q03B- 0 1 9 R216Q03C- 0 1 9 The table below lists theatre technicians involved in staging this extract from Léocadia. Complete the table by indicating one stage direction from Text 1 which would require the involvement of each technician. The first one has been done for you. Theatre technicians Stage direction Set designer A circular bench around a small obelisk Props manager Sound technician Lighting technician ReleasedPISAItems_Reading.doc Page 79 AMANDA AND THE DUCHESS SCORING 3 QUESTION INTENT: Developing an Interpretation: linking information across two texts AMANDA AND THE DUCHESS SCORING 3A (Props manager) Full credit Code 1: Indicates suitcase OR bicycle. May quote a phrase from the stage directions. • Her small suitcase • Bicycle No credit Code 0: Other responses. • Bicycle bell • Obelisk • A circular bench Code 9: Missing. AMANDA AND THE DUCHESS SCORING 3B (Sound technician) Full credit Code 1: Indicates bird song OR (evening) birds OR twittering OR bicycle bell OR wind OR silence. May quote a phrase from the stage directions. • A bicycle bell is heard in the evening air. • Only the wind can be heard. • Evening birds • The evening birds have now taken over. No credit Code 0: Other responses. Code 9: Missing. AMANDA AND THE DUCHESS SCORING 3C (Lighting technician) Full credit Code 1: Indicates shadows OR pale blur OR [completely] dark OR evening • The grounds are filled with shadows. • The deeper shadows of the trees • Evening is falling. • In the evening air ReleasedPISAItems_Reading.doc Page 80 No credit Code 0: Other responses. Code 9: Missing. Note: The following is for information only. (It is not part of the marking guide.) Score 1: Completes all parts correctly. Score 0: One or more parts incorrect. Question 4: AMANDA AND THE DUCHESS R216Q04- 0 1 9 The director positions the actors on the stage. On a diagram, the director represents Amanda with the letter A and the Duchess with the letter D. Put an A and a D on the following diagram of the set to show approximately where Amanda and the Duchess are when the Prince arrives. Wings Wings Wings ReleasedPISAItems_Reading.doc Page 81 AMANDA AND THE DUCHESS SCORING 4 QUESTION INTENT: Developing an Interpretation: integrating text and graphical material Full credit Code 1: Marks A by the obelisk and D behind or near the trees. A D A D A D A D A D ReleasedPISAItems_Reading.doc Page 82 No credit Code 0: Other responses. Code 9: Missing. A D A D A D X X ReleasedPISAItems_Reading.doc Page 83 Question 6: AMANDA AND THE DUCHESS R216Q06 Towards the end of the extract from the play, Amanda says, “He didn’t recognise me…”. What does she mean by that? A That the Prince didn’t look at Amanda. B That the Prince didn’t realise that Amanda was a shop assistant. C That the Prince didn’t realise that he’d already met Amanda. D That the Prince didn’t notice that Amanda looked like Léocadia. AMANDA AND THE DUCHESS SCORING 6 QUESTION INTENT: Developing an Interpretation: linking information Full credit Code 1: That the Prince didn’t notice that Amanda looked like Léocadia. No credit Code 0: Other responses. Code 9: Missing.
Amanda_and_the_Duchess_English
Amanda_and_the_Duchess_English.pdf
39
Flu
eng_Latn
reading
ReleasedPISAItems_Reading.doc Page 7 R077: Flu ACOL VOLUNTARY FLU IMMUNISATION PROGRAM As you are no doubt aware the flu can strike rapidly and extensively during winter. It can leave its victims ill for weeks. The best way to fight the virus is to have a fit and healthy body. Daily exercise and a diet including plenty of fruit and vegetables are highly recommended to assist the immune system to fight this invading virus. ACOL has decided to offer staff the opportunity to be immunised against the flu as an additional way to prevent this insidious virus from spreading amongst us. ACOL has arranged for a nurse to administer the immunisations at ACOL, during a half-day session in work hours in the week of May 17. This program is free and available to all members of staff. Participation is voluntary. Staff taking up the option will be asked to sign a consent form indicating that they do not have any allergies, and that they understand they may experience minor side effects. Medical advice indicates that the immunisation does not produce influenza. However, it may cause some side effects such as fatigue, mild fever and tenderness of the arm. ReleasedPISAItems_Reading.doc Page 8 WHO SHOULD BE IMMUNISED? Anyone interested in being protected against the virus. This immunisation is especially recommended for people over the age of 65. But regardless of age, ANYONE who has a chronic debilitating disease, especially cardiac, pulmonary, bronchial or diabetic conditions. In an office environment ALL staff are at risk of catching the flu. WHO SHOULD NOT BE IMMUNISED? Individuals hypersensitive to eggs, people suffering from an acute feverish illness and pregnant women. Check with your doctor if you are taking any medication or have had a previous reaction to a flu injection. If you would like to be immunised in the week of May 17 please advise the personnel officer, Fiona McSweeney, by Friday May 7. The date and time will be set according to the availability of the nurse, the number of participants and the time convenient for most staff. If you would like to be immunised for this winter but cannot attend at the arranged time please let Fiona know. An alternative session may be arranged if there are sufficient numbers. For further information please contact Fiona on ext. 5577. Good Health ReleasedPISAItems_Reading.doc Page 9 Fiona McSweeney, the personnel officer at a company called ACOL, prepared the information sheet on the previous two pages for ACOL staff. Refer to the information sheet to answer the questions which follow. Question 2: FLU R077Q02 Which one of the following describes a feature of the ACOL flu immunisation program? A Daily exercise classes will be run during the winter. B Immunisations will be given during working hours. C A small bonus will be offered to participants. D A doctor will give the injections. FLU SCORING 2 QUESTION INTENT: Retrieving Information: cycling through text to find explicitly stated information Full credit Code 1: Immunisations will be given during working hours. No credit Code 0: Other responses. Code 9: Missing. Question 3: FLU R077Q03- 0129 We can talk about the content of a piece of writing (what it says). We can talk about its style (the way it is presented). Fiona wanted the style of this information sheet to be friendly and encouraging. Do you think she succeeded? Explain your answer by referring in detail to the layout, style of writing, pictures or other graphics. ................................................................................................................................... ................................................................................................................................... ................................................................................................................................... ReleasedPISAItems_Reading.doc Page 10 FLU SCORING 3 QUESTION INTENT: Reflecting on the Form of a Text: identifying features relating the style and purpose of a text Full credit Code 2: Refers accurately to the text and relates style to purpose, consistent with “friendly and encouraging”. The answer must do AT LEAST ONE of the following: (1) refer to one of the features in detail (layout, style of writing, pictures or other graphics; or other similar) – that is, to a specific part or quality of a feature; AND/OR (2) use evaluative terms other than “friendly” and “encouraging”. (Note that such terms as “interesting”, “easy to read” and “clear” are not considered to be adequately specific.) Opinion about whether Fiona succeeded may be stated or implied. • No, it was a bad idea to put a picture of a syringe near the beginning. That looks scary. [Refers to one specific part of the design: a particular picture (1). Uses own evaluative term: “scary” (2).] • Yes, the pictures break up the writing and make it easy to read. [Describes a specific aspect of layout (1).] • The cartoon-like picture of the virus is friendly. [Refers to a specific aspect (“cartoon-like”) of one illustration (1).] • No, the pictures are childish and irrelevant. [Uses own terms (“childish”, “irrelevant”) to evaluate one of the features mentioned in the stem (2).] • Yes, the written style is relaxed and informal. [Uses own terms (“relaxed”, “informal”) to evaluate one of the features mentioned in the stem (2).] • Yes, the style was warm and inviting. [Uses own terms to evaluate style (2).] • There is too much writing. People wouldn’t bother reading it. [Refers to a relevant feature of the presentation: amount of text (1). Uses own evaluative terms (2).] • She doesn’t put pressure on people to get the injection, and that would encourage people. [Implicit reference to manner or register: an aspect of style (2).] • No, the writing style is very formal. [Debatable but plausible application of own evaluative term: “formal” (2).] Partial credit Code 1: Refers accurately to the text and relates purpose to information and content (rather than style), consistent with “friendly and encouraging”. Opinion about whether Fiona succeeded may be stated or implied. • No, there is no way that a message about having an injection could be friendly and encouraging. • Yes she succeeded. She’s giving many opportunities and arranging times for a flu immunisation. She also gave suggestions about health. No credit Code 0: Gives insufficient or vague answer. • Yes, it makes it sound as if it would be a good idea. • Yes it is friendly and encouraging. [Terms not applied to specific features.] ReleasedPISAItems_Reading.doc Page 11 • No, it doesn’t work. • No because some of the information is not correct. [Refers to content without making any connection to the idea of “friendly and encouraging”.] • Yes, the illustrations are encouraging and the style of the announcement is also acceptable. [“Illustrations are encouraging” does not go beyond the terms of the question. “The style of the announcement is also acceptable” is too vague.] • She succeeded, easy to read, and clear. [The terms used are not specific enough.] • I think that she has succeeded well. She has selected pictures and written interesting text. [Pictures are not evaluated in any way, and “interesting text” is too vague.] OR: Shows inaccurate comprehension of the material or gives an implausible or irrelevant answer. • Yes everyone should have the injection. [Irrelevant and inaccurate.] • No, the pictures have nothing to do with the message. [Inaccurate] • Yes, because she wants people to be worried about getting the flu. [Conflicts with the idea of “friendly and encouraging”.] • It’s good but it’s only one opinion. [Irrelevant] • Yes, it gave brief information on what they will do to stop flu. [Irrelevant – refers to content in a non-specific way.] • Yes, she just tells the facts. [Irrelevant] • Yes, because more people should be immunised. [Gives a general opinion on the subject of immunisation, does not refer to the style or to details of content.] • Yes I do because no-one wants to be sick. Everyone wants good health. [Irrelevant] Code 9: Missing. Question 4: FLU R077Q04 This information sheet suggests that if you want to protect yourself against the flu virus, a flu injection is A more effective than exercise and a healthy diet, but more risky. B a good idea, but not a substitute for exercise and a healthy diet. C as effective as exercise and a healthy diet, and less troublesome. D not worth considering if you have plenty of exercise and a healthy diet. FLU SCORING 4 QUESTION INTENT: Developing an Interpretation: integrating several parts of the text Full credit Code 1: a good idea, but not a substitute for exercise and a healthy diet. No credit Code 0: Other responses. Code 9: Missing. ReleasedPISAItems_Reading.doc Page 12 Question 5: FLU R077Q05- 0129 Part of the information sheet says: WHO SHOULD BE IMMUNISED? Anyone interested in being protected against the virus. After Fiona had circulated the information sheet, a colleague told her that she should have left out the words “Anyone interested in being protected against the virus” because they were misleading. Do you agree that these words are misleading and should have been left out? Explain your answer. ................................................................................................................................... ................................................................................................................................... ................................................................................................................................... ................................................................................................................................... FLU SCORING 5 QUESTION INTENT: Reflecting on the Content of a Text: evaluating appropriateness of a section of the text in relation to its overall meaning and purpose Full credit Code 2: Evaluates the section of text in relation to the term “misleading” by indicating that there is a potential contradiction. (“Who should be immunised? Anyone…” vs “Who should not be immunised?”). May or may not explain what the contradiction is. Agreement or disagreement may be stated or implied. • Yes, because it would be dangerous for some people to have the immunisation (e.g. pregnant women). [Describes contradiction.] • No, because you only have to read another couple of lines to realise that some people shouldn’t have the injection, and on the whole she wants people to have it. • Yes, because she says “anyone” can and later she states the people who should not be immunised. [Contradiction identified.] • This line suggests that all people should get the vaccine, which is untrue. [Contradiction briefly indicated.] • Yes, to some extent! Maybe: “Anyone interested in being protected against the virus, but who doesn't suffer from any of the following symptoms or diseases.” [Suggested rewording implies recognition of the contradiction.] OR: Evaluates the section of text in relation to the term “misleading” by ReleasedPISAItems_Reading.doc Page 13 indicating that the statement may be an exaggeration. (i.e. Not everyone needs the immunisation, or the immunisation does not offer complete protection.) May or may not explain what the exaggeration is. Agreement or disagreement may be stated or implied. • Leave out because having the immunisation is not a guarantee that you won’t get the flu. • I don’t agree, even though it makes it sound as if you will definitely get the flu if you don’t have the injection. • Having the injection is not a complete protection. • Leave out because not everyone gets the flu, especially if you are fit and well. • Yes I agree because it makes the shot sound better than it is. [Implies an exaggeration, though unspecified.] Partial credit Code 1: Evaluates the section of text, but not in relation to the term “misleading”. (1) Indicates that the statement is strong, effective and/or encouraging without mentioning potential contradiction or misleading element; OR (2) Indicates that the statement “Anyone interested in being protected against the virus” is redundant because it is stating the obvious. • It was good to put it in, because it would encourage people. [1] • It should be there because it makes the message stand out. [1] • I think that these words should have been left out because it goes without saying that everyone wants to be protected against the virus, even if this is not accomplished through immunisation. [2] No credit Code 0: Gives insufficient or vague answer, or restates “misleading” without explanation. • Leave it in, it’s good. [No explanation.] • They should have put another picture there instead of the heading. [No explanation.] • Yes, this sentence is misleading and it could cause problems. [No explanation] OR: Shows inaccurate comprehension of the material or gives an implausible or irrelevant answer. • It should have been left out because everyone has the right to decide for themselves. [Misunderstanding of register of the text: it is not an order.] • I think the word FLU should have been put in between THE and VIRUS, because people just taking a glance at it might think that they are talking about another virus and not the flu. [Implausible explanation for “misleading”.] • Yes, people may be interested but may have a fear of needles. [Irrelevant] Code 9: Missing. ReleasedPISAItems_Reading.doc Page 14 Question 6: FLU R077Q06 According to the information sheet, which one of these staff members should contact Fiona? A Steve from the store, who does not want to be immunised because he would rather rely on his natural immunity. B Julie from sales, who wants to know if the immunisation program is compulsory. C Alice from the mailroom who would like to be immunised this winter but is having a baby in two months. D Michael from accounts who would like to be immunised but will be on leave in the week of May 17. FLU SCORING 6 QUESTION INTENT: Reflecting on the Content of a Text: applying a set of criteria given in a text to other cases Full credit Code 1: Michael from accounts who would like to be immunised but will be on leave in the week of May 17. No credit Code 0: Other responses. Code 9: Missing.
Flu_English
Flu_English.pdf
40
Gift
eng_Latn
reading
ReleasedPISAItems_Reading.doc Page 62 R119: Gift THE GIFT How many days, she wondered, had she sat like this, watching the cold brown water inch up the dissolving bluff. She could just faintly remember the beginning of the rain, driving in across the swamp from the south and beating against the shell of her house. Then the river itself started rising, slowly at first until at last it paused to turn 5 back. From hour to hour it slithered up creeks and ditches and poured over low places. In the night, while she slept, it claimed the road and surrounded her so that she sat alone, her boat gone, the house like a piece of drift lodged on its bluff. Now even against the tarred planks of the supports the waters touched. And still they rose. As far as she could see, to the treetops where the opposite banks had been, the 10 swamp was an empty sea, awash with sheets of rain, the river lost somewhere in its vastness. Her house with its boat bottom had been built to ride just such a flood, if one ever came, but now it was old. Maybe the boards underneath were partly rotted away. Maybe the cable mooring the house to the great live oak would snap loose and let her go turning downstream, the way her boat had gone. 15 No one could come now. She could cry out but it would be no use, no one would hear. Down the length and breadth of the swamp others were fighting to save what little they could, maybe even their lives. She had seen a whole house go floating by, so quiet she was reminded of sitting at a funeral. She thought when she saw it she knew whose house it was. It had been bad seeing it drift by, but the owners must 20 have escaped to higher ground. Later, with the rain and darkness pressing in, she had heard a panther scream upriver. Now the house seemed to shudder around her like something alive. She reached out to catch a lamp as it tilted off the table by her bed and put it between her feet to hold it steady. Then creaking and groaning with effort the house struggled up from 25 the clay, floated free, bobbing like a cork and swung out slowly with the pull of the river. She gripped the edge of the bed. Swaying from side to side, the house moved to the length of its mooring. There was a jolt and a complaining of old timbers and then a pause. Slowly the current released it and let it swing back, rasping across its resting place. She caught her breath and sat for a long time feeling the slow 30 pendulous sweeps. The dark sifted down through the incessant rain, and, head on arm, she slept holding on to the bed. Sometime in the night the cry awoke her, a sound so anguished she was on her feet before she was awake. In the dark she stumbled against the bed. It came from out there, from the river. She could hear something moving, something large that 35 made a dredging, sweeping sound. It could be another house. Then it hit, not head on but glancing and sliding down the length of her house. It was a tree. She listened as the branches and leaves cleared themselves and went on downstream, leaving only the rain and the lappings of the flood, sounds so constant now that they seemed a part of the silence. Huddled on the bed, she was almost asleep again when another 40 cry sounded, this time so close it could have been in the room. Staring into the dark, she eased back on the bed until her hand caught the cold shape of the rifle. Then crouched on the pillow, she cradled the gun across her knees. “Who’s there?” she called. The answer was a repeated cry, but less shrill, tired sounding, then the empty 45 silence closing in. She drew back against the bed. Whatever was there she could hear it moving about on the porch. Planks creaked and she could distinguish the ReleasedPISAItems_Reading.doc Page 63 sounds of objects being knocked over. There was a scratching on the wall as if it would tear its way in. She knew now what it was, a big cat, deposited by the uprooted tree that had passed her. It had come with the flood, a gift. 50 Unconsciously she pressed her hand against her face and along her tightened throat. The rifle rocked across her knees. She had never seen a panther in her life. She had heard about them from others and heard their cries, like suffering, in the distance. The cat was scratching on the wall again, rattling the window by the door. As long as she guarded the window and kept the cat hemmed in by the wall and 55 water, caged, she would be all right. Outside, the animal paused to rake his claws across the rusted outer screen. Now and then, it whined and growled. When the light filtered down through the rain at last, coming like another kind of dark, she was still sitting on the bed, stiff and cold. Her arms, used to rowing on the river, ached from the stillness of holding the rifle. She had hardly allowed herself to 60 move for fear any sound might give strength to the cat. Rigid, she swayed with the movement of the house. The rain still fell as if it would never stop. Through the grey light, finally, she could see the rain-pitted flood and far away the cloudy shape of drowned treetops. The cat was not moving now. Maybe he had gone away. Laying the gun aside she slipped off the bed and moved without a sound to the window. It 65 was still there, crouched at the edge of the porch, staring up at the live oak, the mooring of her house, as if gauging its chances of leaping to an overhanging branch. It did not seem so frightening now that she could see it, its coarse fur napped into twigs, its sides pinched and ribs showing. It would be easy to shoot it where it sat, its long tail whipping back and forth. She was moving back to get the gun when it turned 70 around. With no warning, no crouch or tensing of muscles, it sprang at the window, shattering a pane of glass. She fell back, stifling a scream, and taking up the rifle, she fired through the window. She could not see the panther now, but she had missed. It began to pace again. She could glimpse its head and the arch of its back as it passed the window. 75 Shivering, she pulled back on the bed and lay down. The lulling constant sound of the river and the rain, the penetrating chill, drained away her purpose. She watched the window and kept the gun ready. After waiting a long while she moved again to look. The panther had fallen asleep, its head on its paws, like a housecat. For the first time since the rains began she wanted to cry, for herself, for all the people, for 80 everything in the flood. Sliding down on the bed, she pulled the quilt around her shoulders. She should have got out when she could, while the roads were still open or before her boat was washed away. As she rocked back and forth with the sway of the house a deep ache in her stomach reminded her she hadn’t eaten. She couldn’t remember for how long. Like the cat, she was starving. Easing into the kitchen, she 85 made a fire with the few remaining sticks of wood. If the flood lasted she would have to burn the chair, maybe even the table itself. Taking down the remains of a smoked ham from the ceiling, she cut thick slices of the brownish red meat and placed them in a skillet. The smell of the frying meat made her dizzy. There were stale biscuits from the last time she had cooked and she could make some coffee. There was 90 plenty of water. While she was cooking her food, she almost forgot about the cat until it whined. It was hungry too. “Let me eat,” she called to it, “and then I’ll see to you.” And she laughed under her breath. As she hung the rest of the ham back on its nail the cat growled a deep throaty rumble that made her hand shake. 95 After she had eaten, she went to the bed again and took up the rifle. The house had risen so high now it no longer scraped across the bluff when it swung back from the river. The food had warmed her. She could get rid of the cat while light still hung ReleasedPISAItems_Reading.doc Page 64 in the rain. She crept slowly to the window. It was still there, mewling, beginning to move about the porch. She stared at it a long time, unafraid. Then without thinking 100 what she was doing, she laid the gun aside and started around the edge of the bed to the kitchen. Behind her the cat was moving, fretting. She took down what was left of the ham and making her way back across the swaying floor to the window she shoved it through the broken pane. On the other side there was a hungry snarl and something like a shock passed from the animal to her. Stunned by what she had 105 done, she drew back to the bed. She could hear the sounds of the panther tearing at the meat. The house rocked around her. The next time she awoke she knew at once that everything had changed. The rain had stopped. She felt for the movement of the house but it no longer swayed on the flood. Drawing her door open, she saw through the torn screen a different world. The 110 house was resting on the bluff where it always had. A few feet down, the river still raced on in a torrent, but it no longer covered the few feet between the house and the live oak. And the cat was gone. Leading from the porch to the live oak and doubtless on into the swamp were tracks, indistinct and already disappearing into the soft mud. And there on the porch, gnawed to whiteness, was what was left of the ham. ReleasedPISAItems_Reading.doc Page 65 Use the story “The Gift” on the previous three pages to answer the questions which follow. (Note that line numbers are given in the margin of the story to help you find parts which are referred to in the questions.) Question 1: GIFT R119Q01 What is the woman’s situation at the beginning of the story? A She is too weak to leave the house after days without food. B She is defending herself against a wild animal. C Her house has been surrounded by flood waters. D A flooded river has swept her house away. GIFT SCORING 1 QUESTION INTENT: Forming a Broad Understanding: recognising the setting of a story Full credit Code 1: Her house has been surrounded by flood waters. No credit Code 0: Other responses. Code 9: Missing. Question 4: GIFT R119Q04 When the woman says, “and then I’ll see to you” (line 92) she means that she is A sure that the cat won’t hurt her. B trying to frighten the cat. C intending to shoot the cat. D planning to feed the cat. GIFT SCORING 4 QUESTION INTENT: Developing an Interpretation: identifying a character’s motive or intention Full credit Code 1: intending to shoot the cat. No credit Code 0: Other responses. Code 9: Missing. ReleasedPISAItems_Reading.doc Page 66 Question 5: GIFT R119Q05- 0 1 2 3 9 Do you think that the last sentence of “The Gift” is an appropriate ending? Explain your answer, demonstrating your understanding of how the last sentence relates to the story’s meaning. ................................................................................................................................... ................................................................................................................................... ................................................................................................................................... GIFT SCORING 5 QUESTION INTENT: Reflecting on the Form of a Text: evaluating an author’s use of a particular text feature Full credit Code 3: Goes beyond a literal interpretation of the story while interpreting it in a way which is consistent with accurate literal comprehension. Evaluates the ending in terms of thematic completeness, by relating the last sentence to central relationships, issues or metaphors in the story. Answer may refer, for example, to the relationship between the panther and the woman; to survival; or to a gift or thanks. Opinion about appropriateness may be stated or implied. • Yes. The story has brought the woman into contact with what is really essential in life, and the clean white bone is a symbol of that. • Yes. I suppose that what was left of the ham by the panther was also a gift, the message being “live and let live”. • Yes. The bone is like a gift, and that is the theme of the story. • Yes. The ham bone reminds us of what could have happened to the woman. • It is appropriate because the animal sort of thanked her for the ham. Partial credit Code 2: Goes beyond a literal interpretation of the story while interpreting it in a way which is consistent with accurate literal comprehension. Evaluates the ending in terms of style or mood, by relating the last sentence to the general style or mood of the rest of the story. Opinion about appropriateness may be stated or implied. • Yes, it fits the matter-of-fact telling of the story. • Yes, it continues the effect of something eerie. • No, it is too abrupt when most of the story is given in great detail. Code 1: Responds at a literal level, in a way which is consistent with accurate literal comprehension of the story. Evaluates the ending in terms of narrative sequence, by relating the last sentence to explicit events, (e.g. the cat having eaten the meat; the visit of the panther to the house; the subsiding of the flood). Opinion about appropriateness may be stated or implied. • Yes it gives you an answer to the question of whether the cat ate the food. ReleasedPISAItems_Reading.doc Page 67 • No. The part about the meat was already finished. • It is finished because the meat is finished and so is the story. • Yes. Now that the flood has subsided and it has eaten the meat, there is no reason for the cat to stay. • I think it was a good ending because it proves that she had a panther on her porch. [Understanding at a literal level that the events in the story “really happened”.] • No, it is not a suitable end, it was not a gift, but it was very dangerous. [Indicates a wholly literal reading.] • It is appropriate to describe that it was after the rain. [Reference to the end of the flood.] No credit Code 0: Gives insufficient or vague answer. • It is more than effective. It is really striking. • No, the gift does not relate to the end. • No. It would be better to finish with something more exciting. [Does not relate the ending to the rest of the story.] • It ends by describing the bone. OR: Shows inaccurate comprehension of the material or gives an implausible or irrelevant answer. • Yes, it showed that it was all just a dream. [Implausible] • No, because the reader does not know why the cat has vanished. [Indicates lack of comprehension.] Code 9: Missing. Question 6: GIFT R119Q06 “Then creaking and groaning with effort the house struggled up …” (line 24) What happened to the house in this part of the story? A It fell apart. B It began to float. C It crashed into the oak tree. D It sank to the bottom of the river. GIFT SCORING 6 QUESTION INTENT: Retrieving Information: literal match Full credit Code 1: It began to float. No credit Code 0: Other responses. Code 9: Missing. ReleasedPISAItems_Reading.doc Page 68 Question 7: GIFT R119Q07- 01239 Here are some of the early references to the panther in the story. “the cry awoke her, a sound so anguished…” (line 32) “The answer was a repeated cry, but less shrill, tired sounding…” (line 44) “She had…heard their cries, like suffering, in the distance.” (lines 52–53) Considering what happens in the rest of the story, why do you think the writer chooses to introduce the panther with these descriptions? ................................................................................................................................... ................................................................................................................................... ................................................................................................................................... ................................................................................................................................... GIFT SCORING 7 QUESTION INTENT: Reflecting on the Form of a Text: demonstrating ability to detect nuances in language which colour interpretation Full credit Code 3: Recognises that the descriptions are intended to evoke pity. Reference to writer’s intention or effect on the reader may be stated or implied. Reference to what happens in the rest of the story may be stated or implied. May suggest that: (1) the descriptions quoted link the panther with the woman (or humans generally) in suffering; OR (2) the descriptions quoted prepare for the woman’s later compassionate behaviour towards the panther; OR (3) the panther is presented as an object of compassion. • The panther sounds almost like a human, so it is like the woman, and you feel sorry for both of them. [Explicit reference to the link between the panther and the woman/humans. (1) Explicit reference to the effect on the reader.] • It makes you realise straight away that the panther is also a victim of the flood. [Implicit reference to the link between the panther and humans in “also”. (1) Explicit reference to the effect on the reader.] • The woman seems to feel sorry for it before she knows what it is. [Links the extracts with the the woman’s later compassionate behaviour (2), without explicit reference to intention or effect.] • It makes you feel sorry for the panther. [Implied accurate understanding of descriptions’ nuances. (3) Explicit reference to effect on reader.] • It sounds sad and distressed. [Implied understanding of descriptions’ nuances (3), with implicit reference to author’s intention.] ReleasedPISAItems_Reading.doc Page 69 Partial credit Code 2: Refers to possible intentions (or effects) of the quoted descriptions, other than that of evoking pity. Comment is consistent with comprehension of the text. Reference to writer’s intention or effect on the reader may be stated or implied. References to what happens in the rest of the story may be stated or implied. May refer to: (1) the intention/effect of creating suspense or mystery (Note that such terms as “frightening” and “scary” are considered to show lack of comprehension of the quoted descriptions; and “interesting”, “easy to read” and “clear” are not considered to be adequately specific); OR (2) the idea that the panther is presented from the woman’s point of view. • Because it creates suspense. You don’t really know what was crying. [1] • It introduces the panther slowly. [1] • It’s exciting. [1] • You don’t know what it is, just like the woman. [Combination of (1) and (2).] • It describes the woman’s feelings about the panther. [2] Code 1: Refers to the literal information given in the quoted descriptions. Comment is consistent with comprehension of the text. Reference to writer’s intention or effect on the reader may be stated or implied. References to what happens in the rest of the story may be stated or implied. May refer to: (1) the realistic depiction of the panther; OR (2) the way the descriptions fit with the literal setting and situation. • The panther is a wild animal and wild animals cry. [1] • The panther was hungry, and these animals make a noise when they are hungry. [1] • She would notice the sounds it made because it was dark so she couldn’t see it. [2] • Hearing the panther now makes her remember when she has heard one before. [2] No credit Code 0: Gives insufficient or vague answer. • It makes it more interesting. • It is strong descriptive language. OR: Shows inaccurate comprehension of the material or gives an implausible or irrelevant answer. • The panther sounds vicious as though it is waiting to get her. [Implausible] • These descriptions present the panther in such a way as to frighten the reader. [Inaccurate] • She is telling the story from the panther’s point of view. [Inaccurate] Code 9: Missing. ReleasedPISAItems_Reading.doc Page 70 Question 8: GIFT R119Q08- 0129 What does the story suggest was the woman’s reason for feeding the panther? ................................................................................................................................... ................................................................................................................................... ................................................................................................................................... ................................................................................................................................... GIFT SCORING 8 QUESTION INTENT: Developing an Interpretation: inferring a character’s motive Full credit Code 2: Recognises the implication that the woman is motivated by pity or empathy towards the panther. May also mention that the woman does not consciously understand her own motivation. • She felt sorry for it. • Because she knew what it felt like to be hungry. • Because she’s a compassionate person. • To help it live. Partial credit Code 1: Recognises that the story does not explicitly explain the woman’s motivation and/or that she does not consciously understand it. • She wasn’t thinking what she was doing • Out of whim. • Instinct • She didn’t know. • The story doesn’t say. OR: Answers in terms of the panther’s physical need for food or help, without referring to the woman’s motivation. • Because it was hungry. • Because it cried. No credit Code 0: Gives insufficient or vague answer. OR: Shows inaccurate comprehension of the material or gives an implausible or irrelevant answer. May describe the woman’s motivation in terms of self￾protection or fear. • She thought it would go away if she fed it. • Because she was frightened of it. • She wanted to make it her pet. [Implausible] ReleasedPISAItems_Reading.doc Page 71 • To make friends with it. [Implausible] • Because she loved it. [Implausible] Code 9: Missing. Question 9: GIFT R119Q09A- 0 1 9 R119Q09B- 0 1 9 Here is part of a conversation between two people who read “The Gift”: Give evidence from the story to show how each of these speakers could justify their point of view. Speaker 1 .................................................................................................................. ................................................................................................................................... Speaker 2 .................................................................................................................. ................................................................................................................................... GIFT SCORING 9 QUESTION INTENT: Reflecting on the Content of a Text: drawing on relevant information from the text to support a given argument I think the woman in the story is heartless and cruel. How can you say that? I think she’s a very compassionate person. ReleasedPISAItems_Reading.doc Page 72 GIFT SCORING 9A (Speaker 1 – “heartless and cruel”) Full credit Code 1: Provides evidence from the story to support the idea that the woman is heartless and cruel. May refer to her intention to shoot the panther, or to the fact that she actually shoots at the panther. May use quotation or close paraphrase. • She tries to shoot the panther. • She’s cruel because her first thought is to kill the panther. • She laughs when she thinks about killing the cat. • When she was eating she laughed at the cat’s whining. • And taking up the rifle she fired it through the window. [Quotation] No credit Code 0: Gives insufficient or vague answer. • She’s unkind to the panther. OR: Shows inaccurate comprehension of the material or gives an implausible or irrelevant answer. • She’s cruel because she keeps the cat locked outside. [Implausible that she should do otherwise, given the danger the cat represents in the story.] • He thinks that the woman should show more compassion. [Irrelevant: explains what the boy in the dialogue is saying, rather than referring to the story.] Code 9: Missing. GIFT SCORING 9B (Speaker 2 – “compassionate”) Full credit Code 1: Provides evidence from the story to support the idea that the woman is compassionate. May refer to her action in feeding the panther, or to suggestions about her capacity for compassion towards the panther or more generally. May use quotation or close paraphrase. • She’s generous because she shares her food with the cat. • She gives it ham. • She took down what was left of the ham and shoved it through the broken pane. [Quotation] • When she first hears the panther she thinks it sounds sad, not scary. [Evidence of capacity for compassion towards the panther.] • It says “she wanted to cry, for herself, for all the people, for everything in the flood”. [Quoted evidence of more general compassion.] No credit Code 0: Gives insufficient or vague answer. • She acts in a compassionate way. • She is kind. ReleasedPISAItems_Reading.doc Page 73 OR: Shows inaccurate comprehension of the material or gives an implausible or irrelevant answer. • She thinks that the woman was a loving person. [Irrelevant: explains what the girl in the dialogue is saying, rather than referring to the story.] Code 9: Missing.
Gift_English
Gift_English.pdf
41
Graffiti
eng_Latn
reading
ReleasedPISAItems_Reading.doc Page 15 R081: Graffiti I’m simmering with anger as the school wall is cleaned and repainted for the fourth time to get rid of graffiti. Creativity is admirable but people should find ways to express themselves that do not inflict extra costs upon society. Why do you spoil the reputation of young people by painting graffiti where it’s forbidden? Professional artists do not hang their paintings in the streets, do they? Instead they seek funding and gain fame through legal exhibitions. In my opinion buildings, fences and park benches are works of art in themselves. It’s really pathetic to spoil this architecture with graffiti and what’s more, the method destroys the ozone layer. Really, I can’t understand why these criminal artists bother as their “artistic works” are just removed from sight over and over again. Helga There is no accounting for taste. Society is full of communication and advertising. Company logos, shop names. Large intrusive posters on the streets. Are they acceptable? Yes, mostly. Is graffiti acceptable? Some people say yes, some no. Who pays the price for graffiti? Who is ultimately paying the price for advertisements? Correct. The consumer. Have the people who put up billboards asked your permission? No. Should graffiti painters do so then? Isn’t it all just a question of communication – your own name, the names of gangs and large works of art in the street? Think about the striped and chequered clothes that appeared in the stores a few years ago. And ski wear. The patterns and colours were stolen directly from the flowery concrete walls. It’s quite amusing that these patterns and colours are accepted and admired but that graffiti in the same style is considered dreadful. Times are hard for art. Sophia ReleasedPISAItems_Reading.doc Page 16 The two letters on the opposite page come from the Internet and are about graffiti. Graffiti is illegal painting and writing on walls and elsewhere. Refer to the letters to answer the questions below. Question 1: GRAFFITI R081Q01 The purpose of each of these letters is to A explain what graffiti is. B present an opinion about graffiti. C demonstrate the popularity of graffiti. D tell people how much is spent removing graffiti. GRAFFITI SCORING 1 QUESTION INTENT: Forming a Broad Understanding: recognising the purpose of text Full credit Code 1: present an opinion about graffiti. No credit Code 0: Other responses. Code 9: Missing. Question 5: GRAFFITI R081Q05- 0 1 9 Why does Sophia refer to advertising? ................................................................................................................................... ................................................................................................................................... GRAFFITI SCORING 5 QUESTION INTENT: Developing an Interpretation: inferring an intended relationship Full credit Code 1: Recognises that a comparison is being drawn between graffiti and advertising. Answer is consistent with the idea that advertising is a legal form of graffiti. • To show us that advertising can be as invasive as graffiti. • Because some people think advertising is just as ugly as spray-painting. • She’s saying that advertising is just a legal form of graffiti. ReleasedPISAItems_Reading.doc Page 17 • She thinks advertising is like graffiti. • Because they don't ask your permission to put up billboards. [The comparison between advertising and graffiti is implicit.] • Because advertisements are placed in society without our permission, as is graffiti. • Because the billboards are like graffiti. [A minimal answer. Recognises a similarity without elaborating on what the similarity is.] • Because it is another form of display. • Because advertisers stick posters on the wall and she thinks it is graffiti as well. • Because it is on the walls too. • Because they are equally nice or ugly to look at. • She refers to advertising because it is acceptable unlike graffiti. [Similarity of graffiti and advertising is implied by contrasting attitudes to the two.] OR: Recognises that referring to advertising is a strategy to defend graffiti. • So that we will see that graffiti is legitimate after all. No credit Code 0: Gives insufficient or vague answer. • It’s a way of making her point. • Because she wants to, she mentions it as an example. • It’s a strategy. • Company logos and shop names. OR: Shows inaccurate comprehension of the material or gives an implausible or irrelevant answer. • She’s describing the graffiti. • Because people put graffiti on them. • Graffiti is a kind of advertising. • Because graffiti is advertising for a certain person or gang. [Comparison goes in the wrong direction i.e. graffiti is a form of advertising.] Code 9: Missing. Question 6A: GRAFFITI R081Q06A- 0 1 9 Which of the two letter writers do you agree with? Explain your answer by using your own words to refer to what is said in one or both of the letters. ................................................................................................................................... ................................................................................................................................... ................................................................................................................................... ReleasedPISAItems_Reading.doc Page 18 GRAFFITI SCORING 6A QUESTION INTENT: Reflecting on the Content of a Text: justifying own point of view Full credit Code 1: Explains point of view by referring to the content of one or both letters. May refer to the writer’s general position (i.e. for or against) or to a detail of her argument. Interpretation of writer’s argument must be plausible. Explanation may take the form of paraphrase of part of the text, but must not be wholly or largely copied without alteration or addition. • I agree with Helga. Graffiti is illegal and that makes it vandalism. • Helga because I am against graffiti. [Minimum answer] • Sophia. I think it’s hypocritical to fine graffiti artists and then make millions by copying their designs. • I sort of agree with both of them. It should be illegal to paint over walls in public places but these people should be given the opportunity to do their work somewhere else. • Sophia’s because she cares about art. • I agree with both. Graffiti is bad but advertising is just as bad so I won’t be hypocritical. • Helga because I don’t really like graffiti either but I understand Sophia’s point of view and how she didn’t want to condemn people for doing something they believe in. • Helga’s because it really is a pity to spoil the reputation of young people for nothing. [Borderline case: some direct quotation, but embedded in other text.] • Sophia. It is true that patterns and colours stolen from graffiti appear in stores and are accepted by people who consider graffiti dreadful. [The explanation is a combination of phrases from the text, but the amount of manipulation indicates that it has been well understood.] No credit Code 0: Support for own point of view is confined to a direct quotation (with or without quotation marks). • Helga because I agree that people should find ways to express themselves that do not inflict extra costs upon society. • Helga. Why spoil the reputation of young people? OR: Gives insufficient or vague answer. • Sophia’s because I think Helga’s letter doesn’t back her argument with reasons (Sophia compares her argument to advertising etc.) [Answers in terms of style or quality of argument.] • Helga because she used more details. [Answers in terms of style or quality of argument.] • I agree with Helga. [No support for opinion.] • Helga’s because I believe what she is saying. [No support for opinion.] • Both, because I can understand where Helga is coming from. But Sophia is also right. [No support for opinion.] OR: Shows inaccurate comprehension of the material or gives an implausible or irrelevant answer. • I agree more with Helga. Sophia doesn’t seem to be sure what she thinks. ReleasedPISAItems_Reading.doc Page 19 • Helga’s because she thinks some have talent. [Misinterpretation of Helga’s argument.] Code 9: Missing. Question 6B: GRAFFITI R081Q06B- 0 1 9 We can talk about what a letter says (its content). We can talk about the way a letter is written (its style). Regardless of which letter you agree with, in your opinion, which do you think is the better letter? Explain your answer by referring to the way one or both letters are written. ................................................................................................................................... ................................................................................................................................... ................................................................................................................................... GRAFFITI SCORING 6B QUESTION INTENT: Reflecting on the Form of a Text: evaluating the quality of two letters Full credit Code 1: Explains opinion with reference to the style or form of one or both letters. Refers to criteria such as style of writing, structure of argument, cogency of argument, tone, register used, strategies for persuading audience. Terms like “better arguments” must be substantiated. • Helga’s. She gave you lots of different points to consider and she mentioned the environmental damage that graffiti artists do which I think is very important. • Helga’s letter was effective because of the way she addressed the graffiti artists directly. • I think Helga’s letter was the better one of the two. I thought Sophia’s was a bit biased. • I thought Sophia put forward a very strong argument but Helga’s was structured better. • Sophia, because she didn’t really aim it at anyone. [Explains his/her choice in terms of quality of content. Explanation is intelligible when interpreted as “Doesn’t attack anyone”.] • I like Helga's letter. She was quite dominant getting her opinion out. No credit Code 0: Judges in terms of agreement or disagreement with the writer’s position, or simply paraphrases content. • Helga. I agree with everything she said. • Helga’s was the better letter. Graffiti is costly and wasteful, just as she says. ReleasedPISAItems_Reading.doc Page 20 OR: Judges without sufficient explanation. • Sophia’s letter was the best. • Sophia’s was easier to read. • Helga had a better argument. OR: Shows inaccurate comprehension of the material or gives an implausible or irrelevant answer. • Helga’s is better written. She works step by step through the problem and then, on the basis of that, she comes to a logical conclusion. • Sophia because she kept her position to herself until the end of her letter. Code 9: Missing.
Graffiti_English
Graffiti_English.pdf
42
Labour
eng_Latn
reading
ReleasedPISAItems_Reading.doc Page 21 R088: Labour The tree diagram below shows the structure of a country’s labour force or “working-age population”. The total population of the country in 1995 was about 3.4 million. The Labour Force Structure year ended 31 March 1995 (000s)1 Working-age population2 2656.5 Not in labour force3 949.9 35.8% In labour force 1706.5 64.2% Full-time 1237.1 78.4% Employed 1578.4 92.5% Unemployed 128.1 7.5% Part-time 341.3 21.6% Seeking full-time work 101.6 79.3% Seeking part-time work 26.5 20.7% Seeking full-time work 23.2 6.8% Not seeking full-time work 318.1 93.2% Notes 1. Numbers of people are given in thousands (000s). 2. The working-age population is defined as people between the ages of 15 and 65. 3. People “Not in labour force” are those not actively seeking work and/or not available for work. ReleasedPISAItems_Reading.doc Page 22 Use the information about a country’s labour force on the opposite page to answer the questions below. Question 1: LABOUR R088Q01 What are the two main groups into which the working-age population is divided? A Employed and unemployed. B Of working age and not of working age. C Full-time workers and part-time workers. D In the labour force and not in the labour force. LABOUR SCORING 1 QUESTION INTENT: Forming a Broad Understanding: recognising main organising principle of information Full credit Code 1: In the labour force and not in the labour force. No credit Code 0: Other responses. Code 9: Missing. Question 3: LABOUR R088Q03- 0129 How many people of working age were not in the labour force? (Write the number of people, not the percentage.) ................................................................ LABOUR SCORING 3 QUESTION INTENT: Retrieving Information: combining two pieces of explicitly stated information Full credit Code 2: Indicates that the number in the tree diagram AND the “000s” in the title/footnote have been integrated: 949,900. Allow approximations 949,000 and 950,000 in figures or words. Also accept 900,000 or one million (in words or figures) with qualifier. • 949,900 ReleasedPISAItems_Reading.doc Page 23 • just under nine hundred and fifty thousand • 950,000 • 949.9 thousand • almost a million • about 900 thousand • 949.9 X 1000 • 949(000) Partial credit Code 1: Indicates that number in tree diagram has been located, but that the “000s” in the title/footnote has not been correctly integrated. Answers 949.9 in words or figures. Allow approximations comparable to those for Code 2. • 949.9 • 94,900 • almost a thousand • just under 950 • about 900 • just under 1000 No credit Code 0: Other responses. • 35.8% • 7.50% Code 9: Missing. ReleasedPISAItems_Reading.doc Page 24 Question 4: LABOUR R088Q04 In which part of the tree diagram, if any, would each of the people listed in the table below be included? Show your answer by placing a cross in the correct box in the table. The first one has been done for you. “In labour force: employed” “In labour force: unem￾ployed” “Not in labour force” Not included in any category [X] A part-time waiter, aged 35 A business woman, aged 43, who works a sixty-hour week A full-time student, aged 21 A man, aged 28, who recently sold his shop and is looking for work A woman, aged 55, who has never worked or wanted to work outside the home A grandmother, aged 80, who still works a few hours a day at the family’s market stall ReleasedPISAItems_Reading.doc Page 25 LABOUR SCORING 4 QUESTION INTENT: Reflecting on the Content of a Text: applying a set of criteria given in a text to other cases “In labour force: employed” “In labour force: unem￾ployed” “Not in labour force” Not included in any category A part-time waiter, aged 35 A business woman, aged 43, who works a sixty-hour week A full-time student, aged 21 A man, aged 28, who recently sold his shop and is looking for work A woman, aged 55, who has never worked or wanted to work outside the home A grandmother, aged 80, who still works a few hours a day at the family’s market stall Full credit Code 3: 5 correct Partial credit Code 2: 4 correct Code 1: 3 correct No credit Code 0: 2 or fewer correct ReleasedPISAItems_Reading.doc Page 26 Question 5: LABOUR R088Q05 Suppose that information about the labour force was presented in a tree diagram like this every year. Listed below are four features of the tree diagram. Show whether or not you would expect these features to change from year to year, by circling either “Change” or “No change”. The first one has been done for you. Features of Tree Diagram Answer The labels in each box (e.g. “In labour force”) Change / No change The percentages (e.g. “64.2%”) Change / No change The numbers (e.g. “2656.5”) Change / No change The footnotes under the tree diagram Change / No change LABOUR SCORING 5 QUESTION INTENT: Reflecting on the Content of a Text: understanding the status of elements in a diagram Features of Tree Diagram Answer The labels in each box (e.g. “In labour force”) No change The percentages (e.g. “64.2%”) Change The numbers (e.g. “2656.5”) Change The footnotes under the tree diagram No change Full credit Code 1: 3 correct No credit Code 0: 2 or fewer correct ReleasedPISAItems_Reading.doc Page 27 Question 7: LABOUR R088Q07 The information about the labour force structure is presented as a tree diagram, but it could have been presented in a number of other ways, such as a written description, a pie chart, a graph or a table. The tree diagram was probably chosen because it is especially useful for showing A changes over time. B the size of the country’s total population. C categories within each group. D the size of each group. LABOUR SCORING 7 QUESTION INTENT: Reflecting on the Form of a Text: recognising the advantage of a particular format for its purpose/in relation to content Full credit Code 1: Categories within each group. No credit Code 0: Other responses. Code 9: Missing.
Labour_English
Labour_English.pdf
43
Lake_Chad
eng_Latn
reading
ReleasedPISAItems_Reading.doc Page 3 R040: Lake Chad Figure 1 shows changing levels of Lake Chad, in Saharan North Africa. Lake Chad disappeared completely in about 20,000 BC, during the last Ice Age. In about 11,000 BC it reappeared. Today, its level is about the same as it was in AD 1000. Figure 1 Lake Chad: changing levels c.4000 BC Present day depth in metres 10,000 BC 8000 BC 6000 BC 4000 BC 2000 BC 0 AD 1000 60 50 40 30 20 10 Figure 2 shows Saharan rock art (ancient drawings or paintings found on the walls of caves) and changing patterns of wildlife. Figure 2 Saharan rock art and changing patterns of wildlife buffalo rhinoceros hippopotamus aurochs elephant giraffe ostrich gazelle cattle dog horse camel 8000 BC 7000 BC 6000 BC 5000 BC 4000 BC 3000 BC 2000 BC 1000 BC 0 AD 1000 ReleasedPISAItems_Reading.doc Page 3 ReleasedPISAItems_Reading.doc Page 4 Use the information about Lake Chad on the opposite page to answer the questions below. Question 2: LAKE CHAD R040Q02 What is the depth of Lake Chad today? A About two metres. B About fifteen metres. C About fifty metres. D It has disappeared completely. E The information is not provided. LAKE CHAD SCORING 2 QUESTION INTENT: Developing an Interpretation: integrating information in text and graph Full credit Code 1: About two metres. No credit Code 0: Other responses. Code 9: Missing. Question 3A: LAKE CHAD R040Q03A- 0 1 9 In about which year does the graph in Figure 1 start? ................................................................ LAKE CHAD SCORING 3A QUESTION INTENT: Retrieving Information Full credit Code 1: 11,000 BC (or approximation between 10,500 and 12,000; or other indication that the student has extrapolated from the scale) • 11,000 • 11,000 BC • 10,500 BC • Just before 10,000 BC • About 12,000 • About 11,000 BC ReleasedPISAItems_Reading.doc Page 4 ReleasedPISAItems_Reading.doc Page 5 No credit Code 0: Other responses., including arrow pointing to the starting point of the graph. • 10,000 BC [Failure to extrapolate from the scale.] • 20,000 BC • 8000 BC [Has looked at wrong figure.] • 11000 BC 4000 BC [Ignore crossed-out answer.] • 0 Code 9: Missing. Question 3B: LAKE CHAD R040Q03B- 0 1 9 Why has the author chosen to start the graph at this point? ................................................................................................................................... ................................................................................................................................... LAKE CHAD: SCORING 3B QUESTION INTENT: Reflecting on the Form of a Text: inferring the reason for an authorial decision Full credit Code 1: Refers to reappearance of lake. Note: answer may receive full credit even if previous answer is incorrect. • Lake Chad reappeared in 11,000 BC after disappearing completely around 20,000 BC. • The lake disappeared during the Ice Age and then came back at about this time. • It reappeared then. • About 11,000 BC it came back. • Then the lake reappeared after being gone for 9000 years. No credit Code 0: Other responses. • This is when animals started to appear. • 11,000 BC is when humans began to do rock art. • 11,000 BC was when the lake (first) appeared. • Because at that time Lake Chad was completely dried up. • Because that was the first movement on the graph. Code 9: Missing. ReleasedPISAItems_Reading.doc Page 5 ReleasedPISAItems_Reading.doc Page 6 Question 4: LAKE CHAD R040Q04 Figure 2 is based on the assumption that A the animals in the rock art were present in the area at the time they were drawn. B the artists who drew the animals were highly skilled. C the artists who drew the animals were able to travel widely. D there was no attempt to domesticate the animals which were depicted in the rock art. LAKE CHAD SCORING 4 QUESTION INTENT: Forming a Broad Understanding: recognising the underlying idea of a chart Full credit Code 1: the animals in the rock art were present in the area at the time they were drawn. No credit Code 0: Other responses. Code 9: Missing. Question 6: LAKE CHAD R040Q06 For this question you need to draw together information from Figure 1 and Figure 2. The disappearance of the rhinoceros, hippopotamus and aurochs from Saharan rock art happened A at the beginning of the most recent Ice Age. B in the middle of the period when Lake Chad was at its highest level. C after the level of Lake Chad had been falling for over a thousand years. D at the beginning of an uninterrupted dry period. LAKE CHAD SCORING 6 QUESTION INTENT: Developing an Interpretation: integrating information across two non-continuous texts Full credit Code 1: after the level of Lake Chad had been falling for over a thousand years. No credit Code 0: Other responses. Code 9: Missing. ReleasedPISAItems_Reading.doc Page 6
Lake_Chad_English
Lake_Chad_English.pdf
44
New_Rules
eng_Latn
reading
ReleasedPISAItems_Reading.doc Page 92 R236: New Rules EDITORIAL Technology creates the need for new rules SCIENCE has a way of getting ahead of law and ethics. That happened dramatically in 1945 on the destructive side of life with the atomic bomb, and is now happening on life’s creative side with techniques to overcome human infertility. Most of us rejoiced with the Brown family in England when Louise, the first test-tube baby, was born. And we have marveled at other firsts — most recently the births of healthy babies that had once been embryos frozen to await the proper moment of implantation in the mother-to-be. It is about two such frozen embryos in Australia that a storm of legal and ethical questions has arisen. The embryos were destined to be implanted in Elsa Rios, wife of Mario Rios. A previous embryo implant had been unsuccessful, and the Rioses wanted to have another chance at becoming parents. But before they had a second chance to try, the Rioses perished in an airplane crash. What was the Australian hospital to do with the frozen embryos? Could they be implanted in someone else? There were numerous volunteers. Were the embryos somehow entitled to the Rioses’ substantial estate? Or should the embryos be destroyed? The Rioses, understandably, had made no provision for the embryos’ future. The Australians set up a commission to study the matter. Last week, the commission made its report. The embryos should be thawed, the panel said, because donation of embryos to someone else would require the consent of the “producers,” and no such consent had been given. The panel also held that the embryos in their present state had no life or rights and thus could be destroyed. The commission members were conscious of treading on slippery legal and ethical grounds. Therefore, they urged that three months be allowed for public opinion to respond to the commission recommendation. Should there be an overwhelming outcry against destroying the embryos, the commission would reconsider. Couples now enrolling in Sydney’s Queen Victoria hospital for in vitro fertilization programs must specify what should be done with the embryos if something happens to them. This assures that a situation similar to the Rioses won’t recur. But what of other complex questions? In France, a woman recently had to go to court to be allowed to bear a child from her deceased husband’s frozen sperm. How should such a request be handled? What should be done if a surrogate mother breaks her child-bearing contract and refuses to give up the infant she had promised to bear for someone else? Our society has failed so far to come up with enforceable rules for curbing the destructive potential of atomic power. We are reaping the nightmarish harvest for that failure. The possibilities of misuse of scientists’ ability to advance or retard procreation are manifold. Ethical and legal boundaries need to be set before we stray too far. ReleasedPISAItems_Reading.doc Page 93 Use the newspaper editorial “Technology creates the need for new rules” on the opposite page to answer the questions below. Question 1: NEW RULES R236Q01- 0 1 9 Underline the sentence that explains what the Australians did to help decide how to deal with the frozen embryos belonging to a couple killed in the plane crash. NEW RULES SCORING 1 QUESTION INTENT: Developing an Interpretation Full credit Code 1: Underlines OR circles the sentence OR a part of the sentence that contains at least ONE of the following: (1) “set up a commission” (2) “three months be allowed for public opinion to respond to the commission recommendation....” • [Underlining] …The Australians set up a commission to study the matter… [Student has underlined one of the relevant sentences.] • [Underlining] …The Australians set up a commission to study the matter… and …they urged that three months be allowed for public opinion to respond to the commission recommendation… [Student has underlined both of the relevant sections of the text.] • [Underlining] …The Australians set up a commission to study the matter. …and …In France, a woman recently had to go to court to be allowed to bear a child from her deceased husband’s frozen sperm… [One section of the text is correctly underlined; the other underlining seems to be related to answering the next question, so accept.] No credit Code 0: Other • [Underlining] …The embryos should be thawed, the panel said, because donation of embryos to someone else would require the consent of the “producers,” and no such consent had been given… [Student has underlined an irrelevant section of text.] • [Underlining] …The Australians set up a commission to study the matter… and …The possibilities of misuse of scientists’ ability to advance or retard procreation are manifold… [One section of the text is correctly underlined; the other underlining cannot be construed as an answer to the next question, so do not accept.] Code 9: Missing. ReleasedPISAItems_Reading.doc Page 94 Question 2: NEW RULES R236Q02- 0129 List two examples from the editorial that illustrate how modern technology, such as that used for implanting frozen embryos, creates the need for new rules. ................................................................................................................................... ................................................................................................................................... NEW RULES SCORING 2 QUESTION INTENT: Developing an Interpretation Full credit Code 2: Mentions at least TWO of the following: (1) When the Rioses died, there was a controversy over what was to be done with the embryos. [Don’t accept controversies in paragraph 4 (e.g., “What was the hospital to do with the frozen embryos?” “Were the embryos entitled to the estate?”) unless the respondent explicitly links these controversies to the death of the embryo donors (the Rioses).] (2) A woman in France had to go to court to be allowed to use her deceased husband’s sperm. (3) What should the rules be for a surrogate mother who refused to give up the infant she bore? • It showed a need for the producer to specify what should be done to the embryos if something happens to them, and for laws about what is to be done should a surrogate mother refuse to give up the child. Partial credit Code 1: Mentions ONE of the examples given above relating to bio-technology ((1), (2) or (3)) AND (the destructive potential of) atomic power. No credit Code 0: Other responses. • They have frozen the sperm and it should be kept frozen until used. [Irrelevant answer.] • — are the embryos part of the estate — could they be implanted in someone else. [Unclear which part of the article these refer to. If both about Rios case, disallowed (see paragraph 2 under Code 1). If French case is referred to in the second point, it is a misinterpretation since the wife is not “someone else”.] Code 9: Missing. Note: The following is for information only. (It is not part of the marking guide.). Code 2 and Code 1 will both be recoded as 1 for student scores. ReleasedPISAItems_Reading.doc Page 95 Source Publications for Released Items OECD Sources (available www.pisa.oecd.org) Test Questions (1) Interactive Web examples: http://pisa-sq.acer.edu.au Publications (2) OECD (Organisation for Economic Co-operation and Development) (2002), Sample Tasks from the PISA 2000 Assessment: Reading, Mathematical and Scientific Literacy, OECD, Paris. (3) OECD (2000), Measuring Student Knowledge and Skills - The PISA 2000 Assessment of Reading, Mathematical and Scientific Literacy, OECD, Paris. Unit Source Code Title (1) Interactive Web Examples (2) PISA 2000 Sample Tasks (3) PISA 2000 Measuring Student K&S R040 Lake Chad … … R077 Flu … … R081 Graffiti … … R088 Labour … … R091 Moreland … R099 Plan International … … R100 Police … … R107 Warranty … R109 A Just Judge … R110 Runners … … R112 In Poor Taste … R118 Bullying … R119 Gift … … R216 Amanda and the Duchess … … R217 Bees … R234 Personnel … … R236 New Rules … …
New_Rules_English
New_Rules_English.pdf
45
Personnel
eng_Latn
reading
ReleasedPISAItems_Reading.doc Page 89 R234: Personnel CANCO Manufacturing Company Personnel Department CENTRE ON INTERNAL AND EXTERNAL MOBILITY What is CIEM? CIEM stands for Centre on Internal and External Mobility, an initiative of the personnel department. A number of workers of this department work in CIEM, together with members from other departments and outside career consultants. CIEM is available to help employees in their search for another job inside or outside the Canco Manufacturing Company. What does CIEM do? CIEM supports employees who are seriously considering other work through the following activities: • Job Data Bank After an interview with the employee, information is entered into a data bank that tracks job seekers and job openings at Canco and at other manufacturing companies. • Guidance The employee’s potential is explored through career counselling discussions. • Courses Courses are being organized (in collaboration with the department for information and training) that will deal with job search and career planning. • Career Change Projects CIEM supports and coordinates projects to help employees prepare for new careers and new perspectives. • Mediation CIEM acts as a mediator for employees who are threatened with dismissal resulting from reorganisation, and assists with finding new positions when necessary. How much does CIEM cost? Payment is determined in consultation with the department where you work. A number of services of CIEM are free. You may also be asked to pay, either in money or in time. How does CIEM work? CIEM assists employees who are seriously considering another job within or outside the company. That process begins by submitting an application. A discussion with a personnel counsellor can also be useful. It is obvious that you should talk with the counsellor first about your wishes and the internal possibilities regarding your career. The counsellor is familiar with your abilities and with developments within your unit. Contact with CIEM in any case is made via the personnel counsellor. He or she handles the application for you, after which you are invited to a discussion with a CIEM representative. For more information The personnel department can give you more information. ReleasedPISAItems_Reading.doc Page 90 Use the announcement from a personnel department on the opposite page to answer the questions below. Question 1: PERSONNEL R234Q01- 0 1 9 According to the announcement, where could you get more information about CIEM? ................................................................................................................................... PERSONNEL SCORING 1 QUESTION INTENT: Retrieving Information Full credit Code 1 Mentions at least ONE of the following: (1) From the personnel department (2) From the personnel counsellor • Personnel department • The personnel counsellor can give you more information. No credit Code 0: Other responses. • CANCO Manufacturing company Code 9: Missing. Question 2: PERSONNEL R234Q02- 0 1 9 List two ways in which CIEM helps people who will lose their jobs because of a departmental reorganisation. ................................................................................................................................... ................................................................................................................................... PERSONNEL SCORING 2 QUESTION INTENT: Retrieving Information Full credit Code 1: Mentions BOTH of the following: (1) They act as a mediator for employees OR mediation (2) They assist with finding new positions. [Don’t accept: “Job Data Bank”, “Guidance”, “Courses”, or “Career Change Projects”.] ReleasedPISAItems_Reading.doc Page 91 • mediator assists with finding new positions when necessary • acts as a mediator helps you to find a new job No credit Code 0: Other responses. • 1. Mediation 2. career change projects • career change projects courses • track/job seekers/job openings mediation • application or discussion with personnel counsellor Code 9: Missing.
Personnel_English
Personnel_English.pdf
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Dataset Card: PISA Multimodal (Parallel & Not-Parallel)

Summary

This dataset contains 48 parallel multimodal samples (paired TXT↔PDF) derived from PISA studies up to 2012, plus 47 non-parallel samples (TXT-only or PDF-only). Each sample may include multiple questions. Content is available in German and English.

Source & usage: Materials are published by the OECD and are provided here for non-commercial use only. Please verify that your usage complies with OECD terms.

Quality note: Some of the parallel samples are noisy (e.g., OCR artifacts or imperfect alignments). These are explicitly labeled in the filename so they can be filtered out during experiments.

Organization & Splits

  • train — parallel split: 48 samples (TXT and matching PDF).
  • not_parallel — 47 samples where only TXT or only PDF is present.
    Note: In this split, one of Content or PDF can be null. (Counts reflect the provided corpus; they may change if you add/remove files.)

Languages

  • German: deu_Latn
  • English: eng_Latn

Tasks

  • Reading comprehension
  • Math problem solving

Data Fields (Columns)

  • ID (int32) — Running index of the sample (per build script).
  • Task Name (string) — Base name of the material (filename stem before the last underscore), e.g., Bookshelves.
  • PDF (Pdf feature) — Full PDF object (stored via datasets.Pdf). May be null in not_parallel if missing.
  • Language (string) — Language code of the folder, e.g., deu_Latn or eng_Latn.
  • Task (string) — Task category from the folder name: reading or math.
  • Content (string) — Full text from the paired .txt. May be null in not_parallel if missing.
  • TXT Filename (string) — Basename of the associated .txt file (if present).
  • PDF Filename (string) — Basename of the associated .pdf file (if present).

Source Data & Provenance

  • Origin: Items compiled from OECD PISA materials (≤2012).
  • Derivation: Parallel pairs were formed by matching TXT and PDF stems; the not_parallel split contains items missing one counterpart.

Licensing & Usage

  • License: Other / Non-commercial. The content is published by the OECD. Redistribution and use should comply with OECD non-commercial terms. This card is not legal advice—please review the official terms for your use case.

How to Load 

from datasets import load_dataset
# From the Hub (replace with your repo id)
ds = load_dataset("your-username/your-dataset")
# Parallel split
train = ds["train"]
# Not-parallel split
not_parallel = ds["not_parallel"]
# Example access
row = train[0]
print(row["Task Name"], row["Language"], row["Task"])
# PDF is a Pdf feature record with a path/bytes:
print(row["PDF"])

Intended Uses & Limitations

  • Intended: research on multimodal QA, OCR+NLP, cross-lingual evaluation, dataset tooling.
  • Not intended: commercial exploitation of OECD content; deployment without verifying rights.
  • Limitations: Some samples include multiple questions per PDF/TXT; not_parallel items are incomplete by design; some parallel items are flagged as noisy in filenames.

Citation

If you use this dataset, please cite the OECD PISA materials appropriately and reference this dataset card.

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