PISA Reading Literacy Items And Scoring Guides
Reading LiteracyPISA Reading Literacy Items and Scoring GuidesThe Reading Literacy Items and Scoring Guides document contains 14 reading assessmentunits and 59 items associated with these units. These released items from the PISA 2000 andPISA 2009 assessments are distinct from the secure items, which are kept confidential so thatthey may be used in subsequent cycles to monitor trends.
Reading LiteracyTABLE OF CONTENTSUNIT NAMEPAGELAKE CHAD3FLU9PLAN INTERNATIONAL18POLICE21THE GIFT26GRAFFITI38LABOR43AMANDA AND THE DUCHESS51RUNNERS61NEW RULES66PERSONNEL69CELL PHONE SAFETY72THE PLAY’S THE THING78TELECOMMUTING84
Reading LiteracyLAKE CHADFigure 1 shows changing levels of Lake Chad, in Saharan North Africa. Lake Chad disappearedcompletely 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.c.4000BC60Depth in meters50Lake Chad:changing levelsPresent day403020AD 100002000 BC4000 BC6000 BC8000 BC10,000 BC10Figure 1Figure 2 shows Saharan rock art (ancient drawings or paintings found on the walls of caves)and changing patterns of wildlife.Saharan rock art and changing patterns of 00BC6000BC5000BC4000BC3000BC2000BC1000BC0Figure 2Source: Copyright Bartholomew Ltd. 1988. Extracted from The Times Atlas of Archaeology and reproduced bypermission of Harper Collins Publishers.AD1000
Reading LiteracyQuestion 1: LAKE CHADR040Q02AQuestion intent: Access and retrieveText format: Non-continuousWhat is the depth of Lake Chad today?ABCDEAbout two meters.About fifteen meters.About fifty meters.It has disappeared completely.The information is not provided.SCORING:CorrectAbout two meters.IncorrectOther responses.Percentage of studentsanswering correctly inPISA 2000:OECD average: 65%U.S.: 60%4
Reading LiteracyQuestion 2: LAKE CHADR040Q03A- 0 1 9Question Intent: Access and retrieveText format: Non-continuousIn about which year does the graph in Figure 1 start?SCORING:Correct11,000 BC (or approximation between 10,500 and 12,000)IncorrectOther responses.Percentage of studentsanswering correctly inPISA 2000:OECD average: 51%U.S.: 47%5
Reading LiteracyQuestion 3: LAKE CHADR040Q03B- 0 1 9Question intent: Reflect and evaluateText format: Non-continuousWhy has the author chosen to start the graph at this point?SCORING:CorrectRefers to reappearance of lake. Note: answer may receive full credit even if previous answer isincorrect.IncorrectOther responses.Percentage of studentsanswering correctly inPISA 2000:OECD average: 37%U.S.: 28%6
Reading LiteracyQuestion 4: LAKE CHADR040Q04Question intent: Integrate and interpretText format: Non-continuousFigure 2 is based on the assumption thatABCDthe animals in the rock art were present in the area at the time they were drawn.the artists who drew the animals were highly skilled.the artists who drew the animals were able to travel widely.there was no attempt to domesticate the animals which were depicted in the rock art.SCORING:CorrectAnswer A. the animals in the rock art were present in the area at the time they were drawn.IncorrectOther responses.Percentage of studentsanswering correctly inPISA 2000:OECD average: 77%U.S.: 71%7
Reading LiteracyQuestion 5: LAKE CHADR040Q06Question intent: Integrate and interpretText format: Non-continuousFor 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 arthappenedABCDat the beginning of the most recent Ice Age.in the middle of the period when Lake Chad was at its highest level.after the level of Lake Chad had been falling for over a thousand years.at the beginning of an uninterrupted dry period.SCORING:CorrectAnswer C. after the level of Lake Chad had been falling for over a thousand years.IncorrectOther responses.Percentage of studentsanswering correctly inPISA 2000:OECD average: 57%U.S.: 56%8
Reading LiteracyFLUACOL VOLUNTARY FLU IMMUNIZATION PROGRAMAs you are no doubt aware, the flu can strike rapidly and extensively during winter. It can leaveits victims ill for weeks.The best way to fight the virus is to have a fit and healthy body. Daily exercise and a dietincluding plenty of fruit and vegetables are highly recommended to assist the immune system tofight this invading virus.ACOL has decided to offer staff the opportunity to be immunized against the flu as an additionalway to prevent this insidious virus from spreading amongst us. ACOL has arranged for a nurseto administer the immunizations at ACOL, during a half-day session in work hours in the week ofMay 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 formindicating that they do not have any allergies, and that they understand they may experienceminor side effects.Medical advice indicates that the immunization does not produce influenza. However, it maycause some side effects such as fatigue, mild fever and tenderness of the arm.9
Reading LiteracyWHO SHOULD BE IMMUNIZED?Anyone interested in being protected against the virus.This immunization is especially recommended for people over the age of 65. But regardless ofage, ANYONE who has a chronic debilitating disease, especially cardiac, pulmonary, bronchialor diabetic conditions.In an office environment ALL staff are at risk of catching the flu.WHO SHOULD NOT BE IMMUNIZED?Individuals hypersensitive to eggs, people suffering from an acute feverish illness and pregnantwomen.Check with your doctor if you are taking any medication or have had a previous reaction to a fluinjection.If you would like to be immunized 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 availabilityof the nurse, the number of participants and the time convenient for most staff. If you would liketo be immunized for this winter but cannot attend at the arranged time please let Fiona know. Analternative session may be arranged if there are sufficient numbers.For further information please contact Fiona on ext. 5577.Good Health10
Reading LiteracyFiona McSweeney, the personnel officer at a company called ACOL, prepared theinformation sheet above for ACOL staff. Refer to the information sheet to answer thequestions which follow.Question 1: FLUR077Q02Question intent: Access and retrieveText format: ContinuousWhich one of the following describes a feature of the ACOL flu immunizationprogram?ABCDDaily exercise classes will be run during the winter.Immunizations will be given during working hours.A small bonus will be offered to participants.A doctor will give the injections.SCORING:CorrectAnswer B. Immunizations will be given during working hours.IncorrectOther responses.Percentage of studentsanswering correctly inPISA 2000:OECD average: 71%U.S.: 70%11
Reading LiteracyQuestion 2: FLUR077Q03- 0 1 2 9Question intent: Reflect and evaluateText format: ContinuousWe 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 orother graphics.SCORING:Fully CorrectAnswers which refer accurately to the text AND relate style to purpose, and in a waythat is consistent with the writer’s intention of being “friendly and encouraging”. Theanswer must do AT LEAST ONE of the following:1. refer to one of the features in detail (layout, style of writing, pictures or othergraphics; or other similar detail) – that is, to a specific part or quality of afeature; AND/OR2. use evaluative terms other than “friendly” and “encouraging.” (Note that suchterms as “interesting,” “easy to read” and “clear” are not considered to beadequately specific.)Opinion about whether Fiona succeeded may be stated or implied.Partially CorrectAnswers which refer accurately to the text and relate purpose to information andcontent (rather than style), and acknowledge the writer’s intention of being “friendlyand encouraging”.Opinion about whether Fiona succeeded may be stated or implied.12
Reading LiteracyIncorrectAnswers which show inaccurate comprehension of the material or are implausible orirrelevant.Percentage of studentsanswering correctly inPISA 2000:OECD average: 45%U.S.: 39%13
Reading LiteracyQuestion 3: FLUR077Q04Question intent: Interpreting textsText format: ContinuousThis information sheet suggests that if you want to protect yourself against the fluvirus, a flu injection isABCDmore effective than exercise and a healthy diet, but more risky.a good idea, but not a substitute for exercise and a healthy diet.as effective as exercise and a healthy diet, and less troublesome.not worth considering if you have plenty of exercise and a healthy diet.SCORING:CorrectAnswer B. a good idea, but not a substitute for exercise and a healthy diet.IncorrectOther responses.Percentage of studentsanswering correctly inPISA 2000:OECD average: 54%U.S.: 69%14
Reading LiteracyQuestion 4: FLUR077Q05- 0 1 2 9Question intent: Reflection and evaluationText format: ContinuousPart of the information sheet says:WHO SHOULD BE IMMUNIZED?Anyone interested in being protected against the virus.After Fiona had circulated the information sheet, a colleague told her that she shouldhave 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.SCORING:CorrectAnswers which evaluate the section of text in relation to the term “misleading” byindicating that there is a potential contradiction. May or may not explain what thecontradiction is. Agreement or disagreement may be stated or implied.ORAnswers which evaluate the section of text in relation to the term “misleading” byindicating that the statement may be an exaggeration. (i.e. Not everyone needs theimmunization, or the immunization does not offer complete protection). May or maynot explain what the exaggeration is. Agreement or disagreement may be stated orimplied.15
Reading LiteracyIncorrectAnswers which evaluate the section of text, but not in relation to the term“misleading”.Answers which indicate that the statement is strong, effective, and/or encouragingwithout mentioning potential contradiction or misleading element; or indicates thatthe statement “Anyone interested in being protected against the virus” is redundantbecause it is stating the obvious.Answers which are insufficient or vague, or restates “misleading” withoutexplanation, or which show inaccurate comprehension of the material or areimplausible or irrelevant.Percentage of studentsanswering correctly inPISA 2000:OECD average: 31%U.S.: 38%16
Reading LiteracyQuestion 5: FLUR077Q06Question intent: Integrate and interpretText format: ContinuousAccording to the information sheet which one of these staff members should contactFiona?ABCDSteve from the store, who does not want to be immunized because he wouldrather rely on his natural immunity.Julie from sales, who wants to know if the immunization program iscompulsory.Alice from the mailroom who would like to be immunized this winter but ishaving a baby in two months.Michael from accounts who would like to be immunized but will be on leave inthe week of May 17.SCORING:CorrectAnswer D. Michael from accounts who would like to be immunized but will be onleave in the week of May 17.IncorrectOther responses.Percentage of studentsanswering correctly inPISA 2000:OECD average: 45%U.S.: 46%17
Reading LiteracyPLAN INTERNATIONALPLAN International Program Results Financial Year 1996LearningTeachers trained for 1 weekSchool exercise books bought/donatedSchool textbooks bought/donatedUniforms bought/made/donatedChildren helped with school fees/a scholarshipSchool desks built/bought/donatedPermanent classrooms builtClassrooms repairedAdults receiving training in literacy this FinancialYearHabitatLatrines or toilets dug/builtHouses connected to a new sewage systemWells dug/improved (or springs capped)New positive boreholes drilledGravity feed drinking water systems builtDrinking water systems repaired/improvedHouses improved with PLAN projectNew houses built for beneficiariesCommunity halls built or improvedCommunity leaders trained for 1 day or moreMiles of roadway improvedBridges builtFamilies benefited directly from erosion controlHouses newly served by electrification project0000066708 89712 3213 2004401 16000000000050143000026522522 214.750044800000000095000036700 41 20045 650 9 6005 76101 59803 6892505083403 0005682 40301582839252059623 5221641 09220009300000232020022005819701150 69 1061 182 8 7692 000 6 04015401 564 1 72593310143 617056507 285001 0000570714120032000111 50001620130000203 5750000TOTALSZIMBABWEZAMBIA26094 385801 0850 251 402 266 2372 28301711 0030042503057UGANDA002 4000TANZANIA67192 240396SUDANMALAWI11 05310 195984KENYAHealth posts built with 4 rooms or lessHealth workers trained for 1 dayChildren given nutrition supplements 1 weekChildren given financial help with health/dentaltreatmentETHIOPIAGrowing up HealthyEGYPTRegion of Eastern and Southern Africa2 3203030 111 12358 387 131 023434 23 1322 014 16 0874 109 16 3313538281338 6953504 3110159220031231322 69333118 405447 102143194362294257881 1421213 365501820 997494Source: Adapted from PLAN International Program Output Chart financial year 1996, appendix to Quarterly Report to the International Boardfirst quarter 1997.18
Reading LiteracyThe preceding table is part of a report published by PLAN International, an international aidorganization. It gives some information about PLAN’s work in one of its regions of operation(Eastern and Southern Africa). Refer to the table to answer the following questions.Question 1: PLAN INTERNATIONALR099Q04AWhat does the table indicate about the level of PLAN International’s activity in Ethiopiain 1996, compared with other countries in the region?ABCDThe level of activity was comparatively high in Ethiopia.The level of activity was comparatively low in Ethiopia.It was about the same as in other countries in the region.It was comparatively high in the Habitat category, and low in the other categories.SCORING:CorrectAnswer B. The level of activity was comparatively low in Ethiopia.IncorrectOther responses.Note: This question is for information only and will not independently contribute to the student’sscore. The answer is taken into account in assessing the response to Question 2. Percentageof students answering correctly is not available.19
Reading LiteracyQuestion 2: PLAN INTERNATIONALR099Q04B- 0 1 2 3 9Question intent: Reflect and evaluateText format: Non-continuousIn 1996 Ethiopia was one of the poorest countries in the world.Taking this fact and the information in the table into account, what do you think might explainthe level of PLAN International’s activities in Ethiopia compared with its activities in othercountries?SCORING:Fully CorrectStudent has answered Question 1 correctly (Answer B). Answers which explain the level ofPLAN’s activity by drawing on ALL the information supplied, with explicit or implicit reference tothe type of activity conducted in Ethiopia by PLAN. Answer must also be consistent with(though does not need to refer to) BOTH of the following:1. PLAN’s low level of activity in Ethiopia (information supplied in the table); AND2. Ethiopia’s poverty (information given in the stem).Partially CorrectStudent has answered Question 1 correctly (Answer B). Answers which explain the level ofPLAN’s work by drawing on MOST of the information supplied. Answer must be consistent with(though does not need to refer to) BOTH of the following:1. PLAN’s low level of activity in Ethiopia (information supplied in the table); AND2. Ethiopia’s poverty (information given in the stem).IncorrectStudent has answered Question 1 incorrectly (not Answer B).ORStudent has answered Question 1 correctly (Answer B) but the answer does not take intoaccount the information supplied about Ethiopia’s relative poverty, or is insufficient, vague,implausible, or irrelevant.Percentage of studentsanswering correctly inPISA 2000:OECD average: 11%U.S.: 6%20
Reading LiteracyPOLICEScientific Police Weapons21
Reading LiteracyRefer to the magazine article above to answer the following questions.Question 1: POLICER100Q04Question intent: Access and retrieveText format: ContinuousTo explain the structure of DNA, the author talks about a pearl necklace. How do these pearlnecklaces vary from one individual to another?ABCDThey vary in length.The order of the pearls is different.The number of necklaces is different.The color of the pearls is different.SCORING:CorrectAnswer B. The order of the pearls is different.IncorrectOther responses.Percentage of studentsanswering correctly inPISA 2000:OECD average: 61%U.S.: 57%22
Reading LiteracyQuestion 2: POLICER100Q05Question intent: Integrate and interpretText format: ContinuousWhat is the purpose of the box headed “How is the genetic identity card revealed”?To explainABCDwhat DNA is.what a bar code is.how cells are analyzed to find the pattern of DNA.how it can be proved that a crime has been committed.SCORING:CorrectAnswer C. how cells are analyzed to find the pattern of DNA.IncorrectOther responses.Percentage of studentsanswering correctly inPISA 2000:OECD average: 59%U.S.: 69%23
Reading LiteracyQuestion 3: POLICER100Q06Question intent: Integrate and interpretText format: ContinuousWhat is the author’s main aim?ABCDTo warn.To amuse.To inform.To convince.SCORING:CorrectAnswer C. To inform.IncorrectOther responses.Percentage of studentsanswering correctly inPISA 2000:OECD average: 80%U.S.: 84%24
Reading LiteracyQuestion 4: POLICER100Q07Question intent: Integrate and interpretText format: ContinuousThe end of the introduction (the first shaded section) says: “But how to prove it?”According to the passage, investigators try to find an answer to this question byABCDinterrogating witnesses.carrying out genetic analyses.interrogating the suspect thoroughly.going over all the results of the investigation again.SCORING:CorrectB. carrying out genetic analyses.IncorrectOther responses.Percentage of studentsanswering correctly inPISA 2000:OECD average: 81%U.S.: 79%25
Reading LiteracyTHE GIFTHow many days, she wondered, had she sat like this, watching the cold brown water inch upthe dissolving bluff. She could just faintly remember the beginning of the rain, driving in acrossthe swamp from the south and beating against the shell of her house. Then the river itselfstarted rising, slowly at first until at last it paused to turn back. From hour to hour it slithered upcreeks and ditches and poured over low places. In the night, while she slept, it claimed the roadand surrounded her so that she sat alone, her boat gone, the house like a piece of drift lodgedon its bluff. Now even against the tarred planks of the supports the waters touched. And stillthey rose.As far as she could see, to the treetops where the opposite banks had been, the swamp wasan empty sea, awash with sheets of rain, the river lost somewhere in its vastness. Her housewith 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 tothe great live oak would snap loose and let her go turning downstream, the way her boat hadgone.No one could come now. She could cry out but it would be no use, no one would hear. Downthe length and breadth of the swamp others were fighting to save what little they could, maybeeven their lives.
Reading Literacy. Incorrect. Answers which show inaccurate comprehension of the material or are implausible or irrelevant. Percentage of students answering correctly in PISA 2000: OECD average: 45% . U.S.: 39% 13
PISA 2018 Reading Literacy Results Explore How U.S. Reading Performance Compared Internationally in 2018 Reading literacy was the . major domain in PISA 2018, as it was in 2000 and 2009. For 2018, the PISA reading literacy framework was updated to reflect the evolution and g
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