ISA

International Schools’ Assessment

Scientific Literacy Sample Materials

Grades 3 and 4

Australian Council for Educational Research

SCIENTIFIC LITERACY
SAMPLES – GRADES 3 AND 4
This set of scientific literacy sample questions represents a typical range of questions for the
International Schools Assessment (ISA) for Grades 3 and 4. A marking guide is included for each
question.

An ISA test is constructed to ensure that the range of difficulty of the questions reflects the range of
scientific abilities for each grade. Teachers may find that some of the sample questions are too hard
or too easy for their grade 3 and 4 students. Teachers should select practice questions that have an
appropriate level of difficulty for their students.

The full ISA scientific literacy test has between 30 and 40 questions depending on the grade level.

Classification of questions
The ISA is based on the mathematical literacy, reading and scientific literacy frameworks of the
Programme for International Student Assessment (PISA).1 The scientific literacy questions assess
students’ ability to use their knowledge of and about science to identify and solve problems, offer
explanations of observations, and draw conclusions supported by evidence.

The questions are set within the fields of physics, chemistry, biology, and earth and space sciences
with an age-appropriate expected level of knowledge.

Each question is classified according to its PISA competency and PISA knowledge system being
assessed by the question. The three competencies being assessed are ‘explain phenomena
scientifically’, ‘evaluate and design scientific enquiry’, and ‘interpret data and evidence
scientifically’. The competencies specify the ability to practice and use science.

The competencies are demonstrated in the three knowledge systems. These are physical systems
(incorporating chemistry), living systems and earth and space systems.

The competencies require specific knowledge types. These are content knowledge (knowledge of
the findings and theories of the three knowledge systems: physical, living and earth and space),
procedural knowledge (knowledge of the methods and practices of science) and epistemic
knowledge (an understanding of how to apply reasoning to arrive at scientific conclusions).

Question context
ISA scientific literacy questions are organised according to the context or stimulus material used,
which provides the information students use to answer the questions. These are both real-life and

1
Note that the ISA is not part of PISA and is not endorsed by the OECD.
abstract contexts as appropriate to the question intent and are referred to as ‘units’ in this
document. Each unit would normally have several questions.

Question format
The ISA has several different question formats which require students to answer questions in
different ways. Formats for scientific literacy include multiple choice questions, short answer, and
interactive where students must select or move objects or labels to the correct location on a diagram
or chart.

Marking guide
Question classification information and the marking guide for each question are provided after the
set of sample questions and include the following information:

• Question intent – describes the specific task required by the question

• Competency– identifies the competency being assessed by the question

• System – assigns the knowledge system of the question

• Knowledge type – assigns the knowledge type of the question

• Key – gives the correct response for multiple-choice questions

• Code – gives the score for short-answer and interactive questions: Code 1 assigns 1 mark;
Code 0 assigns 0 marks.

Further information
Website: https://www.acer.org/isa

Email: [email protected]

Phone: +61 3 9277 5576

SAMPLE QUESTIONS
Unit 1 – Pushes and Pulls
S183211
Question 1
S183212
Question 2
Unit 2 – Concealed

S184491
Question 3
S184492
Question 4
Unit 3 – Flying Animals

S184341
Question 5
S184342
Question 6
Unit 4 – Heart Beat

S194SM071
Question 7
S194SM072
Question 8
S194SM073
Question 9
Unit 5 – Raining Cloud

S185381
Question 10

condensing

precipitating

evaporating
MARKING GUIDE
Unit 1 – Pushes and Pulls
S183211
Question 1

Question intent: Determine a push and a pull

Competency: Explain phenomena scientifically
System: Physical systems
Knowledge type: Content knowledge

Marking guide
Code 1: From top to bottom students select: ‘push’, ‘pull’, ‘push’
Code 0: Other responses
S183212
Question 2

Question intent: Recognise that a heavy object is harder to move

Competency: Explain phenomena scientifically
System: Physical systems
Knowledge type: Procedural knowledge

Marking guide
Code 1: The heavier ball (Ball A) will be hardest to move
Code 0: Other responses
Unit 2 – Concealed
S184491
Question 3

Question intent: Identify a correct title for a graph that incorporates the variable graphed
Competency: Evaluate and design scientific enquiry
System: Physical systems
Knowledge type: Procedural knowledge

Marking guide
Key: D, Number of red and green marbles picked up in 30 seconds

S184492
Question 4

Question intent: Read a graph to extract values

Competency: Interpret data and evidence scientifically
System: Physical systems
Knowledge type: Procedural knowledge

Marking guide
Code 1: Enters the correct number for both red and green marbles
• red marbles: 25
• green marbles: 10
Code 0: Other responses
Unit 3 – Flying Animals
S184341
Question 5

Question intent: Know whether the example animals are referred to as warm or cold blooded
Competency: Explain phenomena scientifically
System: Living systems
Knowledge type: Content knowledge

Marking guide
Code 1: Responses selected as follows: bat, warm blooded; bee, cold blooded; bird, warm
blooded; butterfly, cold blooded
Code 0: Other responses
S184342
Question 6

Question intent: Identify the class of an animal

Competency: Explain phenomena scientifically
System: Living systems
Knowledge type: Content knowledge

Marking guide
Code 1: correctly completes all links:
• butterfly to insect
• bee to insect
• bat to mammal
Code 0: Other responses
Unit 4 – Heart Beat
S194SM071
Question 7

Question intent: Identify the function of the heart

Competency: Explain phenomena scientifically
System: Living systems
Knowledge type: Content knowledge

Marking guide
Key: D, to pump blood around the body

S194SM072
Question 8

Question intent: Identify a period of exercise from a graph of heart beat rate
Competency: Interpret data and evidence scientifically
System: Living systems
Knowledge type: Epistemic knowledge
 Marking guide
Code 1: Selects region B
Code 0: Other responses

S194SM073
Question 9

Question intent: Read data from a line graph

Competency: Interpret data and evidence scientifically
System: Living systems
Knowledge type: Procedural knowledge

Marking guide
Code 1: Responses selected from top to bottom: False, True, True
Code 0: Other responses
Unit 5 – Raining Cloud
S185381
Question 10

Question intent: Know the names of the processes in the water cycle
Competency: Explain phenomena scientifically
System: Earth and space systems
Knowledge type: Content knowledge

Marking guide
Code 1: Correctly places the labels as follows:
• (from left to right) bottom left, evaporating; top, condensing; right, precipitating
Code 0: Other responses
SCIENTIFIC LITERACY
SAMPLES – GRADES 5, 6 AND 7
This set of scientific literacy sample questions represents a typical range of questions for the
International Schools Assessment (ISA) for Grades 5 to 7. A marking guide is included for each
question.

An ISA test is constructed to ensure that the range of difficulty of the questions reflects the range of
scientific abilities for each grade. Teachers may find that some of the sample questions are too hard
or too easy for their grade 5 to 7 students. Teachers should select practice questions that have an
appropriate level of difficulty for their students.

The full ISA scientific literacy test has between 30 and 40 questions depending on the grade level.

Classification of questions
The ISA is based on the mathematical literacy, reading and scientific literacy frameworks of the
Programme for International Student Assessment (PISA).1 The scientific literacy questions assess
students’ ability to use their knowledge of and about science to identify and solve problems, offer
explanations of observations, and draw conclusions supported by evidence.

The questions are set within the fields of physics, chemistry, biology, and earth and space sciences
with an age-appropriate expected level of knowledge.

Each question is classified according to its PISA competency and PISA knowledge system being
assessed by the question. The three competencies being assessed are ‘explain phenomena
scientifically’, ‘evaluate and design scientific enquiry’, and ‘interpret data and evidence
scientifically’. The competencies specify the ability to practice and use science.

The competencies are demonstrated in the three knowledge systems. These are physical systems
(incorporating chemistry), living systems and earth and space systems.

The competencies require specific knowledge types. These are content knowledge (knowledge of
the findings and theories of the three knowledge systems: physical, living and earth and space),
procedural knowledge (knowledge of the methods and practices of science) and epistemic
knowledge (an understanding of how to apply reasoning to arrive at scientific conclusions).

Question context
ISA scientific literacy questions are organised according to the context or stimulus material used,
which provides the information students use to answer the questions. These are both real-life and

1
Note that the ISA is not part of PISA and is not endorsed by the OECD.
abstract contexts as appropriate to the question intent and are referred to as ‘units’ in this
document. Each unit would normally have several questions.

Question format
The ISA has several different question formats which require students to answer questions in
different ways. Formats for scientific literacy include multiple choice questions, short answer, and
interactive where students must select or move objects or labels to the correct location on a diagram
or chart.

Marking guide
Question classification information and the marking guide for each question are provided after the
set of sample questions and include the following information:

• Question intent – describes the specific task required by the question

• Competency– identifies the competency being assessed by the question

• System – assigns the knowledge system of the question

• Knowledge type – assigns the knowledge type of the question

• Key – gives the correct response for multiple-choice questions

• Code – gives the score for short-answer and interactive questions: Code 2 assigns 2 marks;
Code 1 assigns 1 mark; Code 0 assigns 0 marks.

Further information
Website: https://www.acer.org/isa

Email: [email protected]

Phone: +61 3 9277 5576

SAMPLE QUESTIONS
Unit 1 – Raining Cloud

S185381
Question 1

Condensing

Precipitating

Evaporating
Unit 2 – Battery Tests

S196AM041
Question 2

This design will give us the most accurate results, compared

to the other design
Unit 3 – Large Predators in Europe
S157513
Question 3
Unit 4 – Keeping Warm

S157061
Question 4

So that she could compare the results and compare them accurately.
S157062
Question 5
Unit 5 – Hardness Test
S157132
Question 6

S157133
Question 7
Unit 6 – Climate in Eastern Africa

S167992
Question 8

S167993
Question 9
Unit 7 – Bats and Wind Turbines

S177451
Question 10

They might travel during that time period to go to warmer places and to avoid the winter.
S177452
Question 11
MARKING GUIDE
Unit 1 – Raining Cloud
S185381
Question 1

Question intent: Know the names of the processes in the water cycle
Competency: Explain phenomena scientifically
System: Earth and space systems
Knowledge type: Content knowledge

Marking guide
Code 1: Correctly places the labels as follows:
(from left to right) bottom left, evaporating; top, condensing; right, precipitating
Code 0: Other responses
Unit 2 – Battery Tests

S196AM041
Question 2

Question intent Code 2: Identify a correct experimental procedure for testing battery life, and
correctly explain their reasoning
Question intent Code 1: Identify a correct experimental procedure for testing battery life
Competency: Evaluate and design scientific enquiry
System: Physical systems
Knowledge type: Procedural knowledge

Marking guide
Code 2: Selects ‘Test design 2’, with the explanation that it would not be possible to identify
which battery lasted the longest if more than one was connected OR that the only way to
identify which battery lasts longest is if they are measured individually
Code 1: Selects ‘Test design 2’, with no or incorrect explanation OR does not identify a test but
has the correct explanation
Code 0: Other responses
Unit 3 – Large Predators in Europe
S157513
Question 3

Question intent: Interpret wolf population data from a map

Competency: Explain phenomena scientifically
System: Living systems
Knowledge type: Epistemic knowledge

Marking guide
Code 1: From top to bottom, selects: Yes, No, No
Code 0: Other responses
Unit 4 – Keeping Warm
S157061
Question 4

Question intent: Identify the role of the control in an experiment

Competency: Evaluate and design scientific enquiry
System: Physical systems
Knowledge type: Procedural knowledge

Marking guide
Code 1: A response explaining the need to have a control as a reference for comparison
• to compare with the change in temperature when no fabric is used
Code 0: Other responses
• so you can see the set-up of the experiment

S157062
Question 5

Question intent: Explain observations made in an experiment

Competency: Explaining phenomena scientifically
System: Physical systems
Knowledge type: Content knowledge

Marking guide
Key: D, The fabric slows down heat loss
Unit 5 – Hardness Test
S157132
Question 6

Question intent: Use Mohs scale to compare hardness of minerals

Competency: Interpret data and evidence scientifically
System: Physical systems
Knowledge type: Procedural knowledge

Marking guide
Key: B, fluorite

S157133
Question 7

Question intent: Use the results of a series of scratch tests to organise minerals in order of
hardness
Competency: Interpret data and evidence scientifically
System: Earth and space systems
Knowledge type: Procedural knowledge

Marking guide
Code 1: Responses with names correctly matched to the mineral, as shown
Code 0: Other responses
Unit 6 – Climate in Eastern Africa
S167992
Question 8

Question intent: Select a value from a column graph that satisfies given criteria
Competency: Interpret data and evidence scientifically
System: Earth and space systems
Knowledge type: Procedural knowledge

Marking guide
Code 1: April
Code 0: Other responses

S167993
Question 9

Question intent: Compare two related graphs and comment on apparent trends and
relationships
Competency: Interpret data and evidence scientifically
System: Earth and space systems
Knowledge type: Epistemic knowledge

Marking guide
Code 1: Responses that identify the apparent relationship between temperature and rainfall
(that is, that months with lower average maximum temperatures generally also have lower
average rainfall). Ignore attempts to describe a causal relationship
• it rains more when it's hot in this city
• the colder months have lower rainfall
• hotter temperatures cause more rain to fall
Code 0: Other responses
• It rains more in the winter
Unit 7 – Bats and Wind Turbines
S177451
Question 10

Question intent: Suggest a plausible reason why a species would migrate during autumn
Competency: Explain phenomena scientifically
System: Living systems
Knowledge type: Content knowledge

Marking guide
Code 1: Gives a plausible reason for migrations such as the bats’ need to locate food elsewhere
(or lack of food source in the winter) OR the inability to survive in very cold conditions
• Bats don’t like the cold
• There’s no fruit in winter and fewer insects
• The bats’ food has run out
• Bats migrate during late summer and autumn as the trees shed their leaves, which
makes bats an easy prey
Code 0: Other responses
• Bats like to travel
• There’s nowhere for bats to live anymore during winter
• Because of winter or climate

S177452
Question 11

Question intent: Distinguish a statement that is a hypothesis from a series of other sentences
relating to an investigation
Competency: Evaluate and design scientific enquiry
System: Living systems
Knowledge type: Epistemic knowledge

Marking guide
Key: C, Tree bats mistake the wind turbines for roosting trees
SCIENTIFIC LITERACY
SAMPLES – GRADE 8, 9 AND 10
This set of scientific literacy sample questions represents a typical range of questions for the
International Schools Assessment (ISA) for Grades 8 to 10. A marking guide is included for each
question.

An ISA test is constructed to ensure that the range of difficulty of the questions reflects the range of
scientific abilities for each grade. Teachers may find that some of the sample questions are too hard
or too easy for their grade 8 to 10 students. Teachers should select practice questions that have an
appropriate level of difficulty for their students.

The full ISA scientific literacy test has between 30 and 40 questions depending on the grade level.

Classification of questions
The ISA is based on the mathematical literacy, reading and scientific literacy frameworks of the
Programme for International Student Assessment (PISA).1 The scientific literacy questions assess
students’ ability to use their knowledge of and about science to identify and solve problems, offer
explanations of observations, and draw conclusions supported by evidence.

The questions are set within the fields of physics, chemistry, biology, and earth and space sciences
with an age-appropriate expected level of knowledge.

Each question is classified according to its PISA competency and PISA knowledge system being
assessed by the question. The three competencies being assessed are ‘explain phenomena
scientifically’, ‘evaluate and design scientific enquiry’, and ‘interpret data and evidence
scientifically’. The competencies specify the ability to practice and use science.

The competencies are demonstrated in the three knowledge systems. These are physical systems
(incorporating chemistry), living systems and earth and space systems.

The competencies require specific knowledge types. These are content knowledge (knowledge of
the findings and theories of the three knowledge systems: physical, living and earth and space),
procedural knowledge (knowledge of the methods and practices of science) and epistemic
knowledge (an understanding of how to apply reasoning to arrive at scientific conclusions).

Question context
ISA scientific literacy questions are organised according to the context or stimulus material used,
which provides the information students use to answer the questions. These are both real-life and

1
Note that the ISA is not part of PISA and is not endorsed by the OECD.
abstract contexts as appropriate to the question intent and are referred to as ‘units’ in this
document. Each unit would normally have several questions.

Question format
The ISA has several different question formats which require students to answer questions in
different ways. Formats for scientific literacy include multiple choice questions, short answer, and
interactive where students must select or move objects or labels to the correct location on a diagram
or chart.

Marking guide
Question classification information and the marking guide for each question are provided after the
set of sample questions and include the following information:

• Question intent – describes the specific task required by the question

• Competency– identifies the competency being assessed by the question

• System – assigns the knowledge system of the question

• Knowledge type – assigns the knowledge type of the question

• Key – gives the correct response for multiple-choice questions

• Code – gives the score for short-answer and interactive questions: Code 1 assigns 1 mark;
Code 0 assigns 0 marks.

Further information
Website: https://www.acer.org/isa

Email: [email protected]

Phone: +61 3 9277 5576

SAMPLE QUESTIONS
Unit 1 – Biodomes

S141042
Question 1
S141043
Question 2
Unit 2 – Insulating Cup

S168031
Question 3
S168032
Question 4

S168033
Question 5
Unit 3 – Flat Planets
S169031
Question 6

S169032
Question 7
S169033
Question 8
Unit 4 – Water Fluoridation
S134071
Question 9

S134074
Question 10
MARKING GUIDE
Unit 1 – Biodomes
S141042
Question 1

Question intent: Identify leaf litter as a food source for decomposers

Competency: Explain phenomena scientifically
Systems: Living systems
Knowledge type: Content knowledge

Marking guide
Key: A, They allow decomposers to live within the biodomes

S141043
Question 2

Question intent: Identify why there are fewer secondary consumers than primary consumers
in food chains
Competency: Explain phenomena scientifically
System: Living systems
Knowledge type: Content knowledge

Marking guide
Key: B, Each bird needs to eat many caterpillars to survive
Unit 2 – Insulating Cup
S168031
Question 3

Question intent: Identify from a list the most appropriate unit to measure the rate of
temperature loss
Competency: Evaluate and design scientific enquiry
System: Physical systems
Knowledge type: Procedural knowledge

Marking guide
Key: D, degrees Celsius per minute

S168032
Question 4

Question intent: Identify from a list the most appropriate medium to use in an insulating
space to prevent heat loss
Competency: Explain phenomena scientifically
System: Physical systems
Knowledge type: Content knowledge

Marking guide
Key: D, a vacuum
S168033
Question 5

Question intent: Explain how an insulator can keep hot objects hot, and cold objects cold
Competency: Explain phenomena scientifically
System: Physical systems
Knowledge type: Content knowledge

Marking guide
Code 1: Responses selecting ‘Yes’ with a valid explanation of heat transfer
• Yes, because the cup slows down heat transfer
• Yes, the cup will slow down the rate at which heat from the outside can reach the cold
liquid inside the cup
• Yes, the gap (vacuum) acts as an insulator
Code 0: Other responses, including all ‘No’ responses
• No, the cup is for hot drinks only
• No, the material the cup is made of would heat up the cold liquid faster than a normal
cup
• Yes or no, where the student refers to cold being transferred
Unit 3 – Flat Planets
S169031
Question 6

Question intent: Interpret tabular data to verify related statements

Competency: Interpret data and evidence scientifically
System: Earth and space systems
Knowledge type: Epistemic knowledge

Marking guide
Code 1: Both correct: Supported, Not supported
Code 0: Other responses
S169032
Question 7

Question intent Code 2: Use given tabular data and a related formula to deduce and fully
describe the relative size of equatorial diameter compared to polar diameter for any planet
Question intent Code 1: Use given tabular data and a related formula to deduce and
generally describe the relative size of equatorial diameter compared to polar diameter for any
planet
Competency: Interpret data and evidence scientifically
System: Earth and space systems
Knowledge type: Epistemic knowledge

Marking guide
Code 2: Responses that recognise that w is equal to or greater than h
• w will be bigger than h or it could be equal to h
Code 1: Responses that recognise that w is greater than h
• w is greater in value than h
Code 0: Other responses
• w and h could have any values.
• h will be bigger than w

S169033
Question 8

Question intent: Recognise the relationship between rotational speed and oblateness.
Competency: Explain phenomena scientifically
System: Earth and space systems
Knowledge type: Epistemic knowledge

Marking guide
Key: B, Planets that rotate quickly are more likely to be oblate.
Unit 4 – Water Fluoridation
S134071
Question 9

Question intent: Explain why an observed trend may not be evidence of a cause-effect
relationship
Competency: Interpret data and evidence scientifically
System: Living systems
Knowledge type: Epistemic knowledge

Marking guide
Code 1: No is selected and explanation states that tooth decay decreased after 1965, regardless
of whether the water supply was fluoridated or not
• No, because tooth decay also decreased in countries with no fluoride in the water
supply
Code 0: Other responses, including all ‘Yes’ responses or ‘No’ with an incorrect or insufficient
explanation or no explanation. This includes explanations that do not look at an overall trend,
including looking just at the end points or comparing two specific countries, etc.
• Yes, because in the countries shown on the graph, tooth decay decreased
• No, tooth decay in countries with fluoride in the water increases

S134074
Question 10

Question intent: Identify a possible reason for a lack of quality evidence

Competency: Evaluate and design scientific enquiry
System: Living systems
Knowledge type: Epistemic knowledge

Marking guide
Key: B, It is difficult to control for factors, other than fluoride, that could influence tooth decay