PISA-like

Assessment Items
ZALDY M. TONDO
School Principal III
DISCUSSION 1. Anatomy of a PISA Item
FLOW
2. Released Sample PISA Items

3. Sample PISA Items in all

Learning Areas
 ANATOMY OF A PISA ITEM
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TITLE Preparation for 2025 PISA

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•Context/
Subtitle Scenario Definition:
• The real-life situation or problem
presented to the learners.
Characteristics:
• Engaging and relevant to learners’ lives
• Provides all necessary information for
understanding the problem.
Examples of Contexts:
• Science experiments, environmental
issues, everyday situations
 ANATOMY OF A PISA ITEM
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TITLE Preparation for 2025 PISA

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•Question
Subtitle Stem Definition:
• The main question or prompt that
guides the learners’ response.
Types of Stems:
• Problem-solving prompts.
• Questions requiring explanation or
analysis
Key Considerations:
• Clear and concise wording
• Aligned with the context
 ANATOMY OF A PISA ITEM
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TITLE Preparation for 2025 PISA

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•Response
Subtitle Types Selected-Response Items:
• Multiple-Choice format
• Distractors that test common
misconceptions
Constructed-Response Items:
• Short-answer or extended-response
format
• Requires explanation, justification, or
problem-solving steps
 SAMPLE PISA ITEM
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TITLE Preparation for 2025 PISA

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• Subtitle
 SAMPLE PISA ITEM
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TITLE Preparation for 2025 PISA

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• Subtitle
 SAMPLE PISA ITEM
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TITLE Preparation for 2025 PISA

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• Subtitle
 SAMPLE PISA ITEM
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TITLE Preparation for 2025 PISA

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• Subtitle
 SAMPLE PISA ITEM
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TITLE Preparation for 2025 PISA

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• Subtitle
 SAMPLE PISA ITEM
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TITLE Preparation for 2025 PISA

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• Subtitle
 SAMPLE PISA ITEM
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TITLE Preparation for 2025 PISA

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• Subtitle
 SAMPLE PISA ITEM
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TITLE Preparation for 2025 PISA

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• Subtitle
 SAMPLE PISA ITEM IN TLE
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TITLE Key Stage 2 (Grade 4-6)

3 Component
• Subtitle
Description
Competencies  Apply knowledge of food preparation and
Assessed safety in making simple snacks
21st Century  Critical Thinking, Problem Solving, Health
Skills Literacy, Personal Responsibility
PISA Themes  Scientific Literacy, Health and Wellness,
Real-World Problem Solving
Context  Preparing a healthy sandwich while
following safe food handling practices
 SAMPLE PISA ITEM IN TLE
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TITLE Key Stage 2 (Grade 4-6)

3
TLE Passage: Healthy Sandwich
• Subtitle
Maria has been asked to prepare a healthy sandwich for her
younger brother, who is still learning about healthy eating. She has
different ingredients available: whole wheat bread, mayonnaise,
lettuce, tomatoes, cheese, cooked ham, and some raw vegetables.
Maria wants to make sure her sandwich is both nutritious and safe
to eat.
 SAMPLE PISA ITEM IN TLE
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TITLE Key Stage 2 (Grade 4-6)

3
Selected-Response Item
• Subtitle
1. Which of these ingredients should Maria wash before using to
ensure they are safe to eat?
A. Whole wheat bread
B. Mayonnaise
C. Lettuce
D. Cheese
 SAMPLE PISA ITEM IN TLE
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TITLE Key Stage 2 (Grade 4-6)

3
Multiple Selected-Response Item
• Subtitle
2. Select all the steps Maria should take to prepare the sandwich
safely.
[ ] Wash her hands before handling the ingredients
[ ] Wash the lettuce and tomatoes
[ ] Spread mayonnaise over the sandwich after washing the bread
[ ] Use a separate knife for cutting vegetables and cooked ham
[ ] Store leftover ingredients at room temperature.
 SAMPLE PISA ITEM IN TLE
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TITLE Key Stage 2 (Grade 4-6)

3
Constructed-Response Item
• Subtitle
3. Maria’s younger brother is curious about healthy eating. Describe
two choices Maria could make in preparing the sandwich to make it
healthier and explain why each choice is a good idea.
 SAMPLE PISA ITEM IN MAPEH
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TITLE Key Stage 2 (Grade 4-6)

3 Component
• Subtitle
Description
Competencies  Demonstrate understanding of safety
Assessed measures and teamwork in sports
activities
21st Century  Collaboration, Personal and Social
Skills Responsibility, Critical Thinking
PISA Themes  Health and Wellness, Teamwork, Physical
Fitness, Real-World Problem Solving
Context  Preparing for a school sports day while
focusing on safety, teamwork, and
performance
 SAMPLE PISA ITEM IN MAPEH
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TITLE Key Stage 2 (Grade 4-6)

3
MAPEH Passage: School Sports Day Preparation
• Subtitle
Carlos and his classmates are preparing for their school’s annual
sports day. They have a variety of activities planned, including team
relay races, obstacle courses, and group exercises. Carlos wants to
ensure that he and his team are ready to perform well and stay safe
during the event.
 SAMPLE PISA ITEM IN MAPEH
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TITLE Key Stage 2 (Grade 4-6)

3
Selected-Response Item
• Subtitle
1. Which of the following is the best way for Carlos to stay
hydrated during the sports activities?
A. Drink a large bottle of water only before the activities start
B. Drink small amounts of water throughout the activities
C. Avoid drinking water during the activities to prevent cramps
D. Drink sugary drinks instead of water
 SAMPLE PISA ITEM IN MAPEH
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TITLE Key Stage 2 (Grade 4-6)

3
Multiple Selected-Response Item
• Subtitle
2. Which actions should Carlos and his teammates take to ensure
safety and teamwork during the relay race?
[ ] Warm up before starting the race
[ ] Run as fast as possible without following the relay sequence
[ ] Wait for their teammate’s signal before taking the baton
[ ] Avoid cheering for teammates to stay focused
[ ] Help each other if someone falls or is tired
 SAMPLE PISA ITEM IN MAPEH
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TITLE Key Stage 2 (Grade 4-6)

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Constructed-Response Item
• Subtitle
3. Carlos wants to motivate his team to work together and perform
well in the obstacle course. Describe two strategies he could use to
encourage teamwork, and explain why each strategy is helpful.
 SAMPLE PISA ITEM IN VALUES EDUCATION
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TITLE Key Stage 2 (Grade 4-6)

3 Component
• Subtitle
Description
Competencies  Show understanding of empathy and
Assessed care for others in everyday situations
21st Century  Empathy, Communication, Social
Skills Responsibility, Emotional Intelligence
PISA Themes  Personal and Social Responsibility,
Empathy, Real-World Problem Solving
Context  Showing empathy and kindness to a
classmate in need
 SAMPLE PISA ITEM IN VALUES EDUCATION
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TITLE Key Stage 2 (Grade 4-6)

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Values Education Passage: Helping a Classmate in Need
• Subtitle
One day during lunch, Carlos notices that his classmate, Ana, is
sitting alone and looks upset. Carlos remembers that their teacher
taught them about the importance of kindness and helping others.
He decides to approach Ana and see if there’s anything he can do to
help.
 SAMPLE PISA ITEM IN VALUES EDUCATION
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TITLE Key Stage 2 (Grade 4-6)

3
Selected-Response Item
• Subtitle
1. Which of these actions is the best way for Carlos to show
empathy to Ana?
A. Ignore Ana and continue with his lunch
B. Ask Ana if she wants to talk and listen to her carefully
C. Tell Ana that other people have bigger problems
D. Tell Ana to smile and forget her worries
 SAMPLE PISA ITEM IN VALUES EDUCATION
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TITLE Key Stage 2 (Grade 4-6)

3
Multiple Selected-Response Item
• Subtitle
2. Which of the following actions could Carlos take to make Ana feel
supported and valued?
[ ] Offer to sit with her during lunch
[ ] Laugh at her to cheer her up
[ ] Encourage her to talk to a trusted teacher if she feels comfortable
[ ] Share a funny story to lighten her mood
[ ] Tell her she should be happy, just like everyone else
 SAMPLE PISA ITEM IN VALUES EDUCATION
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TITLE Key Stage 2 (Grade 4-6)

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Constructed-Response Item
• Subtitle
3. If you were Carlos, how would you help Ana feel better? Describe
two actions you would take and explain why each action would be
helpful to Ana.
 SAMPLE PISA ITEM IN FILIPINO
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TITLE Key Stage 2 (Grade 4-6)

3 Component
• Subtitle
Description
Competencies  Nagpapakita ng pag-unawa sa
Assessed kahalagahan ng pagtutulungan sa
tahanan
21st Century  Teamwork, Personal Responsibility,
Skills Communication, Social Responsibility
PISA Themes  Family and Social Responsibility, Real-
World Application, Collaboration
Context  Pagtutulungan sa mga gawaing bahay
upang makatulong sa pamilya
 SAMPLE PISA ITEM IN FILIPINO
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TITLE Key Stage 2 (Grade 4-6)

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Filipino Passage: Pagtulong sa Tahanan
• Subtitle
Nasa bahay si Liza kasama ang kaniyang pamilya. Napansin niyang
maraming gawain sa bahay ang kailangang gawin, at abalang-abala
ang kaniyang mga magulang. Nais ni Liza tumulong upang
mapagaan ang trabaho ng kaniyang mga magulang. Iniisip niya
kung ano ang mga gawaing bahay na kaya niyang gawin upang
makatulong sa kanila.
 SAMPLE PISA ITEM IN FILIPINO
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TITLE Key Stage 2 (Grade 4-6)

3
Selected-Response Item
• Subtitle
1. Ano ang pinaka-angkop na gawain na maaaring gawin ni Liza
upang makatulong sa kaniyang pamilya?
A. Maglaro sa bakuran habang naglilinis ang mga magulang
B. Manood ng telebisyon sa sala
C. Magligpit ng mga laruan at mga gamit sa kwarto
D. Maghugas ng plato matapos kumain
 SAMPLE PISA ITEM IN FILIPINO
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TITLE Key Stage 2 (Grade 4-6)

3
Multiple Selected-Response Item
• Subtitle
2. Alin sa mga sumusunod ang maituturing na mga paraan ng
pagtutulungan sa loob ng tahanan? Pumili ng mga angkop na sagot.
[ ] Tumulong sa pagwawalis ng sahig
[ ] Maghugas ng sariling plato pagkatapos kumain
[ ] Umupo sa sofa habang naglilinis ang iba
[ ] Tumulong sa pag-aayos ng hapag-kainan bago kumain
[ ] Tumayo lamang at manood ng paglilinis
 SAMPLE PISA ITEM IN FILIPINO
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TITLE Key Stage 2 (Grade 4-6)

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Constructed-Response Item
• Subtitle
3. Kung ikaw si Liza, anong dalawang gawain ang pipiliin mong
gawin sa bahay upang makatulong sa iyong mga magulang?
Ipaliwanag kung bakit mo pipiliin ang mga gawaing ito.
 SAMPLE PISA ITEM IN ENGLISH
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TITLE Key Stage 3 (Grade 7-10)

3 Component
• Subtitle
Description
Competencies  Comprehend and analyze texts to
Assessed determine purpose, structure, and main
ideas
21st Century  Critical Thinking, Collaboration,
Skills Communication, Problem-Solving
PISA Themes  Reading Literacy, Community
Engagement, Real-World Problem Solving
Context  Evaluating and improving a school
fundraiser proposal
 SAMPLE PISA ITEM IN ENGLISH
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TITLE Key Stage 3 (Grade 7-10)

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English Passage: School Fundraiser Proposal
• Subtitle
Sarah and her classmates are planning a fundraising activity to raise money
for new sports equipment at school. Sarah suggests organizing a school fair
with games, food booths, and performances. She prepares a short proposal
to present to her teacher and classmates. Below is an excerpt from Sarah’s
proposal:

Excerpt from Sarah's Proposal:

"Organizing a school fair would not only be a fun event for our community, but it
could also be a great way to raise money for new sports equipment. We can set up
different game booths where students and parents can win small prizes. Additionally,
having food booths and student performances can attract more people and create a
lively atmosphere. To make this event successful, we would need the support of our
teachers, parents, and local businesses. I believe this fair will bring our school
 SAMPLE PISA ITEM IN ENGLISH
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TITLE Key Stage 3 (Grade 7-10)

3
Selected-Response Item
• Subtitle
1. What is the main purpose of Sarah’s proposal?
A. To convince her classmates to donate money
B. To suggest a school fair to raise funds for sports equipment
C. To highlight the importance of sports equipment in school
D. To invite the community to attend the event
 SAMPLE PISA ITEM IN ENGLISH
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TITLE Key Stage 3 (Grade 7-10)

3
Multiple Selected-Response Item
• Subtitle
2. According to Sarah’s proposal, what are some benefits of holding
a school fair? Select all that apply.
[ ] It provides a fun event for the community
[ ] It helps students and parents connect
[ ] It guarantees new sports equipment will be purchased
[ ] It raises funds for the school
[ ] It encourages support from teachers, parents, and local
businesses
 SAMPLE PISA ITEM IN ENGLISH
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TITLE Key Stage 3 (Grade 7-10)

3
Constructed-Response Item
• Subtitle
3. Imagine you are Sarah’s classmate. Describe two suggestions
you would make to improve her proposal. Explain how each
suggestion could help make the event more successful.
 SAMPLE PISA ITEM IN SCIENCE
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TITLE Key Stage 3 (Grade 7-10)

3 Component
• Subtitle
Description
Competencies  Analyze scientific data, understand
Assessed environmental issues, and suggest
solutions
21st Century  Critical Thinking, Environmental Literacy,
Skills Problem-Solving, Data Interpretation
PISA Themes  Scientific Literacy, Environmental
Awareness, Real-World Data
Interpretation
Context  Evaluating and interpreting air quality
data in a community setting
 SAMPLE PISA ITEM IN SCIENCE
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TITLE Key Stage 3 (Grade 7-10)

3
Science Passage: Air Quality Monitoring in the Community
• Subtitle
The local government recently installed air quality monitoring
devices in several areas of the community to measure pollution
levels. The devices record levels of particulate matter (PM2.5) – tiny
particles that can be harmful when inhaled. The data is collected
over a month and shows the average PM2.5 levels (in micrograms
per cubic meter) for each week.
 SAMPLE PISA ITEM IN SCIENCE
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TITLE Key Stage 3 (Grade 7-10)

3 Below is a graph of the PM2.5 levels recorded over four weeks.

• Subtitle

80
70
60
50
40
30
20
10
0
Week 1 Week 2 Week 3 Week 4

According to the World Health Organization (WHO), PM2.5 levels

above 50 µg/m³ are considered unhealthy, especially for sensitive groups
such as children and the elderly.
 SAMPLE PISA ITEM IN SCIENCE
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TITLE Key Stage 3 (Grade 7-10)

3
Selected-Response Item
• Subtitle
1. During which week did the PM2.5 levels first exceed the WHO’s
recommended limit?
A. Week 1
B. Week 2
C. Week 3
D. Week 4
 SAMPLE PISA ITEM IN SCIENCE
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TITLE Key Stage 3 (Grade 7-10)

3
Multiple Selected-Response Item
• Subtitle
2. Based on the data in the graph, indicate whether each of the
following statements is true or false.

Statement Response
The PM2.5 levels increased each week. YES NO
Only Week 4’s PM2.5 levels exceeded the WHO’s
YES NO
recommended limit.
PM2.5 levels are below the WHO limit in Week 1 and Week
YES NO
2.
 SAMPLE PISA ITEM IN SCIENCE
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TITLE Key Stage 3 (Grade 7-10)

3
Constructed-Response Item
• Subtitle
3. The local government is considering actions to reduce PM2.5
pollution. Suggest two strategies that could help improve air
quality and explain how each strategy could reduce PM2.5 levels.
 SAMPLE PISA ITEM IN MATH
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TITLE Key Stage 3 (Grade 7-10)

3 Component
• Subtitle
Description
Competencies  Solve real-life problems involving data
Assessed interpretation, algebraic expressions, and
computation
21st Century  Critical Thinking, Problem-Solving,
Skills Financial Literacy
PISA Themes  Mathematical Literacy, Financial and
Budgeting Skills, Real-World Problem
Solving
Context  Budget planning for a school field trip
with fixed and variable costs
 SAMPLE PISA ITEM IN MATH
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TITLE Key Stage 3 (Grade 7-10)

3
Math Passage: Budget Planning for a Class Field Trip
• Subtitle
Ms. Reyes, a teacher, is organizing a field trip for her students. She
needs to estimate the total cost based on the number of students
attending. The cost includes transportation, entry fees, and lunch
per student. Ms. Reyes creates a table to outline the costs per
student and a fixed transportation fee.
Category Cost
Transportation (fixed) Php 3,000
Entry Fee Php 150 per student
Lunch Php 100 per student
 SAMPLE PISA ITEM IN MATH
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TITLE Key Stage 3 (Grade 7-10)

3
Selected-Response Item
• Subtitle
1. If 30 students join the field trip, what will be the total cost?
A. PHP 6,500
B. PHP 7,500
C. PHP 8,000
D. PHP 10,500
 SAMPLE PISA ITEM IN MATH
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TITLE Key Stage 3 (Grade 7-10)

3
Multiple Selected-Response Item
• Subtitle
2. Based on the table, indicate whether each of the following
statements is true or false.

Statement Response
The transportation fee changes based on the number of
YES NO
students.
Entry fees are a variable cost depending on the number of
YES NO
students attending.
Lunch cost per student is the same as the entry fee. YES NO
 SAMPLE PISA ITEM IN MATH
0
TITLE Key Stage 3 (Grade 7-10)

3
Constructed-Response Item
• Subtitle
3. Ms. Reyes decides to lower the transportation cost by finding
another bus company. If the new transportation cost is PHP 2,000,
write an equation to calculate the total cost (C) for the field trip
based on the number of students (s). Then, calculate the new total
cost if 40 students participate.
 SAMPLE PISA ITEM IN ARALING PANLIPUNAN
0
TITLE Key Stage 3 (Grade 7-10)

3 Component
• Subtitle
Description
Competencies  Pag-unawa sa kontribusyon ng mga likas
Assessed na yaman at produksyon sa lokal na
ekonomiya
21st Century  Critical Thinking, Problem Solving,
Skills Economic Literacy
PISA Themes  Economic Literacy, Resource
Management, Real-World Problem
Solving
Context  Understanding economic resources and
production data to improve local
 SAMPLE PISA ITEM IN ARALING PANLIPUNAN
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TITLE Key Stage 3 (Grade 7-10)

3
AP Passage: Mga Yaman ng Ekonomiya at Lokal na Produksyon ng
• Subtitle
Lalawigan ng Negros Oriental

Ang Negros Oriental ay kilala sa pagtatanim ng palay, mais, at mga

produktong niyog, na mahalaga sa parehong lokal at pambansang
ekonomiya. Ipinapakita sa ibaba ang taunang produksyon (sa
metrikong tonelada) ng tatlong yamang ito noong 2022.
 SAMPLE PISA ITEM IN ARALING PANLIPUNAN
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TITLE Key Stage 3 (Grade 7-10)

3 Graph ng Taunang Produksyon (sa Metrikong Tonelada)

• Subtitle

14,000
12,000
10,000
8,000
6,000
4,000
2,000
0
Palay Mais Niyog

Ang mga lokal na pinuno ay nag-uusap kung paano ilalaan ang mga
yaman at pagbutihin ang mga patakaran sa agrikultura upang higit pang
masuportahan ang ekonomiya ng lalawigan.
 SAMPLE PISA ITEM IN ARALING PANLIPUNAN
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TITLE Key Stage 3 (Grade 7-10)

3
Selected-Response Item
• Subtitle
1. Alin sa mga sumusunod na produkto ang may pinakamalaking
produksyon sa probinsya?
A. Bigas
B. Mais
C. Niyog
D. Lahat ng nabanggit ay magkapareho
 SAMPLE PISA ITEM IN ARALING PANLIPUNAN
0
TITLE Key Stage 3 (Grade 7-10)

3
Multiple Selected-Response Item
• Subtitle
2. Batay sa graph, tukuyin kung tama o mali ang sumusunod na
mga pahayag.

Pahayag Sagot
Mas marami ang produksyon ng bigas kaysa mais. OO HINDI
Ang mais ang may pinakamalaking produksyon sa tatlong
OO HINDI
produkto.
Ang produksyon ng bigas at niyog ay higit sa 10,000
OO HINDI
metric tons.
 SAMPLE PISA ITEM IN ARALING PANLIPUNAN
0
TITLE Key Stage 3 (Grade 7-10)

3
Constructed-Response Item
• Subtitle
3. Kung ikaw ay isa sa mga lokal na lider sa probinsya, magbigay ng
dalawang mungkahi upang mapataas pa ang produksyon ng mga
produkto ng agrikultura sa inyong lugar. Ipaliwanag kung paano
makakatulong ang bawat mungkahi sa ekonomiya ng inyong
komunidad.
 SAMPLE PISA ITEM IN STEM
0
TITLE Key Stage 4 (Grade 11-12)

3 Component
• Subtitle
Description
Competencies  Analyze data on environmental changes
Assessed and apply scientific understanding to
suggest solutions
21st Century  Critical Thinking, Environmental Literacy,
Skills Problem-Solving, Data Interpretation
PISA Themes  Scientific Literacy, Environmental
Awareness, Real-World Problem Solving
Context  Understanding the relationship between
CO₂ levels and global warming, and
exploring solutions
 SAMPLE PISA ITEM IN STEM
0
TITLE Key Stage 3 (Grade 7-10)

3
STEM Passage: Climate Change and CO₂ Levels
• Subtitle
Scientists have been tracking global CO₂ levels and average
temperature changes over the past 50 years. Below is a line graph
that shows the average CO₂ concentration (in parts per million) and
average global temperature anomaly (in °C, relative to pre-
industrial levels) from 1970 to 2020.
 SAMPLE PISA ITEM IN STEM
0
TITLE Key Stage 3 (Grade 7-10)

3 Graph of CO₂ Concentration and Temperature Anomaly

• Subtitle
Climate
scientists are
concerned
about this
trend and are
working on
solutions to
reduce CO₂
emissions to
mitigate global
warming.
 SAMPLE PISA ITEM IN STEM
0
TITLE Key Stage 3 (Grade 7-10)

3
Selected-Response Item
• Subtitle
1. Based on the graph, what can be inferred about the relationship
between CO₂ concentration and global temperature anomaly
over time?
A. There is no relationship between CO₂ levels and temperature
changes.
B. As CO₂ concentration increases, the global temperature anomaly
generally increases.
C. A decrease in CO₂ concentration leads to an increase in temperature
anomaly.
D. Global temperature anomaly decreases as CO₂ concentration
increases.
 SAMPLE PISA ITEM IN STEM
0
TITLE Key Stage 3 (Grade 7-10)

3
Multiple Selected-Response Item
• Subtitle
2. Based on the data in the graph, indicate whether each of the
following statements is true or false.

Statement Response
CO₂ concentration remained stable from 1970 to 2020. YES NO
The temperature anomaly increased over the same period
YES NO
that CO₂ concentration increased.
The data suggests a potential link between CO₂ emissions
YES NO
and global warming.
 SAMPLE PISA ITEM IN STEM
0
TITLE Key Stage 3 (Grade 7-10)

3
Constructed-Response Item
• Subtitle
3. Scientists are exploring ways to reduce CO₂ levels in the
atmosphere. Suggest two specific methods that could help decrease
CO₂ emissions and briefly explain how each method can contribute
to reducing global warming.
 SAMPLE PISA ITEM IN ABM
0
TITLE Key Stage 4 (Grade 11-12)

3 Component
• Subtitle
Description
Competencies  Analyze financial data, understand
Assessed business profitability, and apply
strategies to improve financial
performance
21st Century  Financial Literacy, Analytical Thinking,
Skills Problem-Solving, Decision-Making
PISA Themes  Financial Literacy, Business
Management, Real-World Problem
Solving
Context  Analyzing monthly revenue and
 SAMPLE PISA ITEM IN ABM
0
TITLE Key Stage 3 (Grade 7-10)

3
ABM Passage: GREEN MARKET
• Subtitle
A small business, "Green Market," has been tracking its monthly
revenue and expenses for the past six months. The graph below
shows the monthly revenue (in PHP) and the corresponding
expenses for each month. The owner wants to assess whether the
business is making a profit and identify months when expenses
exceeded revenue.
 SAMPLE PISA ITEM IN ABM
0
TITLE Key Stage 3 (Grade 7-10)

3 Graph of Monthly Revenue and Expenses

• Subtitle
80,000
70,000
70,000 68000
65000 65,000
60,000 60000 60000
60,000 58,000
55,000
52000
50,000
50,000
40000
40,000 Revenue
Expenses
30,000

20,000

10,000

0
January February March April May June
 SAMPLE PISA ITEM IN ABM
0
TITLE Key Stage 3 (Grade 7-10)

3
Selected-Response Item
• Subtitle
1. In which month did the business experience a loss (i.e.,
expenses exceeded revenue)?
A. January
B. February
C. March
D. June
 SAMPLE PISA ITEM IN ABM
0
TITLE Key Stage 3 (Grade 7-10)

3
Multiple Selected-Response Item
• Subtitle
2. Based on the graph, indicate whether each of the following
statements is true or false.

Statement Response
The business made a profit in May. YES NO
The revenue in June was lower than the revenue in January. YES NO
The business’s expenses were always lower than the
YES NO
revenue in the first quarter.
 SAMPLE PISA ITEM IN ABM
0
TITLE Key Stage 3 (Grade 7-10)

3
Constructed-Response Item
• Subtitle
3. As the owner of "Green Market," you want to improve the
profitability of the business. Based on the financial data in the
graph, suggest two strategies that could help reduce expenses or
increase revenue, and explain how each strategy would help
improve the financial situation.
 SAMPLE PISA ITEM IN HUMSS
0
TITLE Key Stage 4 (Grade 11-12)

3 Component
• Subtitle
Description
Competencies  Analyze migration trends, understand the
Assessed social implications of migration, and
propose solutions to related issues
21st Century  Critical Thinking, Problem-Solving, Social
Skills Awareness, Data Interpretation
PISA Themes  Social Sciences Literacy, Migration and
Society, Real-World Problem Solving
Context  Analyzing migration trends and their
impact on urbanization and social
services
 SAMPLE PISA ITEM IN HUMSS
0
TITLE Key Stage 3 (Grade 7-10)

3
HUMSS Passage: Migration Trends and Social Impact
• Subtitle
The Philippines has experienced significant migration trends over
the last decade, with many Filipinos leaving rural areas to live in
urban centers or migrating abroad for work. Below is a graph that
shows the migration trend of Filipinos from rural to urban areas
over the past 10 years, along with a report on the challenges they
face when relocating.
 SAMPLE PISA ITEM IN HUMSS
0
TITLE Key Stage 3 (Grade 7-10)

3
• Subtitle
45
Graph of Migration Trends (2010-2020)

The government
40
40 is analyzing the
35
35 impact of these
migration
30 28
patterns on
25 social services,
20 %
20 such as
15
15 education and
10 healthcare, and
10
planning urban
5 development
0
strategies.
2010 2012 2014 2016 2018 2020
 SAMPLE PISA ITEM IN HUMSS
0
TITLE Key Stage 3 (Grade 7-10)

3
Selected-Response Item
• Subtitle
1. Based on the graph, what is the general trend in migration from
rural to urban areas from 2010 to 2020?
A. Migration has remained stable throughout the years.
B. Migration has steadily decreased over time.
C. Migration has increased over the years.
D. Migration has increased and decreased alternately.
 SAMPLE PISA ITEM IN HUMSS
0
TITLE Key Stage 3 (Grade 7-10)

3
Multiple Selected-Response Item
• Subtitle
2. Based on the graph, indicate whether each of the following
statements is true or false.

Statement Response
The percentage of Filipinos migrating from rural areas
YES NO
started to increase significantly around 2016.
Migration has decreased consistently every year since
YES NO
2010.
By 2020, the migration rate reached its highest point of
YES NO
40%.
 SAMPLE PISA ITEM IN HUMSS
0
TITLE Key Stage 3 (Grade 7-10)

3
Constructed-Response Item
• Subtitle
3. Migration from rural to urban areas has both positive and
negative effects on society. From your perspective, suggest two
ways that the government can address the challenges faced by
migrants in urban areas. Explain how each solution can help
improve the situation of migrants.
 SAMPLE PISA ITEM IN TVL-IA
0
TITLE Key Stage 4 (Grade 11-12)

3 Component
• Subtitle
Description
Competencies  Apply safety measures and welding
Assessed techniques in the TVL-IA strand
21st Century  Safety Awareness, Critical Thinking,
Skills Problem-Solving, Technical Skills
PISA Themes  Safety and Workplace Skills, Real-World
Problem Solving, Technical Literacy
Context  Welding project safety and skills
assessment in an industrial arts setting
 SAMPLE PISA ITEM IN TVL-IA
0
TITLE Key Stage 3 (Grade 7-10)

3
TVL Passage: Welding Safety and Skills in Industrial Arts
• Subtitle
You are part of a welding project in a metalworking workshop. The
illustration below shows a welder working with welding equipment
to join two metal pieces. It is important to follow all safety
guidelines and understand proper techniques to ensure the quality
of the work and the safety of the workers.
 SAMPLE PISA ITEM IN TVL-IA
0
TITLE Key Stage 3 (Grade 7-10)

3
• Subtitle
The task involves
welding two metal
pieces together, and
there are concerns
about ensuring safety
and maintaining good
quality work. The
instructor provides
safety rules and tips for
handling welding
equipment.
 SAMPLE PISA ITEM IN TVL-IA
0
TITLE Key Stage 3 (Grade 7-10)

3
Selected-Response Item
• Subtitle
1. Which of the following is the most important safety measure to
observe when welding metal pieces?
A. Wearing a welding mask and gloves
B. Using a hammer to secure the metal pieces
C. Ensuring the metal pieces are clean before welding
D. Working without interruption
 SAMPLE PISA ITEM IN TVL-IA
0
TITLE Key Stage 3 (Grade 7-10)

3
Multiple Selected-Response Item
• Subtitle
2. Based on the safety rules and guidelines, determine whether
each statement is true or false.

Statement Response
It is acceptable to weld without protective gloves if the
YES NO
welder is experienced.
The welding machine should be properly grounded to
YES NO
prevent electrical hazards.
Checking the ventilation of the workshop is not necessary
YES NO
for short welding jobs.
 SAMPLE PISA ITEM IN TVL-IA
0
TITLE Key Stage 3 (Grade 7-10)

3
Constructed-Response Item
• Subtitle
3. As a student learning industrial arts, describe two important
considerations when setting up for a welding project. How do these
considerations help ensure both safety and the quality of the work?
THANK YOU