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Desired Outcome - High Student Achievement
Specific Outcome
1.6 Review the use and interpretation of college skills
readiness exams, which are necessary to gauge the
students ability to perform at college level
1.6.2 Explore the use of the program for International
Schools’ Assessment (ISA), Progress in International
Reading Study (PIRLS), Trends in International
Mathematics and Science Study (TIMMS), iCritical
Thinking Certification etc as tools of student progress
To create and disseminate
knowledge and tools that can be
used to improve learning
Curriculum Style-
• Tends to be mixed
• Nearly two-thirds use an IB component in their
curriculum (107 schools use PYP and/or MYP)
• Others predominantly use USA, then British or
other national curricula
• Over 49,000 students
• 260 international schools
• Number of schools in region
Asia 117
Europe 77
Africa and Middle East 48
Americas 13
Oceania 5
• Designed specifically for students in
international schools worldwide and assesses
student performance in Grades 3 to 10.
• Math and reading components are based on
the reading and mathematical literacy
frameworks of the OECD’s (Organization for
Economic Co-operation and Development)
Program for International Student Assessment.
Are students well prepared for future
challenges? Can they analyse, reason and
communicate effectively? Do they have the
capacity to continue learning throughout life?
Every three years, it assesses (15 yo in
industrialised countries) how far students
near the end of compulsory education have
acquired some of the knowledge and skills
essential for full participation in society.
• Mathematical Literacy
• Reading
• Writing (Narrative/Expository)
GRADES 3-10
• PYP and MYP students performed as well as
or better than their non-IB peers across all
four ISA assessment domains in a majority of
grade levels.
Study sample included 23 ,575 IB students and 14 ,317 non-IB
students across Asia and Oceania, Europe, Africa and the
Americas, who participated in ISA administrations from 2007-
2009.
One that provides reliable evidence for
accountability purposes
• international benchmarking
• feedback for parents and school boards
• accreditation reviews
One that provides useful information on
which to base curricular and pedagogical
decisions
• culturally and pedagogically appropriate
material for international schools
• reports that describe what students know
and can do
• Pen and paper tests
• Administered by teachers using detailed
administration guides
• Tasks include multiple choice, short answer and
extended responses
• Each test takes 45min to 1 hour –
Mathematical Literacy (two sessions)
Reading (one session)
Writing (two sessions)
Two mornings of testing altogether
• Unbiased language