HomeMy WebLinkAboutBOT ISA Pres. Math 11-02-15International School’s
Assessment (ISA)
Mathematics
Participating Schools Profile 2015
Number of schools by region:
Asia 97
Europe 71
Africa & Middle East 42
Americas 16
Students:
42000 students from 226 international schools in 63
countries
Grade 5 6992
Grade 8 5433
Grade 10 2758
Mathematics Drill Down
Areas In Need of Strengthening (< 70% correct from 33 Items)
PROCESS: E=Employing, F=Formulating, I=Interpreting;
CONTENT: C=Change and Relationships, Q=Quantity, S=Space and Shape,
U=Uncertainty and Data
% Grade 5 averaged over 3 classes
Process = E 9 F 4 I 2
Content = Q 4 S 4 U 3 C4
GRADE 5 2015
Quest. No. 7 10.2 11.1 11.2 14 15 21 22 23 25 27 30 31 32 33
Process E I F F E F E E E E E F E E I
Content Q U S S Q Q C Q S S U C C C U
% All
Gr. 5
56 11 54 26 39 44 34 33 28 44 25 46 17 12 18
% WA 38 7 46 17 40 45 34 29 34 43 36 51 13 4 16
Descriptors 2015
Q Descriptors
7 Calculate start time given end time and duration in hours.
10.2 Interpret a chance experiment and explain a related statement.
11.1 Draw a partially correct back view of a model given 2D
representation and side view.
11.2 Draw the back view of a model given 2D representation and
side view.
14 Determine the ratio that a 6-digit number is to a 4-digit number,
in an area context.
15 Interpret a table of data in the form of 3-digit numbers, and
order it to solve a problem.
21 Identify and extend a pattern in a table to solve a multi-step
problem
22 Find the shortest distance between two locations on a road map.
23 Solve a problem involving multiple distances and directions.
25 Identify size of interior angle of a regular tessellating shape.
Descriptors 2015 (Cont.)
Q Descriptors
27 Interpret a comparative bar graph to find the total of categories
satisfying a given condition
30 Identify and use a pattern of shapes to predict a property of the
next shape.
31 In a pattern of shapes, find the particular shape with a given
property.
32 In a pattern of shapes, find a property of a given shape.
33 Compare two statements about a chance event and justify
decision about which is correct.
Mathematics Drill Down 2015
Grade 8 Areas In Need of Strengthening (< 70% correct from 35 Items)
(PROCESS: E=Employing, F=Formulating, I=Interpreting;
CONTENT: C=Change and Relationships, Q=Quantity, S=Space and Shape,
U=Uncertainty and Data
Process E 11, F 6 & I 1
Content Q 7, C 6, U 3 & S 2
Q 2.2 4 5 7.2 9.1 9.2 11 15 17 20 23 24 29.1 29.2 30 31 33 34
Process E F E E E E E F E F E E E E F F F I
Conten
t
U S Q C Q Q S Q C Q C C Q Q C C U U
% All
Gr. 8
20 39 52 38 16 11 56 47 38 54 46 26 42 36 22 26 45 25
% WA 37 44 52 59 7 3 44 52 44 45 61 41 42 28 27 27 55 25
Descriptors 2015
Q Grade 8
2.2 List all the ways a familiar event can occur.
4 Interpret two related diagrams and given information to estimate
or calculate a length.
5 Identify a ratio corresponding to two quantities in a recipe.
7.2 Solve a multi-step number problem where the solution satisfies 3
conditions, in context.
9.1 Partly formulate a multi-step problem involving calculation of
circumference and metric conversion.
9.2 Solve/formulate a multi-step problem involving calculation of
circumference and metric conversion.
11 Identify an actual distance, given the corresponding map distance
and scale.
15 Solve a multi-step problem involving area of rectangles
17 Solve a multi-step problem involving an informal rate and a given
condition.
Descriptors 2015 Cont.
Q Grade 8
20 Identify the solution to a problem involving metric conversion and
division.
23 Interpret a complex distance–time graph to solve a problem.
24 Interpret a complex distance–time graph to identify the solution to
a problem.
29.1 Partly solve multi-step problem involving metric conversion and
division, but make conversion error.
29.2 Solve a multi-step problem involving metric conversion and
division.
30 Solve a multi-step problem involving distance, time and speed.
31 Interpret line graph to identify the range of values that fall below a
set limit.
33 Identify a probability given grouped data in a frequency table and a
given condition.
34 Determine the accuracy of statements about grouped data in a
frequency table.
Mathematics Drill Down 2015
Grade 10 Areas In Need of Strengthening (< 70% correct from 35 Items)
PROCESS: E=Employing, F=Formulating, I=Interpreting;
CONTENT: C=Change and Relationships, Q=Quantity, S=Space and Shape,
U=Uncertainty and Data
Process E 8, I 2 & F 1
Content Q 4, C 3 S 3 & U 1
Quest. No. 2 7 8 9 10 13 14 15 17 19.1 19.2
Process E E F E E I E I E E E
Content Q S C Q C U S S C Q Q
% All Gr. 10 47 59 51 48 52 39 50 26 25 54 32
% WA Gr. 10 44 65 56 43 36 51 56 17 15 44 28
Mathematics Drill Down 2015
Grade 10 Areas In Need of Strengthening (< 70% correct from 35 Items)
PROCESS: E=Employing, F=Formulating, I=Interpreting;
CONTENT: C=Change and Relationships, Q=Quantity, S=Space and Shape,
U=Uncertainty and Data
Process E 10, F 2 & I 1
Content C 6, Q 4, U 2 & S 1
Quest. No 20 22.1 22.2 23 24 25 27 28 29.2 31 32 33 35
Process F E E E E E E E I E E E F
Content U C C C Q Q S Q Q U C C C
% All Gr. 10 30 48 22 56 36 19 25 60 35 48 53 17 24
% WA Gr. 10 44 43 14 58 39 15 18 58 43 57 57 21 19
Descriptors 2015
Q Grade 10
2 Use a tessellation of rectangles to solve a multi-step problem involving
proportional reasoning.
7 Interpret a geometric diagram and given information to calculate a
length
8 Find the length and width of a rectangle given its area and perimeter
9 Find the volume of a prism given the dimensions of its net.
10 Using Pythagoras' theorem, find the length, expressed as a surd, of a
diagonal line.
13 Determine the accuracy of statements about grouped data in a frequency
table.
14 Determine the number of lines of symmetry of a design.
15 Determine the accuracy of statements about two designs, where one is
an enlargement of the other.
17 Calculate average speed (in km/h) given distance in km and time in
minutes.
Descriptors 2015
Q Grade 10
19.1 Partly formulate a problem about the area of a rhombus which is
part of a 6-pointed star design.
19.2 Calculate the area of a rhombus which is part of a 6-pointed star
design.
20 Explain how the number of different arrangements leads to a
probability in a random experiment.
22.1 Partly describes the effect on one variable in a non-routine formula
when another variable changes
22.2 Describe the effect on one variable in a non-routine formula when
another variable changes.
23 Transpose and solve a non-routine equation in context.
24 Solve a multi-step problem involving the summation of several
times in minutes and seconds.
25 Find a percentage that one time (in minutes and seconds) is of
another time (in minutes).
Descriptors 2015
Q Grade 10
27 Interpret a diagram and use proportional reasoning to calculate a
length.
28 Choose appropriate values from a diagram and calculate a required
percentage.
29.2 Use complex information to explain the solution to a problem
involving speed, distance and time.
31 Find the mean of frequency data for selected categories, displayed
as a column graph.
32 Interpret a graph and write down the equation of a given
horizontal line.
33 Interpret a graph and write down the equation of a line with
negative gradient.
35 Formulate and solve a multi-step problem involving a rate and a
percentage calculation, in context.
Mathematical Process an Content Areas in
Need of Strengthening
Grade Area Process Content
5 E 9, F4 Q4, S4
8 E 11, F6 Q 7, C 6
10 E 18 Q8, C6
Process E= Employing, F=Formulating
Content Q = Quantity (Number & Measurement), S = Shape and Space
C = Change and Relationships
Stands of Mathematics in need of Strengthening
(Combined ISA & STARR)
Grad
e
PYP Grade MYP
3 Shape and Space
Measurement
6 Shape and Space (Geometry) &
Data Handling
Measurement
Pattern and Function
4 Shape and Space
Measurement
7 Shape and Space (Geometry) &
Data Handling
Measurement
Pattern and Function
5
(ISA)
Shape and Space
Measurement
8 (ISA) Geometry
10
(ISA)
Geometry