Loading...
PISA questions for high school math
Quiz by Gleziel A. Sarabosquez
Customize this quiz to suit your class
Instantly translate to 100+ languages
Tag the questions with any skills you have. Your dashboard will track each student's mastery of each skill.
Give this quiz to my class
PISA QUESTIONS FOR ENGLISHPISA QUESTIONS IN THE PRETEST FOR PHYSICSPretend that you are a secondary teacher. Make me 10 HOTS-SOLO or PISA-like assessment test items or multiple choice test questions with answers for grade 10 students. Start your questions with why, how, what, and which align with this learning competency -Observe the language of research, campaigns, and advocacies G8 PISA Assessment Slave's Dream Beside the ungathered rice he lay, His sickle in his hand. His breast was bare, his matted hair Was buried in the sand. Again, in the mist and shadow of sleep, He saw his Native Land. Wide through the landscape of his dreams The lordly Niger flowed; Beneath the palm-trees on the plain Once more a king he strode; And heard the tinkling caravans Descend the mountain-road. He saw once more his dark-eyed queen Among her children stand; They clasped his neck, they kissed his cheeks, They held him by the hand!-- A tear burst from the sleeper's lids And fell into the sand. And then at furious speed he rode Along the Niger's bank; His bridle-reins were golden chains, And, with a martial clank, At each leap he could feel his scabbard of steel Smiting his stallion's flank. Before him, like a blood-red flag, The bright flamingoes flew; From morn till night he followed their flight, O'er plains where the tamarind grew, Till he saw the roofs of Caffre huts, And the ocean rose to view. At night he heard the lion roar, And the hyena scream, And the river-horse, as he crushed the reeds Beside some hidden stream; And it passed, like a glorious roll of drums, Through the triumph of his dream. The forests, with their myriad tongues, Shouted of liberty; And the Blast of the Desert cried aloud, With a voice so wild and free, That he started in his sleep and smiled At their tempestuous glee. He did not feel the driver's whip, Nor the burning heat of day; For Death had illumined the Land of Sleep, And his lifeless body lay A worn-out fetter, that the soul Had broken and thrown away! analysis with multiple choice questions and answersPretend that you are a secondary teacher. Make me 10 HOTS-SOLO or PISA-like assessment test items or multiple choice test questions with answers and stimuli for grade 10 students. Start your questions with why, how, what, and which, align with this learning competency -Formulate claims of fact, policy, and value Pretend that you are a secondary teacher. Make me 10 HOTS-SOLO or PISA-like assessment test items or multiple choice test questions with answers and stimuli for grade 10 students. Start your questions with why, how, what, and which, align with this learning competency - Identify key structural elements, e.g.: • Exposition - Statement of position, • Arguments, • Restatement of Positions and language features of an argumentative text, e.g.: • modal verbs: should, must, might, and modal adverbs: usually, probably, etc.; • attitudes expressed through evaluative language; • conjunctions or connectives to link ideas: because, therefore, on the other hand, etc.; • declarative statements; • rhetorical questions; passive voicePretend that you are a secondary teacher. Make me 10 HOTS-SOLO or PISA-like assessment test items or multiple choice test questions with answers and stimuli for grade 10 students. Start your questions with why, how, what, and which, align with this learning competency - Explains that a shift in speech context, speech style, speech act and communicative strategy affects the following:Pretend that you are a secondary teacher. Make me 10 HOTS-SOLO or PISA-like assessment test items or multiple choice test questions with answers and stimuli for grade 10 students. Start your questions with why, how, what, and which, align with this learning competency -Writing a close analysis and critical interpretation of literary texts, applying a reading approach, and doing an adaptation of these, require from the learner the ability to identify: representative texts and authors from Asia, North America, Europe, Latin America, and Africa