Italy vs Thailand: PISA: 15-year-olds by reading proficiency level (%). Level 2
PISA: 15-year-olds by reading proficiency level (%). Level 2 over time
- Italy
- Thailand
How they compare
Italy currently reports 26.0% against 26.0% in Thailand, a difference of 0.0%.
Across all 7 years both countries report, Thailand has been ahead every year.
Italy ranks 15th and Thailand ranks 15th of 55 countries.
Thailand has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Italy | Thailand | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 25.0% | 35.2% | 10.2% | Thailand |
| 2010s | 25.0% | 31.0% | 6.0% | Thailand |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pisa: 15-year-olds by reading proficiency level (%). level 2, Italy or Thailand?
- Italy, at 26.0% against 26.0% in Thailand as of 2018.
- What is the difference in pisa: 15-year-olds by reading proficiency level (%). level 2 between Italy and Thailand?
- 0.0%, with Italy ahead.
- How many years of comparable data are there for Italy and Thailand?
- 7 years are reported by both, from 2000 to 2018.
- How do Italy and Thailand rank globally for pisa: 15-year-olds by reading proficiency level (%). level 2?
- Italy ranks 15th and Thailand ranks 15th of 55 countries.
- Where does this data come from?
- OECD Programme for International Student Assessment (PISA), published as PISA: 15-year-olds by reading proficiency level (%). Level 2. Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Percentage of 15-year-old students scoring higher than 407 but lower than or equal to 480 on the PISA reading scale. Readers at Level 2 can identify the main idea in a piece of text of moderate length. They can understand relationships or construe meaning within a limited part of the text when the information is not prominent by producing basic inferences, and/or when the text(s) include some distracting information. They can select and access a page in a set based on explicit though sometimes complex prompts, and locate one or more pieces of information based on multiple, partly implicit criteria. Readers at Level 2 can, when explicitly cued, reflect on the overall purpose, or on the purpose of specific details, in texts of moderate length. They can reflect on simple visual or typographical features. They can compare claims and evaluate the reasons supporting them based on short, explicit statements. Tasks at Level 2 may involve comparisons or contrasts based on a single feature in the text. Typical reflective tasks at this level require readers to make a comparison or several connections between the text and outside knowledge by drawing on personal experience and attitudes. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments. PISA 2000/2003/2006 Level 2 data have been included in this database as Level 2 because they are based on an identical score range. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/