Argentina vs Colombia: PISA: 15-year-olds by reading proficiency level (%). Level 4
PISA: 15-year-olds by reading proficiency level (%). Level 4 over time
- Argentina
- Colombia
How they compare
Colombia currently reports 6.0% against 5.0% in Argentina, a difference of 1.0%.
That makes Colombia's figure about 1.2 times Argentina's.
The two have swapped places 1 time across 5 shared years of data; in 2006 it was Argentina ahead.
Argentina ranks 48th and Colombia ranks 46th of 55 countries.
Across the 2 decades both report, Argentina averaged higher in 1 and Colombia in 1.
Head to head by decade
| Decade | Argentina | Colombia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 5.5% | 4.5% | 1.0% | Argentina |
| 2010s | 5.0% | 5.3% | 0.3% | Colombia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pisa: 15-year-olds by reading proficiency level (%). level 4, Argentina or Colombia?
- Colombia, at 6.0% against 5.0% in Argentina as of 2018.
- What is the difference in pisa: 15-year-olds by reading proficiency level (%). level 4 between Argentina and Colombia?
- 1.0%, with Colombia ahead.
- How many years of comparable data are there for Argentina and Colombia?
- 5 years are reported by both, from 2006 to 2018.
- How do Argentina and Colombia rank globally for pisa: 15-year-olds by reading proficiency level (%). level 4?
- Argentina ranks 48th and Colombia ranks 46th 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 4. Statizoid refreshes it automatically from the source and publishes the full history for both places.
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About this data
Percentage of 15-year-old students scoring higher than 553 but lower than or equal to 626 on the PISA reading scale. At Level 4, readers can comprehend extended passages in single or multiple-text settings. They interpret the meaning of nuances of language in a section of text by taking into account the text as a whole. In other interpretative tasks, students demonstrate understanding and application of ad hoc categories. They can compare perspectives and draw inferences based on multiple sources. Readers can search, locate and integrate several pieces of embedded information in the presence of plausible distractors. They can generate inferences based on the task statement in order to assess the relevance of target information. They can handle tasks that require them to memories prior task context. In addition, students at this level can evaluate the relationship between specific statements and a person’s overall stance or conclusion about a topic. They can reflect on the strategies that authors use to convey their points, based on salient features of texts (e.g., titles and illustrations). They can compare and contrast claims explicitly made in several texts and assess the reliability of a source based on salient criteria. Texts at Level 4 are often long or complex, and their content or form may not be standard. Many of the tasks are situated in multiple-text settings. The texts and the tasks contain indirect or implicit cues. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5). PISA 2000/2003/2006 Level 4 data have been included in this database as Level 4 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/