Austria vs Czechia: PISA: 15-year-olds by reading proficiency level (%). Level 5
PISA: 15-year-olds by reading proficiency level (%). Level 5 over time
- Austria
- Czechia
How they compare
Austria currently reports 7.0% against 7.0% in Czechia, a difference of 0.0%.
The two have swapped places 1 time across 7 shared years of data; in 2000 it was Austria ahead.
Austria ranks 22nd and Czechia ranks 22nd of 55 countries.
Across the 2 decades both report, Austria averaged higher in 1 and Czechia in 1.
Head to head by decade
| Decade | Austria | Czechia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 6.8% | 6.2% | 0.5% | Austria |
| 2010s | 6.0% | 6.3% | 0.3% | Czechia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pisa: 15-year-olds by reading proficiency level (%). level 5, Austria or Czechia?
- Austria, at 7.0% against 7.0% in Czechia as of 2018.
- What is the difference in pisa: 15-year-olds by reading proficiency level (%). level 5 between Austria and Czechia?
- 0.0%, with Austria ahead.
- How many years of comparable data are there for Austria and Czechia?
- 7 years are reported by both, from 2000 to 2018.
- How do Austria and Czechia rank globally for pisa: 15-year-olds by reading proficiency level (%). level 5?
- Austria ranks 22nd and Czechia ranks 22nd 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 5. 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 626 but lower than or equal to 698 on the PISA reading scale. Readers at Level 5 can comprehend lengthy texts, inferring which information in the text is relevant even though the information of interest may be easily overlooked. They can perform causal or other forms of reasoning based on a deep understanding of extended pieces of text. They can also answer indirect questions by inferring the relationship between the question and one or several pieces of information distributed within or across multiple texts and sources. Reflective tasks require the production or critical evaluation of hypotheses, drawing on specific information. Readers can establish distinctions between content and purpose, and between fact and opinion as applied to complex or abstract statements. They can assess neutrality and bias based on explicit or implicit cues pertaining to both the content and/or source of the information. They can also draw conclusions regarding the reliability of the claims or conclusions offered in a piece of text. For all aspects of reading, tasks at Level 5 typically involve dealing with concepts that are abstract or counterintuitive, and going through several steps until the goal is reached. In addition, tasks at this level may require the reader to handle several long texts, switching back and forth across texts in order to compare and contrast information. In this database, 2000/2003/2006 Level 5 data are calculated figures based on the current Level 5 (626 to 698) rather than the figures presented for Level 5 (626+) in PISA Reports for 2000, 2003, and 2006. Use caution in comparing results across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/