Chile vs Slovak Republic: PISA: 15-year-olds by science proficiency level (%). Level 3
PISA: 15-year-olds by science proficiency level (%). Level 3 over time
- Chile
- Slovak Republic
How they compare
Slovak Republic currently reports 25.3% against 22.6% in Chile, a difference of 2.7%.
That makes Slovak Republic's figure about 1.1 times Chile's.
Across all 5 years both countries report, Slovak Republic has been ahead every year.
Chile ranks 39th and Slovak Republic ranks 36th of 52 countries.
Slovak Republic has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Chile | Slovak Republic | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 21.9% | 28.6% | 6.8% | Slovak Republic |
| 2010s | 22.9% | 25.4% | 2.5% | Slovak Republic |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pisa: 15-year-olds by science proficiency level (%). level 3, Chile or Slovak Republic?
- Slovak Republic, at 25.3% against 22.6% in Chile as of 2018.
- What is the difference in pisa: 15-year-olds by science proficiency level (%). level 3 between Chile and Slovak Republic?
- 2.7%, with Slovak Republic ahead.
- How many years of comparable data are there for Chile and Slovak Republic?
- 5 years are reported by both, from 2006 to 2018.
- How do Chile and Slovak Republic rank globally for pisa: 15-year-olds by science proficiency level (%). level 3?
- Chile ranks 39th and Slovak Republic ranks 36th of 52 countries.
- Where does this data come from?
- OECD Programme for International Student Assessment (PISA), published as PISA: 15-year-olds by science proficiency level (%). Level 3. 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 484 but less than or equal to 559 on the PISA science scale. At Level 3, students can draw upon moderately complex content knowledge to identify or construct explanations of familiar phenomena. In less familiar or more complex situations, they can construct explanations with relevant cueing or support. They can draw on elements of procedural or epistemic knowledge to carry out a simple experiment in a constrained context. Level 3 students are able to distinguish between scientific and non-scientific issues and identify the evidence supporting a scientific claim. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/