Estonia vs Macau (China): PISA: 15-year-olds by science proficiency level (%). Level 5
PISA: 15-year-olds by science proficiency level (%). Level 5 over time
- Estonia
- Macau (China)
How they compare
Macau (China) currently reports 11.9% against 10.2% in Estonia, a difference of 1.7%.
That makes Macau (China)'s figure about 1.2 times Estonia's.
The two have swapped places 1 time across 5 shared years of data; in 2006 it was Estonia ahead.
Estonia ranks 4th and Macau (China) ranks 1st of 52 countries.
Estonia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Estonia | Macau (China) | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 9.5% | 4.8% | 4.7% | Estonia |
| 2010s | 11.0% | 8.8% | 2.2% | Estonia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pisa: 15-year-olds by science proficiency level (%). level 5, Estonia or Macau (China)?
- Macau (China), at 11.9% against 10.2% in Estonia as of 2018.
- What is the difference in pisa: 15-year-olds by science proficiency level (%). level 5 between Estonia and Macau (China)?
- 1.7%, with Macau (China) ahead.
- How many years of comparable data are there for Estonia and Macau (China)?
- 5 years are reported by both, from 2006 to 2018.
- How do Estonia and Macau (China) rank globally for pisa: 15-year-olds by science proficiency level (%). level 5?
- Estonia ranks 4th and Macau (China) ranks 1st 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 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 633 but less than or equal to 708 on the PISA science scale. At Level 5, students can use abstract scientific ideas or concepts to explain unfamiliar and more complex phenomena, events and processes involving multiple causal links. They are able to apply more sophisticated epistemic knowledge to evaluate alternative experimental designs and justify their choices and use theoretical knowledge to interpret information or make predictions. Level 5 students can evaluate ways of exploring a given question scientifically and identify limitations in interpretations of data sets including sources and the effects of uncertainty in scientific data. 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/