Czech Republic vs Norway: PISA: 15-year-olds by science proficiency level (%). Level 6
PISA: 15-year-olds by science proficiency level (%). Level 6 over time
- Czech Republic
- Norway
How they compare
Czech Republic currently reports 1.0% against 0.7% in Norway, a difference of 0.3%.
That makes Czech Republic's figure about 1.3 times Norway's.
The two have swapped places 2 times across 6 shared years of data; in 2003 it was Czech Republic ahead.
Czech Republic ranks 15th and Norway ranks 17th of 52 countries.
Across the 2 decades both report, Czech Republic averaged higher in 1 and Norway in 1.
Head to head by decade
| Decade | Czech Republic | Norway | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 2.0% | 0.8% | 1.2% | Czech Republic |
| 2010s | 0.9% | 1.0% | 0.0% | Norway |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pisa: 15-year-olds by science proficiency level (%). level 6, Czech Republic or Norway?
- Czech Republic, at 1.0% against 0.7% in Norway as of 2018.
- What is the difference in pisa: 15-year-olds by science proficiency level (%). level 6 between Czech Republic and Norway?
- 0.3%, with Czech Republic ahead.
- How many years of comparable data are there for Czech Republic and Norway?
- 6 years are reported by both, from 2003 to 2018.
- How do Czech Republic and Norway rank globally for pisa: 15-year-olds by science proficiency level (%). level 6?
- Czech Republic ranks 15th and Norway ranks 17th 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 6. 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 708 on the PISA science scale. At Level 6, students can draw on a range of interrelated scientific ideas and concepts from the physical, life and earth and space sciences and use content, procedural and epistemic knowledge in order to offer explanatory hypotheses of novel scientific phenomena, events and processes or to make predictions. In interpreting data and evidence, they are able to discriminate between relevant and irrelevant information and can draw on knowledge external to the normal school curriculum. They can distinguish between arguments that are based on scientific evidence and theory and those based on other considerations. Level 6 students can evaluate competing designs of complex experiments, field studies or simulations and justify their choices. 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/