Czechia vs Norway: PISA: Female 15-year-olds by science proficiency level (%). Level 4
PISA: Female 15-year-olds by science proficiency level (%). Level 4 over time
- Czechia
- Norway
How they compare
Czechia currently reports 19.8% against 19.4% in Norway, a difference of 0.4%.
The two have swapped places 2 times across 6 shared years of data; in 2003 it was Czechia ahead.
Czechia ranks 19th and Norway ranks 22nd of 52 countries.
Czechia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Czechia | Norway | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 22.3% | 18.3% | 4.0% | Czechia |
| 2010s | 19.6% | 19.0% | 0.6% | Czechia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pisa: female 15-year-olds by science proficiency level (%). level 4, Czechia or Norway?
- Czechia, at 19.8% against 19.4% in Norway as of 2018.
- What is the difference in pisa: female 15-year-olds by science proficiency level (%). level 4 between Czechia and Norway?
- 0.4%, with Czechia ahead.
- How many years of comparable data are there for Czechia and Norway?
- 6 years are reported by both, from 2003 to 2018.
- How do Czechia and Norway rank globally for pisa: female 15-year-olds by science proficiency level (%). level 4?
- Czechia ranks 19th and Norway ranks 22nd of 52 countries.
- Where does this data come from?
- OECD Programme for International Student Assessment (PISA), published as PISA: Female 15-year-olds by science proficiency level (%). Level 4. 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 female students scoring higher than 559 but less than or equal to 633 on the PISA science scale. At Level 4, students can use more complex or more abstract content knowledge, which is either provided or recalled, to construct explanations of more complex or less familiar events and processes. They can conduct experiments involving two or more independent variables in a constrained context. They are able to justify an experimental design, drawing on elements of procedural and epistemic knowledge. Level 4 students can interpret data drawn from a moderately complex data set or less familiar context, draw appropriate conclusions that go beyond the data and provide justifications for 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/