Australia vs New Zealand: PISA: Female 15-year-olds by science proficiency level (%). Level 6
PISA: Female 15-year-olds by science proficiency level (%). Level 6 over time
- Australia
- New Zealand
How they compare
New Zealand currently reports 1.3% against 1.2% in Australia, a difference of 0.1%.
That makes New Zealand's figure about 1.1 times Australia's.
The two have swapped places 1 time across 6 shared years of data; in 2003 it was Australia ahead.
Australia ranks 10th and New Zealand ranks 7th of 52 countries.
New Zealand has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Australia | New Zealand | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 2.4% | 2.8% | 0.4% | New Zealand |
| 2010s | 1.6% | 1.8% | 0.1% | New Zealand |
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 6, Australia or New Zealand?
- New Zealand, at 1.3% against 1.2% in Australia as of 2018.
- What is the difference in pisa: female 15-year-olds by science proficiency level (%). level 6 between Australia and New Zealand?
- 0.1%, with New Zealand ahead.
- How many years of comparable data are there for Australia and New Zealand?
- 6 years are reported by both, from 2003 to 2018.
- How do Australia and New Zealand rank globally for pisa: female 15-year-olds by science proficiency level (%). level 6?
- Australia ranks 10th and New Zealand ranks 7th 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 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 female 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/