South Korea vs Liechtenstein: PISA: Male 15-year-olds by reading proficiency level (%). Level 4
PISA: Male 15-year-olds by reading proficiency level (%). Level 4 over time
- South Korea
- Liechtenstein
How they compare
Liechtenstein currently reports 22.2% against 12.0% in South Korea, a difference of 10.2%.
That makes Liechtenstein's figure about 1.9 times South Korea's.
Across all 5 years both countries report, Liechtenstein has been ahead every year.
South Korea ranks 2nd and Liechtenstein ranks 1st of 55 countries.
Liechtenstein has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | South Korea | Liechtenstein | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 16.5% | 20.7% | 4.2% | Liechtenstein |
| 2010s | 15.0% | 22.2% | 7.2% | Liechtenstein |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pisa: male 15-year-olds by reading proficiency level (%). level 4, South Korea or Liechtenstein?
- Liechtenstein, at 22.2% against 12.0% in South Korea as of 2012.
- What is the difference in pisa: male 15-year-olds by reading proficiency level (%). level 4 between South Korea and Liechtenstein?
- 10.2%, with Liechtenstein ahead.
- How many years of comparable data are there for South Korea and Liechtenstein?
- 5 years are reported by both, from 2000 to 2012.
- How do South Korea and Liechtenstein rank globally for pisa: male 15-year-olds by reading proficiency level (%). level 4?
- South Korea ranks 2nd and Liechtenstein ranks 1st of 55 countries.
- Where does this data come from?
- OECD Programme for International Student Assessment (PISA), published as PISA: Male 15-year-olds by reading 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 male students scoring higher than 553 but lower than or equal to 626 on the PISA reading scale. At Level 4, readers can comprehend extended passages in single or multiple-text settings. They interpret the meaning of nuances of language in a section of text by taking into account the text as a whole. In other interpretative tasks, students demonstrate understanding and application of ad hoc categories. They can compare perspectives and draw inferences based on multiple sources. Readers can search, locate and integrate several pieces of embedded information in the presence of plausible distractors. They can generate inferences based on the task statement in order to assess the relevance of target information. They can handle tasks that require them to memories prior task context. In addition, students at this level can evaluate the relationship between specific statements and a person’s overall stance or conclusion about a topic. They can reflect on the strategies that authors use to convey their points, based on salient features of texts (e.g., titles and illustrations). They can compare and contrast claims explicitly made in several texts and assess the reliability of a source based on salient criteria. Texts at Level 4 are often long or complex, and their content or form may not be standard. Many of the tasks are situated in multiple-text settings. The texts and the tasks contain indirect or implicit cues. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5). PISA 2000/2003/2006 Level 4 data have been included in this database as Level 4 because they are based on an identical score range. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/