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About the PIAAC
The Program for the International Assessment of Adult Competencies (PIAAC) is a worldwide study originally created in 2008 by the Organization for Economic Cooperation and Develop (OECD) that measures cognitive and workplace abilities and proficiencies in adults aged 16-65 across 24 countries.
PIAAC is designed to assess adult skills over a broad range of abilities, from simple reading and numerical calculations to complex digital problem solving. To do this, PIAAC assesses literacy, numeracy, digital problem solving, and, as a separate domain to measure the low-end of literacy skills, reading components.
These four domains are measured with either paper-and-pencil or computer-based modes of administration. Respondents who are not familiar with computers are given the paper-and-pencil version of the assessment.
While the United States uses a grade-based educational model (e.g., Pre-K - 12th Grade), each of the 24 OECD countries' educational models are different. This required researchers to develop a scale that measures abilities across a uniform scale.
The scale for literacy is broken down into six proficiency levels:
Proficiency Level and Score Range
Task Descriptions
Below Level 1
0–175 points
The tasks at this level require the respondent to read brief texts on familiar topics to locate a single piece of specific information. There is seldom any competing information in the text, and the requested information is identical in form to information in the question or directive. The respondent may be required to locate information in short continuous texts; however, in this case, the information can be located as if the text were noncontinuous in format. Only basic vocabulary knowledge is required, and the reader is not required to understand the structure of sentences or paragraphs or make use of other text features. Tasks below Level 1 do not make use of any features specific to digital texts.
Level 1
176–225 points
Most of the tasks at this level require the respondent to read relatively short continuous, noncontinuous, or mixed texts in digital or print format to locate a single piece of information that is identical to or synonymous with the information given in the question or directive. Some tasks, such as those involving noncontinuous texts, may require the respondent to enter personal information into a document. Little, if any, competing information is present. Some tasks may require simply cycling through more than one piece of information. The respondent is expected to have knowledge and skill in recognizing basic vocabulary, determining the meaning of sentences, and reading paragraphs of text.
Level 2
226–275 points
At this level, texts may be presented in a digital or print medium and may comprise continuous, noncontinuous, or mixed types. Tasks at this level require respondents to make matches between the text and information and may require paraphrasing or low-level inferences. Some competing pieces of information may be present. Some tasks require the respondent to
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cycle through or integrate two or more pieces of information based on criteria;
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compare and contrast or reason about information requested in the question; or
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navigate within digital texts to access and identify information from various parts of a document.
Level 3
276–325 points
Texts at this level are often dense or lengthy and include continuous, noncontinuous, mixed, or multiple pages of text. Understanding text and rhetorical structures becomes more central to successfully completing tasks, especially navigating complex digital texts. Tasks require the respondent to identify, interpret, or evaluate one or more pieces of information and often require varying levels of inference. Many tasks require the respondent to construct meaning across larger chunks of text or perform multi-step operations in order to identify and formulate responses. Often, tasks also demand that the respondent disregard irrelevant or inappropriate content to answer accurately. Competing information is often present, but it is not more prominent than the correct information.
Level 4
326–375 points
Tasks at this level often require respondents to perform multi-step operations to integrate, interpret, or synthesize information from complex or lengthy continuous, noncontinuous, mixed, or multiple-type texts. Complex inferences and application of background knowledge may be needed to perform the task successfully. Many tasks require identifying and understanding one or more specific, noncentral idea(s) in the text in order to interpret or evaluate subtle evidence, claims, or persuasive discourse or relationships. Conditional information is frequently present in tasks at this level and must be taken into consideration by the respondent. Competing information is present and sometimes seemingly as prominent as correct information.
Level 5
376–500 points
At this level, tasks may require the respondent to search for and integrate information across multiple, dense texts; construct syntheses of similar and contrasting ideas or points of view; or evaluate evidence-based arguments. Application and evaluation of logical and conceptual models of ideas may be required to accomplish tasks. Evaluating the reliability of evidentiary sources and selecting key information is frequently a requirement. Tasks often require respondents to be aware of subtle, rhetorical cues and to make high-level inferences or use specialized background knowledge.
This six-level scale roughly corresponds to the U.S. grade-level-based educational model like this:
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While the United States uses a grade-based educational model (e.g., Pre-K - 12th Grade), each of the 24 OECD countries' educational models are different. This required researchers to develop a scale that measures abilities across a uniform scale.
The scale for numeracy is broken down into six proficiency levels:
Proficiency Level and Score Range
Task Descriptions
Below Level 1
0–175 points
Tasks at this level require the respondents to carry out simple processes such as counting, sorting, performing basic arithmetic operations with whole numbers or money, or recognizing common spatial representations in concrete, familiar contexts where the mathematical content is explicit with little or no text or distractors.
Level 1
176–225 points
Tasks at this level require the respondent to carry out basic mathematical processes in common, concrete contexts where the mathematical content is explicit with little text and minimal distractors. Tasks usually require one-step or simple processes involving counting, sorting, performing basic arithmetic operations, understanding simple percentages such as “50 percent,” or locating and identifying elements of simple or common graphical or spatial representations.
Level 2
226–275 points
Tasks at this level require the respondent to identify and act on mathematical information and ideas embedded in a range of common contexts where the mathematical content is fairly explicit or visual with relatively few distractors. Tasks tend to require the application of two or more steps or processes involving calculations with whole numbers and common decimals, percentages, and fractions; simple measurement and spatial representation; estimation; or interpretation of relatively simple data and statistics in texts, tables, and graphs.
Level 3
276–325 points
Tasks at this level require the respondent to understand mathematical information that may be less explicit, embedded in contexts that are not always familiar, and represented in more complex ways. Tasks require several steps and may involve the choice of problem-solving strategies and relevant processes. Tasks tend to require the application of number sense and spatial sense; recognizing and working with mathematical relationships, patterns, and proportions expressed in verbal or numerical form; or interpretation and basic analysis of data and statistics in texts, tables, and graphs.
Level 4
326–375 points
Tasks at this level require the respondent to understand a broad range of mathematical information that may be complex, abstract, or embedded in unfamiliar contexts. These tasks involve undertaking multiple steps and choosing relevant problem-solving strategies and processes. Tasks tend to require analysis and more complex reasoning about quantities and data; statistics and chance; spatial relationships; or change, proportions, and formulas. Tasks at this level may also require understanding arguments or communicating well-reasoned explanations for answers or choices.
Level 5
376–500 points
Tasks at this level require the respondent to understand complex representations and abstract and formal mathematical and statistical ideas, possibly embedded in complex texts. Respondents may have to integrate multiple types of mathematical information where considerable translation or interpretation is required; draw inferences; develop or work with mathematical arguments or models; or justify, evaluate, and critically reflect upon solutions or choices.
This six-level scale roughly corresponds to the U.S. grade-level-based educational model like this:
