Indicator 8: Adult Performance in Literacy, Numeracy, and Problem Solving in Technology-Rich Environments

G-20 Countries Included: Australia, Canada, France, Germany, Italy, Japan, Republic of Korea, United Kingdom (England and Northern Ireland), United States

In 2012, the percentage of adults reaching the high end of the performance scale on the literacy scale in PIAAC (i.e., those at level 4 or 5) in the participating G-20 countries ranged from 3 percent in Italy to 23 percent in Japan. In the United States, 12 percent of adults reached level 4 or 5 in literacy.

This indicator draws on data from the 2012 Program for the International Assessment of Adult Competencies (PIAAC), a new assessment of adults ages 16 to 65 in literacy, numeracy, and problem solving in technology-rich environments. Similar to the other indicators in this section, it examines the percentages of adults reaching different levels of proficiency on a performance scale. (In PIAAC, the proficiency levels range from below level 1 to level 5 in literacy and numeracy and from below level 1 to level 3 in problem-solving in technology-rich environments.) For literacy and numeracy, the indicator focuses on the percentages of adults at the high and low ends of the scale (that is, those at level 4 or 5 and those at level 1 or below, respectively). For problem solving in technology-rich environments, because there are fewer levels designated along the performance scale, the indicator focuses on those adults reaching levels 2 and 3.

In 2012, the percentage of adults reaching the high end of the performance scale in literacy (i.e., at level 4 or 5) in the nine participating G-20 countries ranged from 3 percent in Italy to 23 percent in Japan (figure 8-1). In the United States, 12 percent of adults reached level 4 or 5, which was not measurably differ than in Germany and the United Kingdom (England/Northern Ireland); higher than in France, Italy, and the Republic of Korea; and lower than in Australia, Canada, and Japan. The percentage of adults at the low end of the performance scale (i.e., at level 1 or below) ranged from 5 percent in Japan to 28 percent in Italy. All of the participating G-20 countries except Japan and Australia had higher percentages of adults at level 1 or below than at level 4 or 5. The percentage of U.S. adults at level 1 or below was 18 percent, which was lower than in France and Italy but higher than in Australia, Japan, and the Republic of Korea.

In numeracy, the percentage of adults at the high end of the performance scale ranged from 4 percent in Italy to 19 percent in Japan. In the United States (and France), 9 percent of adults reached level 4 or 5, which was higher than in Italy and the Republic of Korea, but lower than in the other participating G-20 countries. The percentage of adults at the low end of the performance scale ranged from 8 percent in Japan to 32 percent in Italy. All but one of the participating G-20 countries (Japan) had higher percentages of adults at level 1 or below than at level 4 or 5. The percentage of U.S. adults at level 1 or below was 30 percent, which was higher than in all participating countries except France and Italy.

Comparing literacy and numeracy, there were higher percentages of adults at level 1 or below in numeracy than in literacy in all participating G-20 countries except Germany. In three of those countries (Australia, Japan, and the United States), there were lower percentages of adults at level 4 or 5 in numeracy than in literacy, as well. Germany and Italy, on the other hand, had higher percentages of adults at level 4 or 5 in numeracy than in literacy.

In problem solving in technology-rich environments (where the proficiency levels ranged from below level 1 to level 3), over half of the participating adults in Japan reached proficiency level 2 or 3 (though it should be noted that response rates for Japan were 50 percent). Thirty-nine percent of participating U.S. adults reached level 2 or 3, which was lower than in any other participating G-20 country except the United Kingdom (England/ Northern Ireland). In all countries except Japan, where 13 percent of adults reached this level, the percentage of adults at level 3 was between 5 and 9 percent.

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Definitions and Methodologie

The Program for the International Assessment of Adult Competencies (PIAAC) is a household study that has been developed under the auspices of the Organization for Economic Cooperation and Development (OECD). In the United States, data were collected in 201 and 2012 for the first administration of PIAAC from a nationally representative sample of 5,000 adults between the ages of 16 and 65. The goal of PIAAC is to assess and compare the basic skills and the broad range of competencies of adults around the world. Specificall , PIAAC measures relation- ships between individuals' educational background, workplace experiences and skills, occupational attainment, use of information and communications technology, and cognitive skills in the areas of literacy, numeracy, and problem solving. The literacy, numeracy, and problem-solving scales each range from 0 to 500. Literacy is defined by PIAAC as understanding, evaluating, using, and engaging with written texts to participate in society, to achieve one's goals, and to develop one's knowledge and potential. Adults performing below proficiency level 1 (a score lower than 176) are able to read brief texts on familiar topics and to locate a single piece of specific information. Only basic vocabulary knowledge is required. Adults reaching level 1 (a score from 176 to 225) are able to read relatively short digital or print texts to locate a single piece of information that is identical to or synonymous with the information given in the question or directive. Adults reaching level 4 (a score from 326 to 375) can perform multi-step operations to integrate, interpret, or synthesize information from complex or lengthy texts of a variety of types. Complex inferences and application of background knowledge may be needed to perform the task successfully. Adults reaching proficiency level 5 (a score higher than 376) are able to search for and integrate information across multiple, dense texts; construct syntheses of similar and contrasting ideas or points of view; and evaluate evidence-based arguments.

Numeracy is defined by PIAAC as the ability to access, use, interpret, and communicate mathematical information and ideas, in order to engage in and manage the mathematical demands of a range of situations in adult life. Adults performing below proficiency level 1 (a score lower than 176) in numeracy are capable of carrying out simple processes such as counting, sorting, or performing basic arithmetic operations with whole numbers or money. Adults reaching proficiency level 1 (a score from 176 to 225) can carry out basic mathematical processes in common, concrete contexts where the mathematical context is explicit with little text and minimal distractors. Adults reaching proficiency level 4 (a score from 326 to 375) understand a broad range of mathematical information that may be complex, abstract, or embedded in unfamiliar contexts. Adults reaching level 5 (a score higher than 376) are able to integrate multiple types of mathematical information where considerable translation and interpretation is required; draw inferences; develop or work with mathematical arguments or models; and justify, evaluate, and critically reflect upon solutions or choices.

Problem solving in technology-rich environments is defined by PIAAC as using digital technology, communication tools, and networks to acquire and evaluate information, communicate with others, and perform practical tasks. Adults performing at proficiency level 2 (a score from 291 to 340) are able to use both generic and more specific technology applications to perform a task that may involve multiple steps and operators. Adults performing at proficiency level 3 (a score higher than 340) are also able to use both generic and specific technology applications as well as integration and inferential reasoning to a large extent.

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