The Program for the International Assessment of Adult Competencies (PIAAC) is an international survey that measures adults' proficiency in key information-processing skills - literacy, numeracy, and problem solving in technology-rich environments. It is coordinated by the OECD and involved over 20 countries in its first round. PIAAC provides data on adults' skills and how they relate to social and economic outcomes. It assesses skills through background questionnaires and measures of literacy, numeracy, problem solving, and other domains. Results are reported by the OECD and participating countries to further understanding of adult skills and inform policy.
This presentation was given by Bo Rothstein from the Universities of Gothenburg and Oxford at the GCES Conference on Trust and Education in The Hague on 7 December during the keynote session on Trust, social capital and human capital.
A proposal for the PISA 2018 Assessment of Global CompetenceEduSkills OECD
Globalisation brings innovation, new experiences and higher living standards, but it equally contributes to economic inequity and social division. That’s why this generation requires new capacities. Young people need to collaborate with people from different disciplines, cultures and value systems, in a way that solves complex problems and creates economic and social capital. They need to bring judgement and action to difficult situations in which people’s beliefs and standards are at odds.
For some years, educators have been discussing how best to build these capacities. Is there a distinctive competence that equips young people for the culturally diverse and digitally-connected communities in which they work and socialise? And can students learn to mobilise knowledge, skills, values and attitudes, in order to act creatively, collaboratively and ethically?
These issues are now at the heart of international education discussion.
From Global Competence to National Success - EWF2018EduSkills OECD
Globally competent students can retain their cultural identity but are simultaneously aware of the cultural values and beliefs of people around them, they examine the origins and implications of others’ and their own assumptions
Developing a standard digital literacy framework in association with the the ...EduSkills OECD
Digital literacy - a new core competency in the 21st century
•Digital competency gap in connection with nations’ rapid digital transformation
•Lack of comprehensive framework, common language, standards, and metrics on digital literacy that can be adopted by nations
•Lack of quality materials, tools, and resources for digital competency education at the global level.
This presentation was given by Bo Rothstein from the Universities of Gothenburg and Oxford at the GCES Conference on Trust and Education in The Hague on 7 December during the keynote session on Trust, social capital and human capital.
A proposal for the PISA 2018 Assessment of Global CompetenceEduSkills OECD
Globalisation brings innovation, new experiences and higher living standards, but it equally contributes to economic inequity and social division. That’s why this generation requires new capacities. Young people need to collaborate with people from different disciplines, cultures and value systems, in a way that solves complex problems and creates economic and social capital. They need to bring judgement and action to difficult situations in which people’s beliefs and standards are at odds.
For some years, educators have been discussing how best to build these capacities. Is there a distinctive competence that equips young people for the culturally diverse and digitally-connected communities in which they work and socialise? And can students learn to mobilise knowledge, skills, values and attitudes, in order to act creatively, collaboratively and ethically?
These issues are now at the heart of international education discussion.
From Global Competence to National Success - EWF2018EduSkills OECD
Globally competent students can retain their cultural identity but are simultaneously aware of the cultural values and beliefs of people around them, they examine the origins and implications of others’ and their own assumptions
Developing a standard digital literacy framework in association with the the ...EduSkills OECD
Digital literacy - a new core competency in the 21st century
•Digital competency gap in connection with nations’ rapid digital transformation
•Lack of comprehensive framework, common language, standards, and metrics on digital literacy that can be adopted by nations
•Lack of quality materials, tools, and resources for digital competency education at the global level.
EDUCAUSE Horizon Report | 2019 Higher Education Edition.
Informe completo @educause
The EDUCAUSE Horizon Report Preview provides summaries of each of the upcoming edition’s trends, challenges, and important developments in educational technology, which were ranked most highly by the expert panel. This year’s trends include modularized and disaggregated degrees, the advancing of digital equity, and blockchain.
For more than a decade, EDUCAUSE has partnered with the New Media Consortium (NMC) to publish the annual Horizon Report - Higher Education Edition. In 2018, EDUCAUSE acquired the rights to the NMC Horizon project.
International Longitudinal Study of Skills Development in CitiesEduSkills OECD
Social and emotional skills are powerful drivers of well-being and social progress. Children can learn some of these skills which would help them achieve long-term goals, work better with others and manage their emotions. While international research has come up with some measures that can help to improve teaching and parenting practices, they can be better conceptualised and validated.
From GETideas.org - A Conversation on Global Education - a new vision for education transformation, Education 3.0. To view accompanying video go to www.getideas.org/coge
Disrupted Futures 2023 | Career preparation in a rapidly changing worldEduSkills OECD
This presentation from the OECD Disrupted Futures 2023: International lessons on how schools can best equip students for their working lives conference looks at Career pathway programmes “Career Preparation in a Rapidly Changing World: A Comparative International Review of Career Pathways”. Presented by Paul Herdman and Robert Schwartz.
Discover the videos and other sessions from the OECD Disrupted Futures 2023 conference at https://www.oecd.org/education/career-readiness/conferences-webinars/disrupted-futures-2023.htm
Find out more about our work on Career Readiness https://www.oecd.org/education/career-readiness/
EDUCAUSE Horizon Report | 2019 Higher Education Edition.
Informe completo @educause
The EDUCAUSE Horizon Report Preview provides summaries of each of the upcoming edition’s trends, challenges, and important developments in educational technology, which were ranked most highly by the expert panel. This year’s trends include modularized and disaggregated degrees, the advancing of digital equity, and blockchain.
For more than a decade, EDUCAUSE has partnered with the New Media Consortium (NMC) to publish the annual Horizon Report - Higher Education Edition. In 2018, EDUCAUSE acquired the rights to the NMC Horizon project.
International Longitudinal Study of Skills Development in CitiesEduSkills OECD
Social and emotional skills are powerful drivers of well-being and social progress. Children can learn some of these skills which would help them achieve long-term goals, work better with others and manage their emotions. While international research has come up with some measures that can help to improve teaching and parenting practices, they can be better conceptualised and validated.
From GETideas.org - A Conversation on Global Education - a new vision for education transformation, Education 3.0. To view accompanying video go to www.getideas.org/coge
Disrupted Futures 2023 | Career preparation in a rapidly changing worldEduSkills OECD
This presentation from the OECD Disrupted Futures 2023: International lessons on how schools can best equip students for their working lives conference looks at Career pathway programmes “Career Preparation in a Rapidly Changing World: A Comparative International Review of Career Pathways”. Presented by Paul Herdman and Robert Schwartz.
Discover the videos and other sessions from the OECD Disrupted Futures 2023 conference at https://www.oecd.org/education/career-readiness/conferences-webinars/disrupted-futures-2023.htm
Find out more about our work on Career Readiness https://www.oecd.org/education/career-readiness/
presented by Andreas Schleicher, Director for Education and Skills, and Special Advisor on Education Policy to the Secretary-General at the Organisation for Economic Co-operation and Development (OECD) in Paris, at the conference on""Fostering a Scientific Mindset: OECD 2015 PISA Results for Scientific Literacy" (8th December 2016, New York Academy of Sciences)
PISA 2018 looks at reading, mathematics, science, financial literacy and global competency of around 600,000 students across 79 countries.
Latest results:
What students know and can do
Where all students can succeed
What school life means for students' lives
Teaching Online Research & Comprehension SkillsTimothy Neville
The purpose of the presentation is to help educators understand the importance of helping their students learn online research and comprehension skills and to provide them with an action plan to do so.
Results to be released on December 6
Key issues:
How far are we nurturing a generation of scientifically literate young people?
Are schools adequately preparing young people for adult life?
What kinds of learning environments do we find in high performing systems?
Can schools improve the futures of students from disadvantaged backgrounds?
Numeracy Achievement Gaps of Low- and High-Performing Adults: An Analysis Wit...AIRPIAAC
David Miller, managing director at AIR, gave a presentation at the Adults Learning Mathematics (ALM) conference in July 2018 about the numeracy skills of countries' low- and high-performing adults.
PIAAC Session at COABE 2015_Jill Castek PresentationAIRPIAAC
Powerpoint slides from Jill Castek's presentation at COABE 2015 Conference on "Using PIAAC's Education and Skills Online to Examine Adults' Skills Locally".
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2. 2
PIAAC Overview
2
Part 1 Part 2
§ What is PIAAC?
§ What Does PIAAC Provide?
§ How is PIAAC Designed?
§ What Does PIAAC Measure?
§ How Is PIAAC Conducted?
§ Summary
§ Reporting Results
Part 3
§ What Is Education and Skills
Online
§ Education and Skills Online
Components
§ Uses and Benefits
3. 3
§ A large–scale, cyclical, direct assessment
conducted in households
§ Coordinated by the Organization for Economic
Cooperation and Development (OECD)
§ An international assessment administered:
§ 5,000+ individuals per country
§ Ages 16 to 65
§ Round 1 involved 24 OECD and partner
countries.
§ Round 2 adds an additional 9 countries
3
4. 4
Participating Countries
Round 1 Countries Round 2 Countries
Australia
Austria
Belgium
Canada
Cyprus
Czech Republic
Denmark
Estonia
Finland
France
Germany
Ireland
Italy
Japan
Korea, Rep of
Netherlands
Norway
Poland
Russian Federation
Slovak Republic
Spain
Sweden
United Kingdom
United States
Chile
Greece
Indonesia
Israel
Lithuania
New Zealand
Singapore
Slovenia
Turkey
4
5. 5
What Does PIAAC Provide?
§ Information on basic skills and competencies of
adults in participating countries
§ Comparing 21st century cognitive and workplace
skills,
§ Relationships between individuals’ skills and
background variables such as:
§ Educational background,
§ Workplace experiences and skills,
§ Professional attainment, and
§ Use of information and communications
technology.
5
6. 6
What Does PIAAC Provide? (continued)
§ Trends in literacy and numeracy based on shared
items with ALL (numeracy only) and IALS (and
therefore NAAL via NALS)
§ Component skills of reading literacy among lower
performing adults (and those not familiar with
computers);
§ Baseline measurement for trends in problem solving in
a technology rich environment;
§ Relationships between assessment domains;
§ Relationships between assessment domains and
social/ economic measures drawn from the BQ.
6
7. 7
How is PIAAC Designed?
§ Two modes of assessment: Laptop computer or Paper-
and-Pencil
§ A household probability sample, obtaining a nationally
representative sample of the target population (16-65)
§ 70% response rate goal
§ Interview and assess 5,000 completed cases in US
§ Data Collection: August 2011-March 2012
§ Analysis and reporting: Oct. 2012-October 2013
7
8. 8
What Does PIAAC Measure?
Assessment measures four domains:
§ Literacy-- both p&p and computer
§ Numeracy-- both p&p and computer
§ Problem solving in technology-rich
environments-- only on computer
§ Reading components-- only in p&p
§ All countries are required to administer
literacy and numeracy
§ U.S. assessed all four domains
8
9. 9
Definitions
§ Literacy:
“understanding, evaluating, using and engaging
with written text to participate in society, to
achieve one’s goals and to develop one’s
knowledge and potential.”
§ Numeracy:
“the ability to access, use, interpret, and
communicate mathematical information and
ideas, to engage in and manage mathematical
demands of a range of situations in adult life.”
9
10. 10
§ Problem solving in technology rich
environments (PS-TRE):
“using digital technology, communication tools,
and networks to acquire and evaluate
information, communicate with others, and
perform practical tasks.”
§ Reading components:
“measuring literacy skills of adults at the lower
end of the literacy spectrum, focusing on
reading components that are comparable
across the range of languages (reading
vocabulary, sentence comprehension, and
basic passage comprehension and fluency).”
10
11. 11
PIAAC Items: Authentic and Comparable
Across Countries
Items designed to be:
§ Authentic (to the degree possible),
§ Culturally appropriate,
§ Provide coverage across different levels of ability,
§ Adaptive to conventions across the participating
countries (in case of numeracy, measurement
systems and currencies)
§ Representative of home, work, and community
contexts, and
§ Representative of purposes adults pursue in their
lives.
11
12. 12
Literacy
12
§ Continuous and non-continuous texts
§ Cognitive Processes:
– Access and Identify
– Integrate and Interpret
– Evaluate and reflect
§ Medium:
– Print-based texts
– Digital texts including hypertext, or text in
interactive environments, such as forms and blogs
13. 13
Sample Literacy Task
cog. processes: access and identify; context: personal; medium: print
“Look at the list of
preschool rules.
Highlight
information in the
list to answer the
question below
What is the latest
time that children
should arrive at
preschool?"
13
14. 14
Numeracy
§ Cognitive processes:
– Act upon and use
– Identify, locate and access
– Interpret and evaluate
§ Content:
– Data and chance
– Dimension and shape
– Pattern, relationship and change
– Quantity and number
§ Context:
– Everyday life
– Work related
– Social and community
– Further Learning
14
15. 15
Sample Numeracy Task
cog. process: interpret and evaluate; content: data and chance; context: community
and society
“Look at the graph
about the number of
births. Click to answer
the question below.
During which period(s)
was there a decline in
the number of births?
Click all that apply.
1957-1967
1967-1977
1977-1987
1987-1997
1997-2007" 15
16. 16
Problem solving in technology-rich environments
§ Cognitive processes:
– Goal setting and progress monitoring
– Planning and organizing
– Acquiring and evaluating information
– Making use of information
§ Technology Dimension:
– Performed in simulated software applications.
– Use commands and functions commonly found in
email, web pages, and spreadsheets.
§ Tasks:
– Range from online shopping to finding interactive
health prevention information to managing
personal information and business finances. 16
17. 17
Sample PS-TRE tasks (3)
Comparing, extracting and transforming information
"You are helping
some friends look for
a kitchen table and
have found this Web
site. Using the tools
available, compare
the five tables with
the highest user
ratings and find the
one that is least
expensive. Email
your friends a link to
the page with the
table you find."
17
18. 18
Reading components
Measuring accuracy and fluency (shorter
response time) on each of the three Reading
Component sections:
§ vocabulary,
§ sentence processing
§ passage comprehension
Will be performed consistently across
languages and countries
Paper-and-pencil only
18
19. 19
Sample Reading components Task
Sentence Processing
Three girls ate the song Yes No
The man drove the green car Yes No
The lightest balloon floated in the bright
sky.
Yes No
A comfortable pillow is soft and rocky. Yes No
A person who is twenty years old is older
than a person who is thirty years old.
Yes No
19
20. 20
How is PIAAC Conducted?
§ Two modes of assessment: Laptop computer or Paper-
and-Pencil
§ Adaptive: Items targeted to respondents’ performance
§ Integrated: Conducted on an integrated computer
system that combines a computer-assisted personal
interview (CAPI) with computer-administered cognitive
instruments.
§ Opportunistic: Computer log to capture key strokes,
time spent on items
– potential to learn more about strategies (particularly on problem-
solving) and to enhance measurement precision
20
21. 21
How is PIAAC Conducted? (continued)
1. Background Questionnaire (45 minutes)
– CAPI
2. Assessment Core (5 minutes)
– Administered either on laptop or on paper
3. Assessment Items (60 minutes)
Total Survey Time (approximately 2 hours)
21
22. 22
How is PIAAC Conducted?—Background
Questionnaire
Focused on identifying:
§ Skills that are critical to functioning successfully in today’s
society,
§ How participants acquire those skills, and
§ How those skills are distributed.
Areas of BQ include:
§ Education and training, present and past,
§ Work experience,
§ Skills used for work and outside of work,
§ Literacy, numeracy and ICT skill use at work and at home,
§ Personal traits, and background information.
22
23. 23
How is PIAAC Conducted?—US Background
Questionnaire
Countries are allowed to:
§ Add up to 5 minutes of country-specific items.
§ Adapt items (subject to permission)
§ US additions and adaptations are related to:
ü Education (current/past/required)
ü Country of origin/language/ethnicity
ü Training courses
ü Occupation
ü Health
ü Economic Sector
ü Earnings
In the US, assessment conducted in English only, with BQ both in
English and Spanish 23
26. 26
Summary: How can PIAAC further the field
of adult basic education ?
§ A deeper understanding of the distribution of human
capital especially for those demonstrating high and low
skill levels
§ Comparisons across countries, modes and over time
§ An investigation of the links between key cognitive skills
and a range of variables
§ Information on the extent individuals who have obtained
qualifications from education and training systems hold
relevant skills and are able to deploy them in society and
the world of work.
26
27. 27
U.S. National Supplement
§ Additional household sample (3,600) for the following
groups:
§ unemployed adults (ages 16–65)
§ two groups of young adults (ages 16–24 and 25–34)
§ older adults (ages 66–74)
§ Separate sample for 1,200 incarcerated adults
(ages 16–74)
§ Data collection: August 2013 and April 2014
§ Analysis and reporting: late 2015 or early 2016
27
29. 29
Release Schedule
Releases on October 8th 2013 through the end of December:
§ OECD PIAAC International Report
§ PIAAC International Technical Report: an authored
report by OECD
§ PIAAC National Report: “First Look” Report (NCES)
§ US National Technical Report (NCES)
§ US Country Report (OVAE)
§ Data Explorer (NCES)
§ Public use data file (NCES)
§ Restricted use data file (NCES)
§ OECD Education and Skills Online (E & S Online)
29
30. 30
US National Reports:
NCES “First Look” Report
1. Highlighted results for the U.S. population
2. Comparison of overall scores and proficiency
levels for the U.S. and other countries
3. Trend scores for the U.S. and participating
countries in both:
ü International Adult Literacy Survey (IALS)
ü Adult Literacy and Life Skills Survey (ALL)
Continued… 30
31. 31
NCES “First Look” Report (continued)
4. Literacy, numeracy, and problem-solving in technology-
rich environments proficiency levels by:
ü Age (10-year groups)
ü Race/ethnicity
ü Gender
ü Educational attainment
ü Employment
ü Whether they are born in the United States
ü Health status
ü Literacy, numeracy, and ICT skills used at work
31
32. 32
Percentage of adults age 16 to 65 at each level of proficiency on the PIAAC
literacy scale, by participating country: 2012
32
33. 33
Percentage of adults age 16 to 65 at each level of proficiency on the PIAAC
literacy scale, by highest level of educational attainment: 2012
33
34. 34
Percentage of U.S. adults age 16 to 65 at each level of proficiency on the
PIAAC literacy scale, by whether they are born in the United States: 2012
34
35. 35
US National Reports:
NCES PIAAC Web Portal
§ Further analysis of PIAAC results
§ Expandable to add more figures and tables on
a rolling basis
§ Ability to select, view, and print pre-defined
figures and tables
§ First set of tables to be released October 2013
35
36. 36
US National Reports:
Early Content of the Web Portal
§ Literacy, numeracy, and problem-solving in
technology-rich environments proficiency levels by:
§ Country of birth
§ Informal training
§ Health status
§ Profile of the employed by: age, gender, whether they
are born in the United States, education, industry of
employment, occupation, and earnings
§ Profile of the unemployed by: age, gender, whether
they are born in the United States, and education
36
37. 37
US National Tools:
NCES PIAAC Data Explorer
§ Interactive online data tool that allows users to
produce customized PIAAC reports
§ Data displayed and exported in a variety of
formats, including:
§ Tables
§ Charts
§ Maps
37
38. 38
US National Tools :
NCES PIAAC Data Explorer (continued)
§ Users can examine each variable in the
background questionnaire by:
– Percentage of respondents in each category
– Average scale scores in each domain
– Proficiency levels in each domain
– Percentile scores in each domain
§ Derived variables and index scores as well
38
39. 39
Education and Skills Online Assessment
§ What Is Education and Skills Online
§ Education and Skills Online Components
§ Uses and Benefits
40. 40
What Is Education and Skills Online
§ A joint initiative of the OECD and the European
Union
§ It is an assessment tool designed to provide
individual level results linked to PIAAC
§ It measures both cognitive and non-cognitive skills
§ It is downloadable on demand over the internet and
includes technical support
§ Available in multiple languages/versions
§ In the US it is available both in English and Spanish
40
42. 42
§ Behavioral characteristics related to academic
and workforce readiness
§ Health and Subjective Well-Being
§ Career Interest and Intentionality
§ Work / Training History
§ Skill Use
42
44. 44
Reporting Scores
§ Proficiency levels
§ Descriptive reports of strengths and
weaknesses in the skill areas assessed
§ Summary information for each of the non-
cognitive areas
§ Comparative information for both the
cognitive and non-cognitive areas
44
45. 45
Uses and Benefits of Education and Skills
Online
§ Appropriate for use in both educational and
workplace settings
§ Can be used to evaluate classes, programs or any
group of respondents
§ Organizations will have access to their database for
further analyses
§ Tests cover a wide range of skills and domains
§ Individuals and organizations have flexibility to
determine which skills to assess
45
46. 46
For More Information About PIAAC
Visit
http://nces.ed.gov/surveys/piaac/
Or
www.oecd.org/piaac
46