Appendix C Description of Numeracy Proficiency Levels

APPENDIX C

Description of Numeracy Proficiency Levels

LEVEL SCORE RANGE PERCENTAGE OF ADULTS SCORING AT EACH LEVEL (AVERAGE) THE TYPES OF TASKS COMPLETED SUCCESSFULLY AT EACH LEVEL OF PROFICIENCY

Below level 1 Below 176 points 6.7

1 176 to less than 226 points 16.0

2 226 to less than 276 points 33.0

3 276 to less than 326 points 31.8

4 326 to less than 376 points 10.2 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 mathematics content is explicit with little or no text or distractors.

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 onestep or simple processes involving counting, sorting, performing basic arithmetic operations, understanding simple percentages, such as 50%, and locating and identifying elements of simple or common graphical or spatial representations. 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 mathematics content is fairly explicit or visual with relatively few distractors. Tasks tend to require the application of two or more steps or processes involving calculation with whole numbers and common decimals, percentages, and fractions; simple measurement and spatial representation; estimation; and interpretation of relatively simple data and statistics in texts, tables, and graphs. 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; and interpretation and basic analysis of data and statistics in texts, tables, and graphs. 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; and change, proportions, and formulas. Tasks at this level may also require understanding arguments or communicating well-reasoned explanations for answers or choices.

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LEVEL SCORE RANGE PERCENTAGE OF ADULTS SCORING AT EACH LEVEL (AVERAGE) THE TYPES OF TASKS COMPLETED SUCCESSFULLY AT EACH LEVEL OF PROFICIENCY

5 Equal or higher than 376 points 1.0 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; and justify, evaluate, and critically reflect upon solutions or choices.

Source: OECD 2016. Note: The proportion of adults scoring at different levels of proficiency adds up to 100% when the 1.4% of numeracy-related nonrespondents across countries/economies are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (see section on literacy-related nonresponse above).

REFERENCE

oeCd (organisation for economic Co-operation and development). 2016. Skills Matter:

Further Results from the Survey of Adult Skills. paris: oeCd.

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Building the Right Skills for Human Capital summarizes the findings from the 2019 skills survey for the adult Kyrgyz population. The skills measures used in the survey focused on literacy, numeracy, and problem solving in technology rich environments (PSTRE) and followed the same questions and approach as the Organisation for Economic Co-operation and Development’s Programme for the International Assessment of Adult (PIAAC) surveys.

Most jobs in the Kyrgyz Republic require regular use of reading, writing, numeracy, and information and communications technology (ICT) skills, and higher-skilled groups of people earn higher wages, suggesting that the labor market rewards higher skills. However, skills levels among the workforce are consistently low in absolute terms among varying sociodemographic groups and relative to countries that implemented PIAAC surveys. Results are not improving across cohorts, except for PSTRE. There is evidence that a substantial share of people is overschooled but underskilled. The lack of quality of education is an important driver for low skills performance. The report finds that higher levels of education are associated with higher skills levels, but even among the most educated, a large share has low skills scores, which helps explain why we find that a large share can be overeducated but underskilled for the jobs they occupy.

Skill levels of secondary school teachers were also assessed. Teachers outperform the general population in both literacy and numeracy but underperform compared to professionals. Overall, one-third of teachers still have low proficiency in literacy and numeracy. With regards to ICT skills, the results suggest that nearly all secondary school teachers are currently not well equipped to impart ICT skills to their students. The book concludes with a series of policy recommendations at different levels of education, from early childhood education through life-long learning, including providing upskilling opportunities for those teachers with specific skill deficiencies.

ISBN 978-1-4648-1636-9