Category Archives: PIAAC

Adult Education Attainment and Assessment Scores: A Cross-National Comparison

Cover image of Stats in Brief, an NCES 2018 publication featuring Adult Education Attainment and Assessment Scores: A Cross-National Comparison.

This report on Adult Education Attainment and Assessment Scores: A Cross-National Comparison from the U.S. Department of Education (see link below) builds upon the

findings in the earlier National Center for Education Statistics (NCES) report (Goodman et al. 2013) to provide
additional cross-national comparisons of adult literacy and numeracy proficiencies by education attainment. Specifically, the brief highlights differences between
several countries in the average literacy and numeracy scores for adults at different levels of education attainment. The brief further compares gaps in literacy and numeracy scores between adults of higher
and lower education attainment across participating countries.
The results from the earlier NCES reports indicated that adults in the United States performed lower than or not measurably different from the PIAAC international
average in literacy and in numeracy (Goodman et al. 2013, Rampey et al.)
U.S. DEPARTMENT OF EDUCATION STATS IN BRIEF, SEPTEMBER 2017, NCES 2018–007
Green line that separates post

Using the PIAAC Literacy Framework to Guide Instruction: An Introduction for Adult Educators

The introduction to the PIAAC Literacy Freamwork to Guide Instruction: An  Inroduction for Adult Educators by Amy Trawick (January 2017) reveals the following facts about adult education and literacy for adults in the U.S.:

Piaac literacy framework

“In general, the average score for adults in the United States was not significantly different from the international
average in reading literacy (Rampey, Finnegan, Goodman, Mohadjer, Krenzke, Hogan, &
Provasnik, 2016). However, the overall average conceals results of great concern:

  • A larger percentage of U.S. adults scored in the very lowest levels for reading literacy, compared to the international cohort;
  • U.S. adults with less than a high school diploma scored lower than their peers
    internationally;
  • While only 9% of Whites in the U.S. scored at the lowest levels of proficiency, 33% of Blacks and 40% of Hispanics performed at these levels;
  • Roughly 75% of unemployed adults (age 16-65) in the U.S. have less than a high
    school credential as their highest education level, and a third of these perform at the lowest levels in reading literacy; and
  • Adults with the lowest literacy scores were more likely to report a poor health status and more limited civic engagement (Rampey et al., 2016).”

The resource contains the following information for instructors in terms of WIOA requirements for teaching reading and Standards Based Instruction:

SECTION II: THE BUILDING BLOCKS OF THE PIAAC LITERACY FRAMEWORK

  • Definition for Literacy
  • Basic Task Elements: Contexts, Content, and Cognitive Strategies
    • Contexts
    • Content
    • Cognitive Strategies
    • Factors Affecting Task Difficulty

SECTION III: TEACHING AND LEARNING WITH PIAAC LITERACY TOOLS

  • Phase 1: Contextualize the Skill Instruction, Using the Basic PIAAC Framework Elements
  • Phase 2: Incorporate the Factors Affecting Task Difficulty
  • Phase 3: Embed and Sequence Instruction in the Most Relevant Skills
  • Putting It All Together

Click here to learn more about the document.

Line Break