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(2014) . New PIAAC results: Care iss needed in reading reports of international surveys. Adults  \nLearning Mathematics: An International Journal, 9(1), 37-52  \nNew PIAAC Results: Care Is Needed in Reading Reports of  \nInternational Surveys  \nJeff Evans  \nMiddlesex University, London NW4 4BT, UK  \n\u003C[j.evans@mdx.ac.uk](j.evans@mdx.ac.uk)>  \nAbstract  \nResults from the Survey of Adult Skills, also known as PIAAC (Programme for the International Assessment of Adult Competencies), were recently made available for 24 participating countries. PIAAC involves several developments in relation to the earlier international “adult skills” surveys (IALS in the 1990s and ALL in the 2000s), notably the use of computer administration of the survey. In this paper, I focus on understanding these studies, by considering conceptual issues, methodological validity of research design and execution, and presentation of results. I consider several of the sample items for numeracy published by OECD (2012). And I discuss illustrative results from Australia made available in February 2013, by the Australian Bureau of Statistics. The paper shows when and how to be sceptical when reading international survey reports. It also opens up questions concerning the relevance of the results, and the other types of research that may be needed, in different national and local contexts.  \nKey words: adult skills, international assessment, and mathematics  \nIntroduction  \nFrom October 2013, results from PIAAC (Programme for the International Assessment of Adult Competencies) for 24 participating countries have been available (OECD, 2013a, 2013b) . PIAAC aims to provide information as an international comparative survey, successor to IALS (during the 1990s) and ALL (2000s), and it has many similarities with national studies, such as Skills for Life in the UK. Unlike the school level surveys (TIMSS, PISA), which gain access to“captive populations” in schools, PIAAC needs to use a combination of household survey and educational testing methodologies. It involves developments from the adult earlier studies, in several ways.  \nThe first round covers a greater range of countries (24, two thirds of which are EU members, with the rest from North America, East Asia and Australia)– though all are advanced industrial economies. It focuses on three domains or “competencies” – Literacy, Numeracy, and now Problem Solving in Technology Rich Environments (PSTRE) . It uses computer administration, which has a number of consequences, in particular allowing adaptive routing of respondents (see Section 3), and making the survey results available more quickly and more accessibly. In addition, PIAAC has implemented a number of methodological and fieldwork improvements, for example, tighter specification and regulation of sampling and fieldwork standards than in previous international surveys (OECD, 2013b, pp. 47-61) .  \nVolume 9(1)– April 2014 37  \nPIAAC is designed to be repeated, in order to build up time series data for participating countries. This longitudinal aspect would aim to facilitate the study over time of the correlations of the performance outcomes with relevant social or attitudinal variables.  \nIn Section 2 I sketch international the policy context, including the conception of Lifelong Learning (LLL) promoted by the survey’s sponsor, the OECD (Organisation for Economic Cooperation and Development) . In Section 3, I describe the survey aims, and the underlying conception of numeracy. In Section 4, I consider how this conception is deployed in the measurement process, and other aspects of methodological validity that need to be considered for international performance surveys. I also focus on the need to consider the way that the survey results are reported, since this crucially affects the way “the findings” are perceived by various categories of readers. In Section 5, I discuss some illustrative results from Australia, and in Section 6, I return to focus on the ef","cbCaiigtqj5XbBy9","https://ap.wps.com/l/cbCaiigtqj5XbBy9","pdf",1290324,16,"English","# Abstract\n# Introduction\n## International policy context\n## Lifelong Learning (LLL) and adult numeracy\n## OECD’s role and policy implications\n## European Union (EU) cooperation","[{\"question\":\"What is PIAAC and what does it measure?\",\"answer\":\"PIAAC is the Programme for the International Assessment of Adult Competencies. It measures adult skills across domains such as Literacy, Numeracy, and Problem Solving in Technology Rich Environments (PSTRE).\"},{\"question\":\"How does PIAAC differ from earlier adult-skills surveys?\",\"answer\":\"The paper notes that PIAAC includes developments such as computer administration, which enables adaptive routing and faster, more accessible reporting. It also includes methodological and fieldwork improvements in sampling and fieldwork standards compared with previous international surveys.\"},{\"question\":\"Why should readers be sceptical when using international survey reports?\",\"answer\":\"The paper argues that the timing and ways results are reported critically affect how findings are perceived by different categories of readers. It also stresses the need to consider methodological validity and relevance when interpreting international comparisons.\"}]","New PIAAC Results - Care Is Needed in Reading Reports of International Surveys | PDF",1792065513]