Objective: The PIAAC 2012 study was the first fully computer-based large scale assessment in education. During the assessment, user interactions were logged automatically. This means that most of the users’ actions within the assessment tool were recorded and stored with time stamps in separate files called log files. The log files contain paradata for each participant in the domains literacy, numeracy, and problem solving in technology-rich environments. The availability of these log files offers new opportunities to researchers, for instance to reproduce test-taking behavior of individuals and to better understand test-taking behavior.

Method: PIAAC 2012 was conducted August 2011-November 2012 among a representative international sample of around 166000 adults within 24 different countries. The following dataset includes the log files from 17 countries. Each country was allowed to choose their own sampling technique as long as the technique applies full selection probability methods to select a representative sample from the PIAAC target population. The countries were able to oversample particular subgroups of the target population. Persons aged 55-65 and recent immigrants were oversampled in Denmark and persons aged 19-26 were oversampled in Poland. The administration of the background questionnaires was conducted face-to-face using computer assisted personal interviewing (CAPI). After the questionnaire, the respondent completed a computer-based or paper-based cognitive under the supervision of the interviewer in one or two of the following competence domains: literacy, numeracy and problem solving in technology-rich environments.

Variables: With the help of the PIAAC LogDataAnalyzer you can generate a data set. The Log Data Extraction software is a self-contained system that manages activities like data extraction, data cleaning, and visualization of OECD-PIAAC 2012 assessment log data files. It serves as a basis for data related analysis tasks using the tool itself or by exporting the cleaned data to external tools like statistics packages. You can generate the following Variables: Number of Using Cancel Button, Number of Using Help Menu, Time on Task, Time Till the First Interaction, Final Response, Number of Switching Environment, Sequence of Switching Environment, Number of Highlight Events, Time Since Last Answer Interaction, Number of Created Emails, Sequence of Viewed Emails, Number of Different Email Views, Number of Revisited Emails, Number of Email Views, Sequence of Visited Webpages, Time-Sequence of Spent Time on Webpages, Number of Different Page Visits, Number of Page Visits, Number of Page Revisits.

The National Center for Education Statistics surveyed 12,330 U.S. adults ages 16 to 74 living in households from 2012 to 2017 for the Program for the International Assessment of Adult Competencies (PIAAC), an international study involving over 35 countries. Using small area estimation models (SAE), indirect estimates of literacy and numeracy proficiency have been produced for all U.S. states and counties. By using PIAAC survey data in conjunction with data from the American Community Survey, the Skills Map data provides reliable estimates of adult literacy and numeracy skills in all 50 states, all 3,141 counties, and the District of Columbia.

SAE is a model-dependent approach that produces indirect estimates for areas where survey data is inadequate for direct estimation. SAE models assume that counties with similar demographics would have similar estimates of skills. An estimate for a county then “borrows strength” across related small areas through auxiliary information to produce reliable indirect estimates for small areas. The models rely on covariates available at the small areas, and PIAAC survey data. In the absence of any other proficiency assessment data for individual states and counties, the estimates provide a general picture of proficiency for all states and counties. In addition to the indirect estimates, this website provides precision estimates and facilitates statistical comparisons among states and counties. For technical details on the SAE approach applied to PIAAC, see section 5 of the State and County Estimation Methodology Report.

The U.S. county indirect estimates reported in this data are not directly comparable with the direct estimates for PIAAC countries that are reported by the Organization for Economic Cooperation and Development (OECD). Specifically, the U.S. county indirect estimates (1) represent modeled estimates for adults ages 16-74 whereas the OECD’s direct estimates for participating countries represent estimates for adults ages 16-65, (2) include data for “literacy-related nonresponse” (i.e., adults whose English language skills were too low to participate in the study) whereas the OECD’s direct estimates for countries exclude these data, and (3) are based on three combined data collections (2012/2014/2017) whereas OECD’s direct estimates are based on a single data collection.

Please visit the Skills Map to learn more about this data.

In 2011/2012, key adult competencies were assessed in 24 countries (including Germany) as a part of the OECD Programme for the International Assessment of Adult Competencies (PIAAC). The German PIAAC Longitudinal Project (PIAAC-L) follows up the German PIAAC sample with three additional waves of data collection (in 2014, 2015, and 2016), each with a somewhat different focus. The PIAAC-L questionnaires are largely based on core instruments from the German Socio-Economic Panel (SOEP), but sometimes include parts of the PIAAC background questionnaire and various additional questions and modules on the respondent’s background adopted from other surveys as well as a number of new questions. In addition, assessment instruments from PIAAC and NEPS (National Educational Panel Study) measuring key competencies are implemented. The objective of the PIAAC-L project is to significantly expand the German PIAAC database by adding a longitudinal dimension and by enriching the depth and breadth of information available on the German PIAAC respondents. This approach extends the analytical potential of the German PIAAC data and allows a myriad of additional research questions to be addressed. PIAAC-L is a collaborative effort undertaken by GESIS – Leibniz Institute for the Social Sciences (lead) together with the German Institute for Economic Research (DIW Berlin) and the Leibniz Institute for Educational Trajectories (LIfBi).

The German PIAAC 2012 respondents that had given their consent to being re-contacted for a potential follow-up survey (anchor persons) form the starting point for PIAAC-L. In order to obtain further information on the context of these anchor persons, the PIAAC-L approach additionally includes household members ages 18+ as well as the administration of a comprehensive household questionnaire (in waves 1 and 3).

The 2014 data collection (wave 1) implemented core SOEP questionnaires (for persons and households). For the 2015 data collection (wave 2), we developed an extensive background questionnaire (including items from PIAAC, NEPS, SOEP, as well as a number of other surveys). This questionnaire, followed by an assessment of literacy and numeracy using PIAAC and NEPS measurement instruments, was administered to anchor persons and their partners – if the latter lived in the same household as the anchor. As in wave 1, the 2016 data collection once again collected interviews from all adults living in the anchor person’s household using core SOEP questionnaires; the SOEP person questionnaire was extended to include new questions and modules (for example on adult education). In wave 3, respondents were also administered the SOEP short cognitive performance tasks. In addition, cognitive items from a Number Series Study carried out by the German Institute for International Educational Research (DIPF) were included as an add-on module.

Data Collection 2014 Core SOEP questionnaires were implemented in the 2014 data collection. The household questionnaire includes the following topics: - Living situation, conditions and costs - Household income and benefits, wealth - Children and other household members

The person questionnaire includes questions on: - Background information, family, and childhood - Biographical calendar - Formal education (general and vocational education), continuing professional education - Work status, situation and history - Income and benefits - Health, attitudes, personality, opinions, satisfaction - Time use and leisure activities

Data Collection 2015 In 2015 respondents were administered first a CAPI questionnaire and then a cognitive assessment using PIAAC instruments and NEPS instruments. The person questionnaire encompasses questions from several surveys (e.g., PIAAC 2012, SOEP, NEPS, AES, or PISA) and includes the following topics: - General, vocational and professional education - Current status and employment, income - Skills used at work - Computer skill use - Mother tongue(s) and knowledge of foreign languages - Self-assessment of numeracy and literacy - Health, leisure, friends - Family and relationships - Background information (e.g., parents, citizenship) - Satisfaction

The cognitive assessment implemented the following instruments: - PIAAC Literacy - PIAAC Numeracy - NEPS Reading Speed - NEPS Reading - NEPS Mathematics As in PIAAC 2012, the PIAAC assessment items were administered per default computer-based, but a paper-based version was available for respondents who could or would not work on the items on the computer. The NEPS items were paper-based only, as is usually the case in the NEPS.

The design of the cognitive assessment is different for anchor persons and their partners. For the anchor persons, there were eight different assessment conditions: Two with only NEPS items, two with only PIAAC items, and four with some items from PIAAC and some from the NEPS. The partners of the anchor persons worked exclusively on NEPS items (two assessment...

description: The U.S. Program for the International Assessment of Adult Competencies, National Supplement Prison Study (PIAAC Prison:14) is a study that is part of the Program for the International Assessment of Adult Competencies (PIAAC) program; program data is available since 2012 at http://nces.ed.gov/pubsearch/getpubcats.asp?sid=113. PIAAC Prison:14 (http://nces.ed.gov/surveys/piaac/national_supp.asp) is part of the National Supplement and draws from a sample of 1,200 inmates aged 18 to 74 years-old currently detained in State, Federal, or private prisons in the United States. The direct assessments of literacy, numeracy, and problem-solving in technology-rich environments are the same for the adults in prison. The background questionnaire was tailored specifically to address the experiences and needs of this subgroup. For example, the background questionnaire asks about activities in prison, such as participation in academic programs and ESL classes, experiences with prison jobs, and involvement in non-academic programs such as employment readiness classes.; abstract: The U.S. Program for the International Assessment of Adult Competencies, National Supplement Prison Study (PIAAC Prison:14) is a study that is part of the Program for the International Assessment of Adult Competencies (PIAAC) program; program data is available since 2012 at http://nces.ed.gov/pubsearch/getpubcats.asp?sid=113. PIAAC Prison:14 (http://nces.ed.gov/surveys/piaac/national_supp.asp) is part of the National Supplement and draws from a sample of 1,200 inmates aged 18 to 74 years-old currently detained in State, Federal, or private prisons in the United States. The direct assessments of literacy, numeracy, and problem-solving in technology-rich environments are the same for the adults in prison. The background questionnaire was tailored specifically to address the experiences and needs of this subgroup. For example, the background questionnaire asks about activities in prison, such as participation in academic programs and ESL classes, experiences with prison jobs, and involvement in non-academic programs such as employment readiness classes.

The U.S. Program for the International Assessment of Adult Competencies, National Supplement 2014 (PIAAC Household:14) is a study that is part of the Program for the International Assessment of Adult Competencies (PIAAC) program; program data is available since 2012 at . PIAAC Household:14 (http://nces.ed.gov/surveys/piaac/national_supp.asp) is an administration of PIAAC to a sample of 3,600 U.S. adults in households that supplements the U.S. PIAAC Main Study data collection using the same procedures, instruments, and assessments. The National Supplement increases the sample size of key U.S. subgroups of interest by focusing on unemployed adults (ages 16-65), young adults (ages 16-34), and older adults (ages 66-74).

This data file contains regional data that could not be included in the regular PIAAC Scientific Use File (SUF) (ZA5845) because of data protection concerns (data access via the Secure Data Center in Cologne). For analyses, the data can be merged with the scientific use file using the respondent ID.

The following regional characteristics are available: district code (“Kreiskennziffer”); municipality code (´Amtlicher Gemeindeschlüssel´); Municipality type / BIK region; classified size of the political municipality; number of sample point.

This online survey was designed to test the measurement properties of nine personality scales – the Big Five, Traditionalism, Self-Control, Self-Efficacy, Honesty/Integrity, Socio-Emotional Skills, Intellectual Curiosity, Job Orientation Preferences and Vocational Interests. Eight of these nine scales are existing scales (or combinations of scales) available for use in public domain. The scale assessing socio-emotional skills was developed by an expert group. The complete formulations of items from all the scales including the different forms/test conditions of the scales are presented in the data documentation.

Simplified scales Based on the work of members of the expert group, simplified versions of original scales were developed (see data documentation). This was done in order to make the wording of the original scales more appropriate for use with general adult population (in many cases the original items were perceived as possibly too complex and abstract for less literate members of general population). Not all items have simplified versions since in some cases the original formulations were seen by the expert group as suitable for the target population. This is especially the case in the Job Orientations, Integrity/Honesty and Vocational Interests’ scales as well as the entire Intellectual Curiosity scale. In total, there are 174 original items and 130 simplified or reversed versions of the items.

Neutral/middle point In addition to comparing scales containing the original and simplified items, the second main design feature of this online survey was the use of a neutral/middle point in the Likert scales (agree/disagree). In particular, there were two versions of each original and simplified scale – one with 5 agree/disagree response options, including a “neither agree nor disagree” neutral/middle category and another with 4 response options, which did not include the option of “neither agree nor disagree”. This was done in order to see which of the two response formats worked better for each of the scales in target population.

Balanced scales Some of the original scales were balanced and some unbalanced, with the majority of items being part of balanced scales. The unbalanced scales (self-control, self-efficacy and socio-emotional skills) were balanced by including alternative reverse formulations of a selected small group of items. The process of balancing was achieved by reversing the original formulations of 22 items (in the item bank document, the reversed items are marked with “R” while newly reversed items are marked as “new R”). These newly reversed items were tested against their original counterparts in order to see if the creation of balanced scales led to improvements (comparing both item- and scale-level properties).

Multiple choice vs forced choice In case of the Vocational Interest scale, the two design features that were tested were the original vs simplified and multiple choice vs forced choice item formats. The original format of the Vocational Interest scale was multiple choice. However, the force choice format is often used in other Vocational Interest scales and the expert group wanted to test which of the two formats works better for general adult population.

Design of the online survey The objectives of the online survey were the following, to test: 1. the measurement characteristics of the selected scales; 2. the relationships of the selected scales with background and other characteristics of respondents; 3. different item formulations – original vs. simplified; 4. different response options – with or without a neutral/middle category; 5. scales with different item formats – multiple choice vs. forced choice (voc. interests scale); and 6. the new balanced scales (in comparison with the original unbalanced scales).

Background questionnaire The survey included a number of socio-demographic, economic and personal wellbeing indicators as well as a short cognitive ability test. Socio-demographic characteristics: Gender, age, country of birth/residence, mother tongue, marital status, educational attainment, and parental education Economic and wellbeing indicators: Broad activity status, occupational status, income, subjective health, social trust, life satisfaction, and personal wellbeing Quality control questions: In order to check the quality of responses, the survey included three quality control items placed within the Big Five, Self-Control, and Socio-Emotional skills scales. These were used, together with other indicators of data quality, to create an overall quality control indicator and guided the exclusion of poor quality responses.

Prediction of health information source use via high school diploma (HSD) status, Model 1 controlling for sources, Model 2 controlling for sources and demographics, 2012 PIAAC data (N = 4885).

Average self-reported health scores by HSD status for each health information source comparing use of “A Lot” to “None”, 2012 PIAAC data (N = 4885).

Frequencies for total sample, Rounded to nearest 10s per NCES Statistical Standards and IES Data Security’s rules, 2012 PIAAC Data (N = 5010).

The PIAAC U.S. 2017 public-use file (PUF) contains individual unit data including both responses to the background questionnaire and the cognitive assessment from the third U.S. PIAAC data collection, completed in 2017. Statistical disclosure control treatments were applied due to confidentiality concerns. For more details on the PUF, please refer to Appendix E of the U.S. PIAAC Technical Report (NCES 2020-224).The PIAAC 2012/14 U.S. PUF contains individual unit record data including both responses to the background questionnaire and the cognitive assessment from both the first and second U.S. PIAAC data collections, completed in 2012 and 2014, respectively. In September 2017, the PUF was reissued, with an Errata Sheet detailing the revisions. Statistical disclosure control treatments were applied due to confidentiality concerns. For more details on the PUF, please refer to Appendix E of the U.S. PIAAC Technical Report (NCES 2016-036REV).

Mean Literacy and Numeracy Scores in PIAAC Cycles 1 and 2

The U.S. Program for the International Assessment of Adult Competencies, National Supplement 2014 (PIAAC Household:14) is a study that is part of the Program for the International Assessment of Adult Competencies (PIAAC) program; program data is available since 2012 at . PIAAC Household:14 (http://nces.ed.gov/surveys/piaac/national_supp.asp) is an administration of PIAAC to a sample of 3,600 U.S. adults in households that supplements the U.S. PIAAC Main Study data collection using the same procedures, instruments, and assessments. The National Supplement increases the sample size of key U.S. subgroups of interest by focusing on unemployed adults (ages 16-65), young adults (ages 16-34), and older adults (ages 66-74).

The Programme for the International Assessment of Adult Competencies (PIAAC) assesses the proficiency of adults aged 16 to 65 in information-processing skills essential for full participation in the economy and society, namely literacy, numeracy and adaptive problem solving. It has been designed to gain insight into the abilities of adults, such as reading, finding information, using computers and technology, and to learn about their education and work experience. Results from the study will be used to plan programs, and to compare Canada to other countries who are conducting a similar study. In Canada, PIAAC was conducted by Statistics Canada in partnership with Employment and Social Development Canada (ESDC) and the Council of Ministers of Education, Canada (CMEC). The last survey took place in 2012. This cycle of PIAAC evolved from Cycle 1 which was held in 2012, as well as from two previous international literacy surveys: the International Adult Literacy Survey, conducted between 1994 and 1998, and the Adult Literacy and Lifeskills Survey, conducted between 2003 and 2008. PIAAC seeks to ensure continuity with these previous surveys, to provide information regarding change in the distribution of skills over the years, and to expand the skills being measured in the context of our current society. Users of the data include federal and provincial governments, international partners, academics, literacy and skills development professionals, media and interested members of the public. The data are used to inform policy decisions, help effectively allocate resources where needed and inform decisions on the content of skills development courses and adult education programs.

This data set contains contextual information that describes either the household or the neighbourhood of the respondents and which was not included in the regular PIAAC Scientific Use File (SUF) ´PIAAC, Germany - Reduced Version´ (ZA5845) due to national data privacy legislation. This spatial data comes from microm Micromarketing-Systeme und Consult GmbH in Neuss, Germany. Using an identification number of the respondent, the corresponding information can be merged to the SUF and is available in the Secure Data Center in Cologne, Germany.

The microm data available here include more than 100 variables from the microm domains Sociodemographics & -economics, Consumer Behavior, Area- & Site Planning, and Strategic Segmentation Models. Among other things, the corresponding indicators provide more information about:

• Type of residential area;
• Number of private households and businesses;
• Sociodemographic and -economic characteristics related to social status, unemployment, family structure, number of children, life phases, confessions, share of foreigners or ethnic composition;
• Mobility with regard to the relocation volume, relocation balance, population fluctuation, short and long distance relocations;
• Affinity towards fundraising, communications and print media;
• Sinus Geo-Milieus ®;
• Purchasing power at the level of street sections.

A more detailed description of geo and market data can be found on the microm homepage (only in German) and in the codebook.

Logistic regression models predicting health status and use of preventive measures by high school diploma status and health information source (referent category “A Lot”) for total sample, 2012 PIAAC data (N = 4885), Health Status, Flu Shot, Pap Test, Colonoscopy, Vision Exam.

This data file contains competency scores (plausible values) for each participant in the domains

̶ Literacy ̶ Numeracy ̶ Problem solving in technology-rich environments

as well as their background information.

It contains more detailed information about respondents in Germany than the German public use file for PIAAC available at the OECD homepage (http://www.oecd.org/site/piaac/publicdataandanalysis.htm).

The background questionnaire is divided in the following sections:

A: General Information, such as age and gender; B: Education, such as highest educational achievement, current education, participation in continuing education; C: Current status and work history, such as paid work and unpaid work for family business, information on job search; D: Current work, such as profession, self-employment, and income; E: Recent work, such as profession, self-employment, reason for quitting; F: Skills used at work, such as influence and physical skills; G: Skill use Literacy, Numeracy and ICT at work; H: Skill use Literacy, Numeracy and ICT in everyday life; I: About yourself, such as readiness to learn and volunteering; J: Background information, such as country of birth, citizenship, language, parents’ profession.

Additionally, the data file contains further derived variables, information on competency assessment, information on sampling and weighting, limited regional information and time information of the interview.

The Program for the International Assessment of Adult Competencies, 2011-12 (PIAAC:12), is a study that is part of the Program for the International Assessment of Adult Competencies (PIAAC) program. PIAAC:12 (https://nces.ed.gov/surveys/piaac/) is a cross-sectional survey that is designed to assess and compare the basic skills and the broad range of competencies of adults around the world. The assessment focuses on cognitive and workplace skills needed for successful participation in 21st-century society and the global economy. The study was conducted using paper-and-pencil and computer-administered direct assessments of adults' literacy, numeracy, component skills, problem solving in technology-rich environments and in-person interviews of background questionnaire. PIAAC achieved a 70 percent response rate. Key statistics produced from PIAAC:12 are information on relationships 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.

PIAAC20 - Population changes between PIAAC Cycle 1 and Cycle 2. Published by Central Statistics Office. Available under the license Creative Commons Attribution 4.0 (CC-BY-4.0).Population changes between PIAAC Cycle 1 and Cycle 2...

Directional significant associations at p < .05 for use of multiple health information sources for High School Diploma (HSD) status, 2012 PIAAC data (N = 4885).