The phrase "achievement profile" is correct and usable in written English.
It can be used in contexts related to education, career development, or performance evaluation to describe a summary of an individual's accomplishments and skills.
Example: "The achievement profile of the candidate highlighted their extensive experience and numerous awards in the field."
Alternatives: "performance summary" or "accomplishment record."
Fig. 1 International achievement profiles of 4th-grade students in Europe in reading, mathematics, and science.
This provides information about the distribution of achievement profiles in and between countries.
In addition, modeling by achievement profiles within countries allows to investigate patterns of achievement by subject-specific strengths and weaknesses.
These variations in differences confirm and extend previous results concerning different country region achievement profiles in international mathematics assessment studies (Grønmo et al. 2004; Olsen & Grønmo 2006).
These results confirm earlier findings on achievement profiles in different regions of the world (Grønmo et al. 2004; Olsen & Grønmo 2006).
All models show a reasonable fit and, in almost all countries, at least 75%% of the students can be reasonably described by the found achievement profiles.
For this, the country-specific achievement profiles (n = 119) were coded according to the relative subject-specific achievement patterns (for country-specific coding see Table 10; Additional file 1: Appendix S1).
Hence, in some countries, subject specific strengths and weaknesses are more distinct than in others: Germany (11), Hungary (11) and Slovenia (11) show the lowest average differences among domains across all seven achievement profiles.
Concerning (ii), previous research has shown quite robust achievement profiles for these studies with respect to regions such as Western countries, Eastern European countries and East Asia (Grønmo et al. 2004; Olsen & Grønmo 2006).
A comparison of codes between profiles shows that more than two thirds of all profiles describing high and excellent achievement across the subjects (profiles 6 and 7; 74 %) but only about half of the profiles describing low achievement (profiles 1 3; 47 %) show a relative strength in science and/or reading (SRM, RS, R, S, RSM).
