000 04263nam a2200541 4500
999 _c4954
_d4954
001 00004954
003 LU-LuOPE
005 20211006062602.0
008 190212s2019 eu a fs i000 0 eng d
020 _a978-92-79-93947-1
024 7 _a10.2766/98129
_2doi
_d.
029 7 _aNC-06-18-138-EN-N
035 _aPUB_NC0618138ENN
039 9 _a201903140804
_bfoucajo
_c201902122127
_dVLOAD
_c201902122120
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_c201902121048
_dfoucajo
040 _aLU-LuOPE
_cCDO
041 0 _aeng
044 _ceu
245 1 0 _aBeyond achievement
_ba comparative look into 15- year-olds’ school engagement, effort and perseverance in the European Union.
260 _aLuxemburgo :
_bOficina de Publicaciones,
_c2019.
300 _a98 pág. :
_btab., il. col..
504 _aBibl. : pág. 73-77.
520 _aBesides assuring the transmission of traditional competences – often proxied with standardised test scores and grades – schools are expected to contribute to young people’s development of non-traditional competences, such as engagement, effort and perseverance. Little is known about these competences. Their theoretical definition is still disputed; their operationalisation is challenging and their measurement is heavily affected by the lack of adequate data. This underdevelopment is mostly due to the fact that interest in this topic is very recent. However, in the past few years, awareness of the importance of nontraditional competences for life outcomes and for full participation in society has experienced an unprecedented surge in both the scientific literature and the policy debate. Consequently, the need to investigate this topic has become increasingly pressing. This study has the goal of contributing to this endeavour by providing some – necessarily incomplete – answers to the following questions. How can computer-generated data help improve the measurement of these competences? How are European students performing in terms of non-traditional competences? Are there significant country differences in how students perform? What are the most important individual and school level determinants of these competences? How can education policy effectively intervene? The study addresses these very salient questions following the publication of computer-generated data of the Programme for International Student Assessment (PISA) 2015. Log-files are the traces that students leave on the computer when taking the test. Log-files store a wealth of data, concerning students’ behaviour during the test (such as response time, actions taken to solve a given task, etc.), making it possible to extract meaningful information on students’ non-traditional competences.
540 _aReutilización autorizada, con indicación de la fuente bibliográfica. La política relativa a la reutilización de los documentos de la Comisión Europea fue establecida por la Decisión 2011/833/UE (DO L 330 de 14.12.2011, p. 39). Cualquier uso o reproducción de fotografías u otro material que no esté sujeto a los derechos de autor de la Unión Europea requerirá la autorización de sus titulares ;
_bUnión Europea.
540 _3il. col.
_aReservados todos los derechos ;
_bshutterstock.com
650 7 _aEducación digital
_2
_92058
650 0 _aTecnologías habilitadoras digitales
_918
653 _acomparative education
653 _asocial inequality
653 _aschool results
653 _aschool attendance
653 _alearning
653 _adigital literacy
653 _aeducation policy
653 _aimpact of information technology
653 _asocially disadvantaged class
653 _astudent
700 1 _aAzzolini, Davide
_92725
700 _aBazoli, Nicola
_92726
700 1 _aLievore, Ilaria.
_92727
700 1 _aSchizzerotto, Antonio
_92728
700 1 _aVergolini, Loris
_92729
710 2 _aComisión Europea.
_bDirección General de Educación, Juventud, Deporte y Cultura.
_92730
856 4 2 _qHTML
_uhttp://publications.europa.eu/publication/manifestation_identifier/PUB_NC0618138ENN
_x0
_yAcceso a la publicación
856 4 2 _qHTML
_uhttp://dx.publications.europa.eu/10.2766/98129
_x0
_yAcceso a la publicación
901 _aDOI registered
910 _aFree
942 _2z
_cINF