04262nam a2200541 4500 4954 4954 00004954 LU-LuOPE 20240117080436.0 190212s2019 eu a fs i000 0 eng d 978-92-79-93947-1 10.2766/98129 doi . NC-06-18-138-EN-N PUB_NC0618138ENN 201903140804 foucajo 201902122127 VLOAD 201902122120 VLOAD 201902121048 foucajo LU-LuOPE CDO eng eu Beyond achievement a comparative look into 15- year-olds’ school engagement, effort and perseverance in the European Union. Luxemburgo : Oficina de Publicaciones, 2019. 98 pág. : tab., il. col.. Bibl. : pág. 73-77. Besides 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. Reutilización 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 ; Unión Europea. il. col. Reservados todos los derechos ; shutterstock.com Educación digital 2058 Tecnologías habilitadoras digitales 18 comparative education social inequality school results school attendance learning digital literacy education policy impact of information technology socially disadvantaged class student Azzolini, Davide 2725 Bazoli, Nicola 2726 Lievore, Ilaria. 2727 Schizzerotto, Antonio 2728 Vergolini, Loris 2729 Comisión Europea. Dirección General de Educación, Juventud, Deporte y Cultura 2730 HTML http://publications.europa.eu/publication/manifestation_identifier/PUB_NC0618138ENN 0 Acceso a la publicación HTML http://dx.publications.europa.eu/10.2766/98129 0 Acceso a la publicación DOI registered Free z INF 0 0 z 0 3 1 01 01 online 2019-03-22 0 1000020175334 2019-03-22 00:00:00 2019-03-22 pdf