Digital Competencies Assessment Framework

The aim of this output is to design and develop a model for assessing digital competencies skills and capabilities. Findings from A1.3 will be used to understand users; existing and new digital competencies skills deemed to be aligned to the art and musing training particularities. It will use the DigCompEdu framework as a guide for finding the necessary components and metrics that will enable to create a robust system for measuring and scoring the digital competencies teachers currently hold or meant to develop by identifying variation within the overarching elements already constructed as part of the DigiCompEdu.

The element of innovation is that the Framework that will be developed further extends the digital competency elements already analysed and presented in the DigiCompEdu. The key innovation however will be the realisation of as set of realistic sub-metrics necessary for assessing those digital skills and capabilities in a way that it can be used in different levels of learning and teaching. Essentially, the framework will provide a system that measures the ability to use digital technologies not only to enhance teaching but also to assess the entire spectrum of the six different areas with a total of 22 competencies complemented by any new area and competence identified beyond. This is indeed a ground-breaking innovation as it will provide the basis of using DigiCompEdu for the purpose it has been created: Evaluating teachers’ skills. 

Another innovation is that the framework is going to be integrated into the Digital Competencies dashboard to offer an anytime - anywhere visualisation and storing of the identified competencies for teachers to compare and identify areas of further improvement over future-desired educational activity.

The transferability potential will be achieved through the generalised architecture and structure of the DigiComp assessment framework which would entail assessment metrics that would be easily transferred to different educational levels and possibly to the working environment. Its scalability and compatibility with different existing skill-sets will make it an all-around Digital Skills Assessment System that could be used either online or offline. The framework could also be transferred to educational policy initiatives and especially for informing the research agenda of the EU science Hub as a tool for assessing teachers’ 21st Century Skills and Competencies.