Abstract
The purpose of this study was to construct and analyze the reliability of the evaluation of digital competences from socioformation (RECDS). Two samples were taken: 123 teachers and 341 higher education students. The relevance of the factorial analysis was first examined through the correlation matrix, the KMO index, and the Bartlett sphericity test. Once the assumptions were verified, the exploratory factor analysis was applied, and a significant correlation between all elements was found in both samples. A one-factor solution was found, and named “the use of digital tools for information management and research”. This factor explained more than 40% of the variance and a reliability of 0.850 in the student sample, while it was more than 49%, with 0.886 reliability in the teacher sample. The rubric described has adequate validity and reliability.
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