Developing the Evidence-Informed Digital Competence Assessment Instrument and Platform for Educators

Abstract

Digital competence is considered as one of the key competences for active participation in the technologically fast-evolving society. Additionally, digital competence has become national-level indicators for implementing digital innovation in education, but there is a lack of common understanding on how to carry out methodologically sound digital competence assessment and how to motivate educators to assess the competence and reflect on their teaching practices. Digital competence assessment has been largely conducted externally by researchers or national agencies with different survey-type tools, so that respondents rarely own, re-use or revisit the collected data. Such an approach reduces the motivation of educators to use this data for continuous professional development (PD) purposes. The paper introduces an approach and a tool that potentially enables digital competence assessment with the focus on supporting professional development while combining different assessment approaches. The paper explores the results of expert group interview.