Digital competence assessment as a complex competence in secondary education

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Cover illustration by Galia Traverso
PDF (Italian)
Published: Apr 30, 2013
DOI: https://doi.org/10.17471/2499-4324/119
Keywords:
Digital competence, Authentic assessment, Situated tests, High school, Educational Technology, Technology Enhanced Learning (TEL), Digital Literacy

Main Article Content

Roberto Didoni
Gruppo di Intervento e Studio nel Campo dell'Educazione Linguistica-Lombardia, Voghera
Stefania Quattrocchi
Università degli Studi di Macerata, Macerata
Laura Menichetti
Università degli Studi di Firenze, Firenze
Antonio Calvani
Università degli Studi di Firenze, Firenze

Abstract

Assessing digital competence in schools and its intrinsic complexities could be a way of revealing pupils’ cognitive or social weaknesses and reflecting on teaching methodologies. This paper gathers some final considerations from an extensive enquiry carried out in secondary school that was based on the application of complex tests developed according to the Digital Competence Assessment model. This experience has activated a research community open to teachers and researchers that is dedicated to improving educational strategies for digital competence development.

Article Details

Issue
Vol. 21 No. 1 (2013): TD58 - Digital Literacy
Section
Articles - Special Issue

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