Devising a Prototype Model for Assessing Digital Competencies Based on the DigComp Proficiency Levels

Xhelal Jashari*, Bekim Fetaji, Alexander Nussbaumer, Christian Gütl

*Korrespondierende/r Autor/-in für diese Arbeit

Publikation: Beitrag in Buch/Bericht/KonferenzbandBeitrag in einem KonferenzbandBegutachtung


The assessment of the current situation of digital skills and competen-
cies in a given group is a fundamental issue nowadays. Hence, the purpose of the
research study is to address this issue. The research methodology is quantitative,
including also a case study experiment and pre and post-questionnaires. To obtain
and make use of digital resources, one should own the necessary skills and digital
competencies to do so. To specify the key elements of digital competence and
the ways to assess it, the European Commission developed a Digital Competence
Framework for Citizens – DigComp. The European Computer Driving Licence
(ECDL), modules back up all competencies and areas of DigComp, which facil-
itate the structure in the digital skills area. Based on a developed prototype model
which has been evaluated by an expert group, an experiment to assess the digital
skills and competencies of high school and undergraduate students was con-
ducted in the context of the ECDL Base modules. The experts examined the pro-
cedure and the list of selected categories, skill sets, and task items included in the
prototype model, and assessed if they comply with the word processing syllabus.
After the experiment, we used the statistical analyses to find cross-tabulation of
self-evaluation questions within the level of education from tasks devised. The
experiment revealed digital literacy levels of students and pointed out the areas
that require improvement. It also compared the self-evaluated levels and the ac-
tual task experiment results of the students. This comparison showed that self-
evaluation is not a proper way to evaluate the digital skills and competences of
individuals in general. The study proved that there is a high discrepancy between
the self-evaluation and actual evaluation results of the assessment groups.
TitelVisions and Concepts for Education 4.0
UntertitelProceedings of the 9th International Conference on Interactive Collaborative and Blended Learning (ICBL2020)
Herausgeber (Verlag)Springer
ISBN (elektronisch)978-3-030-67209-6
ISBN (Print)978-3-030-67208-9
PublikationsstatusVeröffentlicht - 2021
VeranstaltungI9th International Conference on Blended Learning: ICBL2020 - Hamilton, Kanada
Dauer: 14 Okt. 202016 Okt. 2020


Name Advances in Intelligent Systems and Computing book series


KonferenzI9th International Conference on Blended Learning


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