About this paper

Appears in:
Pages: 2469-2479
Publication year: 2016
ISBN: 978-84-608-5617-7
ISSN: 2340-1079
doi: 10.21125/inted.2016.1527

Conference name: 10th International Technology, Education and Development Conference
Dates: 7-9 March, 2016
Location: Valencia, Spain

EVALUATION RUBRIC FOR DIGITAL COMPETENCE ASSESSMENT: AN EXPLORATORY STUDY

M. Calenda, I.S. Iannotta, R. Tammaro

University of Salerno (ITALY)
In the European context, as well as globally, it shows increasing attention to practices and/or strategies for lifelong learning. In the Recommendation 2006/962/EC of the European Parliament and of the Council (dated 18/12/2006) are explained in detail key competences, that are appropriated forms of knowledge, skills and attitudes according to the context, essential for the citizen training, to live all complex dynamics in a society precisely based on knowledge. Competence is an integrated set of knowledge, skills and dispositions to act, that change and adapt depending on the solution of a specific and contextualized problem, by mobilizing individual internal resources (cognitive, motivational, emotional resources, etc.) and external ones available. Competence is the construct around which it is essential to rethink the educational processes and consequently, the action of teaching (planning/ evaluation /didactic activities). Among key competences numbers the digital competence: in other words, digital competence involves the confident and critical use of Information Society Technology (IST) and therefore it requires basic skills in Information and Communication Technology (ICT). This article, starts from the premises exposed and aims to perform an analysis of the need to acquire and develop the digital competence. More than, the growing attention to competence advancement implies the requirement to organise a competence curriculum, specifying what are knowledge, skills and learning at the base of the key competence considered in this work. This descriptive study defines the evaluation rubric as functional tool to evaluate the correspondence between expected behaviors and observable behaviors; moreover, the evaluation rubric is flexible for both the design and the learning outcomes assessment. Aim of the study is to produce a complete and comprehensive description of the components of the evaluation rubric (size, criteria, indicators, anchors, levels) for the digital competence assessment.
@InProceedings{CALENDA2016EVA,
author = {Calenda, M. and Iannotta, I.S. and Tammaro, R.},
title = {EVALUATION RUBRIC FOR DIGITAL COMPETENCE ASSESSMENT: AN EXPLORATORY STUDY},
series = {10th International Technology, Education and Development Conference},
booktitle = {INTED2016 Proceedings},
isbn = {978-84-608-5617-7},
issn = {2340-1079},
doi = {10.21125/inted.2016.1527},
url = {http://dx.doi.org/10.21125/inted.2016.1527},
publisher = {IATED},
location = {Valencia, Spain},
month = {7-9 March, 2016},
year = {2016},
pages = {2469-2479}}
TY - CONF
AU - M. Calenda AU - I.S. Iannotta AU - R. Tammaro
TI - EVALUATION RUBRIC FOR DIGITAL COMPETENCE ASSESSMENT: AN EXPLORATORY STUDY
SN - 978-84-608-5617-7/2340-1079
DO - 10.21125/inted.2016.1527
PY - 2016
Y1 - 7-9 March, 2016
CI - Valencia, Spain
JO - 10th International Technology, Education and Development Conference
JA - INTED2016 Proceedings
SP - 2469
EP - 2479
ER -
M. Calenda, I.S. Iannotta, R. Tammaro (2016) EVALUATION RUBRIC FOR DIGITAL COMPETENCE ASSESSMENT: AN EXPLORATORY STUDY, INTED2016 Proceedings, pp. 2469-2479.
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