Assessment of students’ digital competences: from the measurement scale to threshold levels. A systematic literature review

Abstract

This paper aims to present a systematic literature review (SLR) on the methodologies and tools utilized for assessing students' digital competencies, with particular focus on the definition of threshold levels to describe outcomes achieved in standardized tests. The SLR constitutes the initial phase of a research project that seeks to integrate a pedagogical approach into a predominantly technical and psychometric process. The research questions address both the methodology for assessing digital competencies and the procedure for creating and describing threshold levels. A comprehensive search was conducted across three article repositories (ERIC, Scopus, and Web of Science) and several institutional websites (such as UNESCO, the European Union, and IEA), resulting in the retrieval of 5751 articles. Applying inclusion and exclusion criteria (based on students' grade levels, assessment methods, etc.), 128 articles were selected for further examination. However, the analysis of the 21 most relevant articles revealed an absence of pedagogical considerations, indicating a potential area for further exploration. The delineation of competency levels, as determined by standardized test outcomes, has significant implications for schools, students, and their families, providing critical feedback that can inform the teaching-learning process, educational redesign, and decision-making processes.