Date/Period

Dal 11 Giugno 2026

Archive

Edited by Paola Giangiacomo

Description

The document outlines the theoretical and methodological framework for the INVALSI digital competences assessment, contextualizing it within broader landscape of societal and educational digital transformation. Digital competences are not viewed as merely technical skills, but rather as critical, ethical, and cross-cutting skills that are essential for learning, active citizenship, and reducing inequalities. The main theoretical reference is the European DigComp 2.2 framework, which identifies five competence areas, four of these are evaluated in the INVALSI assessment: information and data literacy, communication and collaboration, digital content creation, and safety.
The document analyzes the evolution of the concept of digital competences and the main international experiences in measuring, and assessing them, favouring performance-based tests over self-assessment. The INVALSI test is computer-based multiple-choice, measuring knowledge and skills through realistic and interactive scenarios. Items are distributed by area, component, and difficulty level (basic, intermediate or advanced). Results are reported across three proficiency levels, which are defined through standard-setting procedures. Finally, the document emphasizes the links with the National Guidelines, the value of the assessment for the education system, and its potential to support teaching, research, and public policy in order to promote a fairer and more inclusive school system.

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