Assessing competences always poses a challenge and can be even more complicated when tackling a multidimensional competence like teacher digital competence (TDC). TDC is understood to consist of different dimensions linked to its components. This complexity gives rise to the need to organize and systematize both TDC training and its evaluation through a standard based on validated benchmark indicators. Designing and developing an instrument for TDC assessment has been a two-phase process. The COMDID-A self-assessment tool was developed in the first phase and COMDID-C, an instrument for assessing knowledge related to TDC, in the second. In this article we present the process of constructing the COMDID-C instrument. For this first stage, we worked with two samples, an expert validation and a pilot test sample. Due to the complexity of the test, we conducted a preliminary evaluation of the validity of its content, construction and reliability. Our results indicate that the test is well designed and consistent with its intended purpose. The next step will be administering the test to a larger sample that will allow the instrument to be externally validated.

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Digital competence is a pressing need for students in the 21st century. The present study is a systematic review of the literature on university students’ digital abilities. The methodology consisted of selecting documents (n=126) from three different databases (Scopus, Web of Science and ERIC) via peer review. The documents were selected for inclusion following predefined criteria and then analysed using a qualitative analysis software (ATLAS.ti). Digital competence is made up of several elements (information skills, content creation, communication, ethical skills, problem solving, technical skills/use and strategic skills). We identified that the most frequently-used terms in the literature are digital literacy and digital competence. However, the terminology used varies among authors. We also found that most authors do not believe that young people actually have the digital abilities that they are assumed to have. In other words, students do not have a high level of digital competence. Educational institutions therefore need to help them to develop this competence, which is so necessary in the context of 21st century education.

La competencia digital del profesorado es una competencia profesional imprescindible en una sociedad digital impregnada de tecnología en todos sus ámbitos. En la universidad, el profesor debe hacer un uso eficaz de las tecnologías digitales para liderar procesos de innovación y cambio. Frente a la necesidad de definir la competencia digital docente surge la necesidad de evaluarla. Mediante la metodología de focus group adaptamos un instrumento elaborado en España, para el contexto catalán, con el fin de poder ser utilizado en el contexto latinoamericano. Proponemos una rúbrica de evaluación formada por 22 descriptores, agrupados en 4 dimensiones y con indicadores definidos para 4 niveles de desarrollo por descriptor. Este instrumento puede ser utilizado en procesos de evaluación del profesor universitario, tanto en una modalidad de autoevaluación como de evaluación externa.

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