Measuring digital competences. Ten common methodological challenges

Abstract

The development of digital competences is currently one of the key issues not only for media pedagogy, but also for other fields where information and communication technologies (ICTs) are at the centre of human activity. This article is part of a methodological discussion on issues of measuring digital competences. The aim of the article fills the gap related to the ordering of diagnostic bases related to the measurement of the efficiency of using ICTs among different age and occupational groups, showing at the same time the most frequent methodological shortcomings in the literature. Referring to the Bolesaw Niemierkos Polish concept of didactic measurement, it is noted that contemporary media educators are exposed to ten errors affecting the adequate measurement of digital competences, such as inconsistency of theoretical framework, problematic selection of diagnostic indicators, one-dimensional measurement, inadequate construction of measurement scales, subjectivity of measurement, too infrequent use of knowledge and skills tests, use of non-standardised tools, uncritical inclusion of available questionnaires in the research process, inadequacy of measurement tools to the examined professions, and lack of longitudinal studies. This article was prepared as part of the international project REMEDIS Rethinking Media Literacy and Digital Skills in Europe (funded by the National Science Centre, 021/03/Y/HS6/00275).