Preservice Teachers and Self-Assessing Digital Competence

Abstract

This study compares matched surveys of subjective self-assessment and objective assessment on seven domains of digital competence for preservice teachers at a large Southwest public university. The results, consistent with earlier studies, confirm that the participating preservice teachers inaccurately self-assessed their digital competence. The study concluded that subjective self-assessment lacks appropriate validity and is not an accurate stand-alone predictor of digital competence among preservice teachers. However, if considered in conjunction with other means, self-assessment may prove to be useful for preservice teachers to aid in their reflection of their competence, skills, and knowledge and to aid them in adjusting their perceptions and attitudes regarding technology throughout their professional practice. In addition, self-assessment in conjunction with other means may assist teacher educators in providing opportunities to improve the competence in teacher training programs.