This study focuses on digital inclusion in higher education, exploring how to train and assess competencies related to this theme.
The authors highlight the importance of digital inclusion as a pedagogical goal, aiming to make learning processes more accessible to all students through the use of digital technologies. However, they point out that despite its significance, academic regulations and specialized frameworks often fail to provide clear guidelines on how to implement digital inclusion in the classroom.
To address this gap, the study presents a competence-based evaluation process conducted during a training experience using service-learning methodology, involving university students, practicing early childhood and primary school teachers, and university teaching staff.
The results of the study reveal a discrepancy in self-assessments, where students tended to overestimate their abilities compared to lower evaluations provided by university staff across five key descriptors.
The authors emphasize the complexity of implementing competency-based assessments, particularly when multiple evaluators are involved, as it requires balancing different perspectives. Nonetheless, this diversity of viewpoints enhances objectivity. Additionally, the study finds that digital resources frequently used by students were easier for teachers to assess, while less familiar resources posed more challenges. This highlights the importance of choosing appropriate digital tools for evaluation and instruction.
The authors conclude that assessing with multiple evaluators and documenting learning evidence effectively supports practical training. Service-learning helps students build digital skills, promoting inclusion in education. They emphasize the need for broader strategies to develop digital competence in both teachers and students.
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How to cite: Sanz-Benito, I., Lázaro-Cantabrana, J. L., Grimalt-Álvaro, C., & Usart-Rodríguez, M. (2023). Training and Assessing Competences in Higher Education: An Experience on Digital Inclusion. RIED-Revista Iberoamericana de Educación a Distancia, 26(2), 199–217. https://doi.org/10.5944/ried.26.2.35791
