This article proposes an evaluative architecture of digital inclusion that integrates actors, instruments, and products within a single framework.
In contrast to approaches focused on equipment provision or basic digital literacy, the authors operationalize competence through descriptors and levels contrasted with learning evidence generated in service-learning (ApS) projects. The coherence between construct (COMDID) and procedure (rubric + questionnaires + evidence) reinforces the validity of the model.
The evaluative asymmetry among agents reveals a well-known training issue: without criteria anchored in observable performance, self-assessments tend to capture beliefs rather than competencies.
Where descriptors demand complex criteriality (contextualized selection of digital technologies, accessibility, and equity), greater discrepancies emerge, signaling zones of pedagogical scaffolding that initial teacher education must address.
At the same time, the profile of resources used by students shows a preference for formats with low evaluative ambiguity, which simplifies assessment but may impoverish the variety of evidence.
As a contribution, the study demonstrates that specific intervention in digital inclusion produces measurable gains (reaching the intermediate competence level) and that triangulating assessors adds objectivity, even if it increases implementation complexity.
Two lines of improvement remain open: to grade task difficulty in order to encourage the use of resources with higher competence density, and to refine assessment training to reduce the gap between perception and performance. Overall, the work offers a viable roadmap for turning digital inclusion into an assessable practice oriented toward equity.
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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
