Training and Assessing Competences in Higher Education: An Experience on Digital Inclusion

Abstract

Digital inclusion, understood from a pedagogical perspective, is to improve teaching-learning processes by making them more accessible to all students using digital technologies. However, despite its relevance, we can observe that neither the academic regulations nor the different specialised frameworks specify how to apply it in the classroom. In order to address this problem, we present a competence-based evaluation process (related to digital inclusion) carried out during a training experience using the service-learning teaching methodology, in which university students, practising early childhood and primary school teachers and teaching staff from the Rovira i Virgili University participated. The results, which were obtained by means of a questionnaire constructed from the COMDID standard and the analysis of the evidence of learning provided by the students, show how the students overvalue themselves in the self-assessments, while the university teaching staff give them a lower score in each of the five descriptors analysed. In conclusion, it was found that competency-based assessment processes involving different assessors are more complex to implement but are more objective as they involve different points of view that would not be possible with a single point of view. Furthermore, it was found that the digital resources most used by students to present their evidence of learning were the least difficult for teachers to assess, and conversely.