Abstract

The current framework of educational policies, since the introduction of the National Plan for Digital School of the Ministry of Education (2015), highlighted the issue of evaluation of digital competencies that young people can acquire in formal and nonformal learning contexts to develop active participation and citizenship. In this framework of increasing pluralization of space and time for education, caused by the re-infrastructuring and virtualisation of learning environments, which are more and more ‘enlarged’ by digital technologies to the point of crossing beyond the formal spaces of the school contexts, it seems important to provide evaluation data on the levels of competences reached by young people. These data can be then used as starting points for designing the contents of digital education projects, calibrating them specifically on the levels of competence already developed by the students and building targeted training programs. So, this paper focuses on illustrating the characteristics and proposing the use of a Specific Methodology for Evaluation (Davidson, 2005), starting from the example of a research on digital competences (Cortoni, Lo Presti, 2018) of a sample of young preadolescents from some low secondary schools in the Municipality of Rome.