The importance of assessing digital skills in secondary schools

Abstract

Digital competence is now an essential prerequisite for lifelong learning, social participation and active citizenship. This paper presents a national assessment model developed to evaluate the digital skills of second-year secondary school students. Based on the European Framework for Citizens’ Digital Competences, the model focuses on four main areas: information and data literacy; online communication and collaboration; digital content creation; and safety and responsible use of digital environments.
The development of the assessment tool involved the creation of an item bank calibrated using established psychometric methodologies, as well as adopting a vertical scale that allows comparisons to be made over time between school cohorts. Proficiency levels were established through structured standard-setting procedures that distinguish three thresholds: basic, intermediate and advanced.
The results show that most students reach at least an intermediate level of proficiency across all domains. They demonstrate particular strength in information management and face greater challenges in digital safety, particularly regarding data protection and the management of online interactions. Furthermore, regional and socioeconomic disparities emerge, reflecting inequalities in learning opportunities and technological access.
Correlational analyses reveal positive and significant associations between digital skills and performance in standardized Italian and Mathematics tests. These correlations, ranging from approximately 0.35 to 0.58, suggest that higher levels of digital proficiency are associated with improved reading comprehension and more effective handling of numerical information. Level distribution confirms this trend: students with advanced digital skills are more frequently found in the advanced levels of subject tests, while those with basic digital skills tend to be concentrated in the lowest performance brackets.
Overall, the results suggest that digital competence is a cross-cutting dimension that supports fundamental learning. These findings provide useful insights for educational planning aimed at reducing regional and social disparities.