The purpose of assessing a teacher's digital competence is not just carrying out an assessment, but it is important for the process to be supported and transparent for the stakeholders involved. Self-assessment alone does not provide a comprehensive overview of a teacher's digital competence, and it is important to implement systematic approaches that support the development of digital competence, found Linda Helene Sillat in her doctoral thesis.
Assessment processes, including the assessment of digital competence, are viewed as the first stage in theof educators, where the conceptualization of the assessment and the follow-up activities planned on this basis play a key role.
On the other hand, it is necessary to understand the profiles, needs and specificities of all the beneficiaries engaged in teachers' digital competence assessment process, which means that in the context of assessing a teacher's digital competence, we cannot claim that any single method of or approach to assessment is the most appropriate. This knowledge is created by the teacher in accordance with the goals set for their professional development.
At the same time, self-assessment is the most effective approach for those stakeholders who focus on mapping the state of digital competence in order to provide support, for example, in the form of training programs and materials supporting professional development. In addition, it can be argued that self-assessment is useful for teachers to analyze and reflect on their own teaching practices, as a result of which it is possible to identify areas of digital competence that require improvement.
It can be said that, to date, digital competence assessment instruments, approaches and tools have been developed mainly to support an individual teacher in the assessment of digital competence, rather than focusing on a larger group of educators to enable evidence-based decision-making. However, the stakeholders who reflect the needs of teachers are not aware of the meaning of the concept of digital competence and thus do not understand the long-term benefits of assessing digital competence.
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