With the need to train teachers in CDD, the need to evaluate it is associated. In addition to identifying what are the components of the CDD, it is necessary to know what are the different levels of development of the same and have instruments, of self-perception and evaluation, that allow us to make a gradation of these in order to guide teachers about their competency situation and where to direct it to continue moving forward (Lázaro and Gisbert, 2015). We believe it is fundamental to orient the evaluation processes towards more objective strategies than the subjectivity that represents measuring an exercise only from the perspective of the actors’ self-perception (Simens te. Alt., 2015). There are currently different instruments and tests for the evaluation and accreditation of the CD and the CDD. Its diversity has to do with two aspects: the general approach and the measurement and evaluation procedures. Of the instruments analyzed in the works of (Calvani et al., 2009; Esteve & Gisbert; 2013; Larraz, 2012; Esteve-Mon, 2015, Lázaro, 2015) we find different types. Some driven by national governments or international institutions, others focus on specific basic skills and others of a higher order. Some instruments have an educational approach and are designed to be integrated into the teaching-learning process while others are oriented from a general perspective, to certify and / or accredit the digital competencies of citizens.
The analysis of the evaluation tools of the CD serves as the basis for the design of the evaluation tools of the CDD. That is why we make a synthesis (see Table 1), below, of those that we find most interesting to evaluate the CD. In Europe, the first one that had an impact, with respect to the number of states that decided to adopt it (currently more than 150 countries and accessible in more than 30 languages), is the ECDL and the ICDL that are designed as an accreditation system of this competition for any citizen. The tests it contains focus on basic concepts, file management, the management of different office software and internet access.
The general objective of this project is the development and validation. At the Catalan University System level, of an instrument and a CDD evaluation strategy that allows us, first, to determine if the future teacher is CD and, second, to be able to determine what their level of development of the CDD is based on 3 defined levels (Generalitat de Catalunya, 2016) telling that the formation of the degrees in Education should ensure, at least, the initial level of development of the competence.