Due to the lack of research and tools that explore and evaluate digital competencies, both in educational and community contexts, a rubric of evaluation in digital competencies from a socio-formative approach was designed consisting of: 1) Literature review of existing documents to diagnose or evaluate digital competencies; 2) construction of the instrument through a rubric type structure with the socio-formative taxonomy; 3) review and improvement of the instrument by a panel of 3 experts; 4) the content was validated by a panel of 14 expert judges; 5) the application of the instrument to a pilot group, composed of 45 persons; 6) final improvement of the instrument based on the suggestions and evaluations of the expert judges. Results: from the results of the evaluation by expert judges, an analysis of the descriptive data was carried out, and, according to the Aiken’s V coefficient, ...

Due to the lack of research and tools that explore and evaluate digital competencies, both in educational and community contexts, a rubric of evaluation in digital competencies from a socio-formative approach was designed consisting of: 1) Literature review of existing documents to diagnose or evaluate digital competencies; 2) construction of the instrument through a rubric type structure with the socio-formative taxonomy; 3) review and improvement of the instrument by a panel of 3 experts; 4) the content was validated by a panel of 14 expert judges; 5) the application of the instrument to a pilot group, composed of 45 persons; 6) final improvement of the instrument based on the suggestions and evaluations of the expert judges. Results: from the results of the evaluation by expert judges, an analysis of the descriptive data was carried out, and, according to the Aiken’s V coefficient, ...