With the evolution of technology, the importance of being digitally literate in today’s world has been well-documented and researched. However, compared to the past, it is not only adults or teens having access to technology—children have also joined the digital society. Despite the new demographics regarding digital citizens,  there is insufficient research on assessing digital literacy in primary students. There is an urgent need for further empirical investigations into assessing their digital competencies.

What This Systematic Review Uncovered

This systematic review examined 14 studies to better understand how digital competencies are assessed in primary students. It explored areas often emphasized in research, such as "information and data literacy" and "communication and collaboration," while shedding light on underexplored areas like "safe and responsible use" and "problem-solving.

What's Missing in Digital Competence Assessments?

This review discovered:

• Most studies focused on the instruments used for assessment rather than a deeper focus on measuring skills (Lee &al., 2015).

• Another concern was that important aspects of digital competencies, such as knowledge and attitudes, remained underexposed.

•  Additionally, the quality of the assessment instruments, based on the Research Centre for Examination and Certification Framework, was not always well-reported. 

• To gain a greater grasp of primary school students' level of digital literacy, it will be crucial to take a more balanced and comprehensive approach to develop a deeper understanding and better evaluation of digital literacy in young learners.

There is a keen interest in learning more about the digital competencies of primary students. With the introduction of AI, there will continue to be a greater need to know what is necessary to help them become responsible digital citizens. 

Consequently, research on digital competencies spans ten countries across three continents, with studies conducted between 2014 and 2020, involving:  

• diverse sample sizes, ranging from 150 to over 40,000 pupils,

• primarily focus on primary education

• targeting the average age of 12 years old.

Assessment methods vary:

• self-reporting tools

• multiple-choice questions

• performance-based evaluations. 

The studies address a broad spectrum of digital competencies:

• information literacy

• Communication

• Collaboration

• Digital content creation.

Developing digital competencies at an early age is vital. This review highlights the need for effective assessment tools to measure these skills in primary school students. 

Using the DigComp 2.1. framework, researchers analyzed current assessment instruments, revealing a predominant focus on skills over knowledge and attitudes.

To ensure quality and reliability, the RCEC framework was applied, though limited reporting on reliability and validity poses challenges for replicating results. 

Recommendations include:

•  expanding research efforts

• refining assessment instruments

• prioritizing computer-assisted methods for a more comprehensive and scalable approach.

By addressing these gaps, future studies can contribute to more robust tools for evaluating and fostering digital literacy in young learners.

Key points addressed in the study included: 

• The Need for Early Digital Competency: With younger children increasingly using digital devices, fostering their digital literacy has become essential for educational and societal reasons. However, few studies provide insights into how these skills are taught and measured.

• Assessment Challenges: Among the barriers identified are the lack of clear definitions for digital competencies, insufficient tools tailored for younger students, and the diverse socio-economic contexts influencing digital access.

• Frameworks and Gaps: Existing competency frameworks such as DigComp (Digital Competence Framework for Citizens) offer a foundation but lack adaptations for primary-level students. This creates gaps in how educators can align digital literacy goals with age-appropriate assessments.

• Teacher Preparedness: Teachers often feel underprepared to assess and teach digital skills, as professional development in this area is inconsistent across countries. The review advocates for targeted training and resources to equip educators for this task.

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Claro, M., Preiss, D. D., San Martin, E., Jara, I., Hinostroza, J. E., Valenzuela, S., … Nussbaum, M. (2012). Assessment of 21st-century skills in Chile: Test design and results from high school level students. Computers and Education, 59(3), 1042–1053. https://doi.org/10. 1016/j.compedu.2012.04.004

Ilomäki, L., Paavola, S., Lakkala, M., & Kantosalo, A. (2016). Digital competence – An emergent boundary concept for policy and educational research. Education and Information Technologies, 21(3), 655–679. https:// doi. org/ 10. 1007/ s10639- 014- 9346-4

Lee, L., Chen, D. T., Li, J. Y., & Lin, T. B. (2015). Understanding new media literacy: The development of a measuring instrument. Computers and Education, 85, 84–93. https://doi.org/10.1016/j.compedu.2015.02.006