Table 3.
Assessment intervention in the reviewed studies.
| Research | Timetable for the implementation of each instrument | Direct comments | Task-specific performance | Overall task performance |
|---|---|---|---|---|
| Alfonzo and Batson (2014) | Pre-evaluation, post-evaluation and follow-up evaluation using Qual-trics software | Comparison and improvement of the results obtained through the Qual-trics software | Learning the ZOTERO platform at the end of the invention | Mastery of digital bibliographic research and ZOTERO |
| Ata and Yildirim (2019) | During the intervention | Does not specify | Does not specify | Carecen of digital skills to find, evaluate, create, and communicate |
| Ball (2019) | During the intervention | Tests throughout the development of the subject through portfolios | Feedback of the results of the questionnaires at the end of each module that showed improvements | Progressive mastery of digital skills |
| Botturi (2019) | Before and after the intervention | Agree with the participants on the contents and the evaluation | Yields are analyzed practice and evolution | Limited space in the curriculum |
| Campbell and Kapp (2020) | Before and after the intervention | Learning models and tasks to apply in the classroom | Inclusion of digital competences in curriculum design and monitoring of their development | Differences between resources in cemters and in households |
| Carl and Strydom (2017) | Before and after the intervention | Assessment through direct observation and class visits | Digital learning as part of teacher training | Digital writing support required |
| Domingo-Coscolla et al. (2020) | Before and after the intervention | Documentary analysis. Discussion groups and finally questionnaires | Digital literacy and content creation | Not all aspects of CDD are measured |
| Elliott et al. (2018) | Before and after the intervention | Through the delivery of weekly activities | Increased capacity to identify, select and apply digital reading | Not all students developed these skills |
| Elphick (2018) | Before and after the intervention | Performance is measured through direct observation and scales | Increasing the dominance of digital competence with iPads | A single discipline with a smaller number of staff and students |
| Gabriele et al. (2019) | Before and after the intervention | feedback on your programming experience and skills from questionnaires | Medium-high level of CT skills, combining design and programming skills | It must be applied in educational practice and not only at the laboratory level |
| Gill et al. (2015) | Before and after the intervention | 3 stages of ict teaching capacity development in which each phase is evaluated | Practice itself as a learning tool | Minimal development where there is no real use of ICT for learning and teaching |
| Hamutoglu et al. (2019) | Before and after the intervention | Before and after the introduction by standardized instruments | Increased attitudes and skills | Only through EDMODO |
| Istenic et al. (2016) | Before and after the intervention | Describes the statement design framework and evaluation criteria for solving mathematical and digital problems | Their conceptions changed during the course of passive recipients to active producers of media content. | Control group without intervention |
| Kajee and Balfour (2011) | Before and after the intervention | Evaluates the results by semesters from accounts or observations | Increasing digital capacity | Large differences in terms of resources |
| Kuhn (2017) | Before and after the intervention | Evaluate performance through student presentations | Improving your digital skills and abilities | Scarcity of digital tools |
| Lerdpornkulrat et al. (2019) | Before and after the intervention | Formative assessment and feedback | Increased ability to search, evaluate, process and communicate information | Only the students of the experimental group participated in a formalized activity in the classroom |
| Paige et al. (2016) | Before and after the intervention | Development of conceptual and semiotic understandings. | Increasing digital literacy in content creation | It is only done with one app |
| Pequeño et al. (2017) | Before and after the intervention | Narrative research with digital ethnography, | Technological and social mediation | Focused solely on one degree |
| Robertson et al. (2012) | Before, during, and after the intervention | Throughout the process, personal reflections on their own experience are requested. | New understanding of literacy, particularly when digital stories are shared as part of the adult classroom experience | Only uses digital stories to gather information from the sample |
| Sharp (2018) | Before and after the intervention | Performance is evaluated after each practice | Increased perceived levels of confidence and importance of digital literacy | Does not indicate assessment instruments |
| Tomczyk et al. (2020) | Before and after the intervention | Reflections and own experiences on e-leawrning at the end of each course | Increasing digital competence | Does not indicate assessment instruments |
| Vinokurova et al. (2021) | Before, during, and after the intervention | Observation, analysis and pedagogical design and surveys during the intervention | Increasing professional skills, information culture and digital literacy | Insufficient digital resources |