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A publicação pode ser exportada nos seguintes formatos: referência da APA (American Psychological Association), referência do IEEE (Institute of Electrical and Electronics Engineers), BibTeX e RIS.

Exportar Referência (APA) 
Costa, P. (2025). Assessing Digital Capacity in the EU: Validation of tools. Research Seminar at Universidad Autónoma de Madrid (UAM).
Exportar Referência (IEEE) 
P. D. Costa,  "Assessing Digital Capacity in the EU: Validation of tools", in Research Seminar at Universidad Autónoma de Madrid (UAM), Madrid, 2025
Exportar BibTeX 
@misc{costa2025_1788389113654,
	author = "Costa, P.",
	title = "Assessing Digital Capacity in the EU: Validation of tools",
	year = "2025",
	howpublished = "Outro"
}
Exportar RIS 
TY  - CPAPER
TI  - Assessing Digital Capacity in the EU: Validation of tools
T2  - Research Seminar at Universidad Autónoma de Madrid (UAM)
AU  - Costa, P.
PY  - 2025
CY  - Madrid
AB  - Tools designed to assess digital capacity can support evidence-based decision-making within school communities. The SELFIE (Self-reflection on Effective Learning by Fostering the use of Innovative Educational Technologies) tools, developed by the European Commission, offer robust frameworks for schools and teachers to self-assess and enhance their digital capacity. This paper presents the psychometric validation of the SELFIE tools and their distinct versions tailored for schools and teachers.
To evaluate the tools, psychometric properties such as item discrimination and difficulty were analyzed using Item Response Theory (IRT), with results indicating satisfactory performance across educational levels and respondent types. Reliability and construct validity were confirmed through Cronbach’s alpha, Omega coefficients, and Confirmatory Factor Analysis, aligning with the theoretical framework.
In conclusion, the SELFIE tools represent valuable resources for educational institutions and educators seeking to critically evaluate and improve their digital capacity. Their validated structure and adaptability highlight their potential to support data-driven action plans and advance digital transformation in education.
ER  -