Report for Demo group on The Digital Competence Wheel.
The report presents aggregated results that compile data from 152 respondents collected 3/03/2021 - 6/03/2021.
Each bar represents a competence with a possible score between 0% and 100%. The higher the score, the stronger the competence.
TIP: Click/tap on a bar for more details on that competence
The key components of digital competence is 4 areas which can be summarised as below
Information
Communication
Production
Safety
The Total Score represents the summative evaluation of the score across all competences and questions.
Distribution on the Total Score
The score falls within the range of scores, from 69% to 76%, considered the category: Level 5 (advanced).
Level 5 (advanced)
Users on level 5 (advanced) are able to perform many different tasks and guide others in doing the same. They can also solve most problems on their own.
Level 8 (highly specialised)
Level 7 (highly specialised)
Level 6 (advanced)
Level 5 (advanced)
Level 4 (intermediate)
Level 3 (intermediate)
Level 2 (foundation)
Level 1 (foundation)
Below are listed the 3 competences with the highest score. Take advantage of the competences that you are already good at and use them as a stepping stone to explore and learn new ones.
Ability to reconcile behavior, tone, language and technology with regard to context and social relations
Examples of high-level competence
For example, I am good at tailoring languages, slang, image types, colors or multimedia to the recipient.
I have sympathetic insight into the emotions, thoughts and attitudes of others (even if I have never met them face to face).
I have a predetermined position on how I will respond to an offensive comment or a rude email.
You are, for example, good at working concentrated on your computer or tablet without procrastinating
You are, for example, good at understanding the emotions, thoughts, and attitudes of others when you meet them on the web
You are, for example, careful about maintaining a good tone when talking to others on the web
You consider, for example, who you are talking to on the web and make sure that your language and tone fit your recipients
You respect the boundaries of others - for example, by deleting content about others if they ask you nicely to do so
Knowledge about current laws and licenses for digital behavior, information and content
Examples of high-level competence
Know the law on marketing, rumors, spam, copyright, threats, discrimination, private photos or speculation on the web.
For example, checking if I have the right to a photo before using it for anything.
Know when, for example, intimidation, harassment, bullying, and the spreading of rumors and secrets go from being annoying to being illegal.
You take note of, for example, Copyright and Creative Commons licenses when you use something from the web that others have made
You usually have a good idea of what you are agreeing to when you agree to the "Terms and conditions" on various online services
You feel sure about, for example, what is legal and illegal to write or share about others
Ability to monitor and protect your personal information online and understand the consequences of personal digital footprints
Examples of high-level competence
Understand, for example, how criticising or complimenting other people or organisations in a public space can affect them.
Know how to search for and find personal data such as profile photo, previous comments, address, job, education etc.
Always consider very carefully how personal information such as profile picture, marital status, political standpoint and religion can affect future careers.
You have, for example, decided which images and what information about you is personal in a way that they should not be on the web
You respect the boundaries of others - for example, by deleting content about others if they ask you nicely to do so
Considering, for example, what might happen to you if you share personal information on the web
You know, for example, who to contact if you find that your account has been hacked, if embarrassing images of you are being shared, or if you experience something else that is really unpleasant
Below are listed the 3 competences with the lowest score. They are considered especially important to work with if you want to improve your overall skills. The best choice is a relevant and current competence where there is room for improvement.
Ability to modify or create digital solutions that can fully or partially automate and perform a task
Suggestions for exercises that can strengthen the competence
I can look into how a typical software development process is executed. For example, agile processes.
I can talk to a software developer about what challenges they most often encounter when they receive a new assignment.
I can explore why a comment system on a website takes much longer to develop than static text.
I can find out what a programmer specifically needs to write in order to solve a task.
I can make a simple website to get a better understanding of how one is developed. I can use one of the many learning programs for this.
I can, in collaboration with my colleagues, present an idea to the management that can automate a process and save time in everyday life.
Ability and desire to seek out and benefit from self-service solutions online
Suggestions for exercises that can strengthen the competence
I can to be proactive on all self-service solutions, so I will get a self-critical look at our own self-service solutions.
I can make a list of possible and relevant self-service solutions that I can personally benefit from using. For example, switching doctors, travelcards, insurance claims, etc.
I can test a new self-service solution where I can benefit by saving time. For example, booking a doctor's appointment.
I will try to arm myself with greater patience the next time I have to use a self-service solution.
The next time I encounter a problem with self-service, I will try to figure out the problem before I call. For example, by trying another browser.
I can update my browser and operating system so it is compatible and secure.
Ability to adjust applications and devices to their own personal preferences, as well as to solve technical problems or tasks
Suggestions for exercises that can strengthen the competence
I can install plugins in my browser that can make my work day easier. For example, a plugin that removes all advertisements from a website (adblocker).
I can find out where and how to get help if I run into a technical problem that I can't solve.
I can find out the name and function of the most essential hardware. For example, CPU, RAM, hard drive, or HDMI.
I can arm myself with a good deal of patience next time I encounter a technical problem and try to solve the problem myself.
I can research what rights I have for setting up my personal tools. For example, which configurations should first be approved by the IT department.
The list provides an overview of all competencies, the average score and the distribution of users grouped by their score.
Score on competence
Taxonomy
Distribution on competence
Ability to identify, locate, retrieve, store, organise and analyse digital information and evaluate relevance and purpose
Level 5 (advanced)
Ability to communicate, collaborate, interact with and participate in virtual teams and networks as well as make use of appropriate media, tone and behavior
Level 5 (advanced)
Ability to create, configure, and edit digital content, solve digital problems and explore new ways to take advantage of technology
Level 4 (intermediate)
Ability to use digital technology safely and sustainably in relation to data, identity and work injuries and to pay attention to legal consequences, rights and duties
Level 5 (advanced)
Score on competence
Taxonomy
Distribution on competence
The ability to format, organise and store digital material while keeping both safety and accessibility in mind
Level 5 (advanced)
Ability to search and find digital information, navigate between many online resources and sort through irrelevant information
Level 4 (intermediate)
Ability to process, understand and critically evaluate digital information when sent and received
Level 5 (advanced)
Ability and desire to seek out and benefit from self-service solutions online
Level 4 (intermediate)
Ability and interest in making use of, expressing opinions or otherwise contributing actively and making yourself visible in digital environments
Level 5 (advanced)
Ability to use technologies and media for teamwork, coordination and collaboration processes
Level 5 (advanced)
Ability to reconcile behavior, tone, language and technology with regard to context and social relations
Level 5 (advanced)
Ability to interact through a wide range of digital platforms and to be able to choose the best media for communicating with a specific recipient or group
Level 5 (advanced)
Ability to create, assemble parts and modify content in many different formats. E.g. images, text, video or sound
Level 4 (intermediate)
Ability and willingness to stay updated on the technological developments and explore new digital opportunities
Level 5 (advanced)
Ability to modify or create digital solutions that can fully or partially automate and perform a task
Level 3 (intermediate)
Ability to adjust applications and devices to their own personal preferences, as well as to solve technical problems or tasks
Level 4 (intermediate)
Knowledge about current laws and licenses for digital behavior, information and content
Level 5 (advanced)
Ability to monitor and protect your personal information online and understand the consequences of personal digital footprints
Level 5 (advanced)
Ability to identify and protect sensitive data and understand related risks
Level 5 (advanced)
Ability to care for both physical and mental health in an everyday life surrounded by technology and media
Level 4 (intermediate)
Score on competence
Taxonomy
Distribution on competence
Knowledge is the result of assimilated information obtained through learning. Knowledge is a collection of facts, theories, principles and traditions related to a job or study. Kno...
Level 4 (intermediate)
A skill is the ability to solve a task or problem in practice, while an instrumental skill is the ability to apply a method, a material or a tool.
Level 4 (intermediate)
Attitudes represent ways of thinking and motivations behind actions. Therefore, they have a great influence on people's digital activities. This includes, for example, ethics, valu...
Level 5 (advanced)
The normal range is used to tell how scores for a group are spread out from the average. A low normal range means that most of the scores are close to the average, while a high normal range means that the scores are more spread out.
95% of the respondents scores within the normal range.
The chart below displays the score on all questions.
This tool allows you to examine the response distribution on a particular question - or a combined response distribution on two different questions.
From this page you can export and download key figures to an Excel file. The export includes title, description and the average score on all competencies and questions.
DownloadDigital Competence Areas | ||
| Score | Title | Description |
| 68.53 | Information | Ability to identify, locate, retrieve, store, organise and analyse digital information and evaluate relevance and purpose |
| 72.5 | Communication | Ability to communicate, collaborate, interact with and participate in virtual teams and networks as well as make use of appropriate media, tone and behavior |
| 65.23 | Production | Ability to create, configure, and edit digital content, solve digital problems and explore new ways to take advantage of technology |
| 71.32 | Safety | Ability to use digital technology safely and sustainably in relation to data, identity and work injuries and to pay attention to legal consequences, rights and duties |
Digital Competences | ||
| Score | Title | Description |
| 70.97 | Storage | The ability to format, organise and store digital material while keeping both safety and accessibility in mind |
| 66.45 | Search | Ability to search and find digital information, navigate between many online resources and sort through irrelevant information |
| 71.4 | Critical Evaluation | Ability to process, understand and critically evaluate digital information when sent and received |
| 62.49 | Self-Service | Ability and desire to seek out and benefit from self-service solutions online |
| 71.32 | Active Participation | Ability and interest in making use of, expressing opinions or otherwise contributing actively and making yourself visible in digital environments |
| 72.89 | Collaboration | Ability to use technologies and media for teamwork, coordination and collaboration processes |
| 75.75 | Social Awareness | Ability to reconcile behavior, tone, language and technology with regard to context and social relations |
| 71.12 | Media Choice | Ability to interact through a wide range of digital platforms and to be able to choose the best media for communicating with a specific recipient or group |
| 67.67 | Production and Sharing | Ability to create, assemble parts and modify content in many different formats. E.g. images, text, video or sound |
| 70 | Digital Exploration | Ability and willingness to stay updated on the technological developments and explore new digital opportunities |
| 59.54 | Automation | Ability to modify or create digital solutions that can fully or partially automate and perform a task |
| 63.98 | Configuration | Ability to adjust applications and devices to their own personal preferences, as well as to solve technical problems or tasks |
| 74.54 | Law | Knowledge about current laws and licenses for digital behavior, information and content |
| 73.76 | Identity Management | Ability to monitor and protect your personal information online and understand the consequences of personal digital footprints |
| 69.85 | Data Protection | Ability to identify and protect sensitive data and understand related risks |
| 67.02 | Health | Ability to care for both physical and mental health in an everyday life surrounded by technology and media |
Learning Domains | ||
| Score | Title | Description |
| 67.81 | Knowledge | Knowledge is the result of assimilated information obtained through learning. Knowledge is a collection of facts, theories, principles and traditions related to a job or study. Knowledge can best be described as either theoretical or factual. |
| 68.35 | Skill | A skill is the ability to solve a task or problem in practice, while an instrumental skill is the ability to apply a method, a material or a tool. |
| 70.21 | Attitude | Attitudes represent ways of thinking and motivations behind actions. Therefore, they have a great influence on people's digital activities. This includes, for example, ethics, values, priorities, accountability, cooperation and autonomy. |
Other | ||
| Score | Title | Description |
| 69.17 | Digital Management | Ability to see opportunities, set realistic goals and execute digitalisation with a good understanding of technology's interaction with management, national strategy, organisation and business |
Questions | ||
| Score | Title | Description |
| 75.44 | Storage Options | I understand the many advantages and limitations of different storage options Knowledge of the pros and cons of storing data in the cloud, on a hard drive or a portable device |
| 74.91 | Choice of Storage | I carefully consider where and how digital content is saved and stored Consideration of the security, accessibility and legality when content is stored |
| 75.32 | File Formats | I can choose the most appropriate format to store data Can format and save a picture in the most appropriate format (for example, JPG, PNG, or raw) |
| 71.49 | Backup | I can make backups and restore data on all relevant digital devices (and have a habit of doing so) Can, for example, duplicate important data such as images, address book and documents on the phone, computer and tablet to a safe place. |
| 74.98 | Evaluate information | I have the habit of evaluating information very critically (considering both the source and the placement) For example, I always consider the author and the website's credibility and how old the information is |
| 65.26 | Search engines | I understand how search engines operate, classify and display results Understand how search robots process and index digital resources and how these search results are returned to the user |
| 60.53 | Mental Overview | I have a comprehensive mental map of how networks and the internet are built The connection of websites, domains, servers and the different purposes of the content (e.g. personal, commercial, informative) |
| 66.45 | Search Filters | I can make good use of search filters to limit the number of search results Knowledge of how to sort search results by date, author, multimedia or file format using filters |
| 73.13 | Proactive search | I have a very proactive attitude towards finding and collecting information from the internet For example, I intuitively and as the first option look up train schedules, facts, opening hours, and news on the web |
| 65.11 | Available self-service | I know most relevant digital self-service options and understand how to use them For example, I can make address changes, apply for a health card, make a dentist's appointment, or pay a bill through online banking |
| 55.84 | Safety | I feel completely safe when shopping online, using online banking or using public services that require private data Feel safe when using, for example, credit card details, home address or social security number |
| 61.82 | Online Self-Service Solutions | I proactively look for online self-service solutions Always look for an online self-service solution (e.g. for appointments or purchasing tickets) before you call or ask in person |
| 73.8 | Quick Digital Learner | I can easily figure out new technologies and applications It is, for example, easy for me to learn how to use new digital devices, online services, or software |
| 76.88 | Digital Curiosity | I am very curious and like to experiment with new digital devices and applications For example, curiosity about new smartphones on the market and interest in talking about new gadgets or technological achievements |
| 78.22 | Choice of communication | I have a thorough understanding of the effects of communicating through different types of media For example, understanding the various strengths and weaknesses of communication technology such as telephone, email, chat, videoconferencing, SMS |
| 64.18 | Evaluation of the recipient | I always evaluate the recipients and carefully tailor the communication accordingly For example, I am good at tailoring languages, slang, image types, colors or multimedia to the recipient |
| 71.36 | Democratic impact | I have an in-depth understanding of how social media enable different forms of communities and democracy Understanding the pros and cons of the internet's possibilities for political debates and sharing political messages. For example, viral media. |
| 77.82 | Relevant Networks | I am familiar with a wide range of digital communities, networks and social media For example, familiarity with professional or social networks such as Meetup, Pinterest, Flickr, LinkedIn, Blogster, Youtube, Twitter, Reddit |
| 53.84 | Active Participation | I enjoy expressing thoughts and opinions through relevant social media For example, I often comment on newspaper articles, write on a blog, share posts on social media or participate actively in a professional network |
| 79.56 | The effects of online behaviour | I pay close attention to how online activities can affect the life, reputation and career of me and others I understand, for example, how criticising or complimenting other people or organisations in a public space can have real life consequences |
| 77.15 | Identity | I have a good understanding of how others can contribute (positively or negatively) to my digital identity Understanding of how likes, extensive feedback, or many views can help increase the visibility of your digital identity |
| 75.87 | Behaviour Management | I have developed good strategies for handling the improper behaviour of others I have a predetermined position on how I will respond to an offensive comment or a rude email |
| 83.32 | Tone | I always carefully consider what the most appropriate tone is when communicating with others For example, I have the ability to express an opinion or a feeling to the recipient by using a certain tone when writing a text |
| 67.22 | Legal Framework | I have an extensive knowledge of the legal framework with regards to publishing, commenting or selling online Know the law on marketing, rumors, spam, copyright, threats, discrimination, private photos or speculation on the web |
| 81.46 | Copyright | I am aware of copyright, licensing and other regulations when downloading or publishing digital material For example, checking if I have the right to a photo before using it for anything. |
| 76.53 | Media Choice | I am good at choosing the most suitable type of media (e.g. text, photo, video, animation etc.) to achieve the desired result In some cases, a picture is worth a thousand words. In other cases, the best format could be a short video. |
| 68 | Applications | I am highly skilled at using applications to create relevant multimedia The ability to, for example, edit photos, videos, text, or audio in programs such as Photoshop, Final Cut, or Word |
| 64.39 | Technological Support | I have a good understanding of when technology can support a process (and when it cannot) For example, understanding of when a mandatory course can be replaced with more flexible e-learning or when a weekly meeting can be replaced with a videoconference |
| 58.14 | Databases | I can make efficient use of databases to store large amounts of data The ability to use databases like Excel, MySQL, Microsoft Access or Oracle to store data when appropriate |
| 40.65 | Programming language | I can create content or enhance functionalities through advanced use of programming Ability to program in e.g. HTML, C, Java, PHP or Excel macros |
| 55.35 | Hardware | I have an overall understanding of the components of a computer and how it is connected to other devices Understand the connection between elements such as CPU, RAM, motherboards, cables (e.g. HDMI) and network routers |
| 59.73 | Trouble shooting | I know how to, step-by-step, locate a problem and search for a solution I am not afraid of trying things out without knowing beforehand what exactly is going to happen (e.g. when a printer will not print) |
| 73.47 | Settings | I can easily edit advanced settings on digital devices, online services and applications Know how to, for example, change privacy settings, adjust browser font size, change a WiFi password or the color tone of a screen |
| 62.18 | Installation | I can install and update all relevant applications This include, for example, updating antivirus, Java or the operating system, or installing a brand new browser |
| 51.21 | Ergonomics | I know the principles of an ergonomic computer station and a healthy working posture Knowledge of, for example, the most healthy posture, screen height, leg position, and the most ergonomic working tools |
| 58.55 | New Technology | I thrive on the continuous requirement to stay up to date with new technology Feel good about having to constantly renew software and digital devices, while avoiding irritation or stress |
| 63.91 | Balanced consumption | I pay close attention to maintaining a balanced use of technology For example, paying attention to addictive aspects of technology that can cause stress and sleep deprivation |
| 75.62 | Sensitive data | I can easily differentiate between personal information and sensitive data Sensitive data is, for example, credit cards, medical records and tax information, whereas personal information is, for example, name, political opinions, and profile picture |
| 66.49 | Identify Footprints | I can do an in-depth search for information and the digital footprints of me and others Know how to search for and find personal data such as profile photo, previous comments, address, job, education etc. |
| 84.84 | Personal Information | I carefully consider what personal information to share (and not share) on the web Always consider carefully how personal information such as profile picture, marital status, political standpoint and religion can affect future careers |
| 80.8 | Password | I have good strategies for creating and remembering (or saving) passwords For example, having a good habit of creating passwords using symbols, numbers, uppercase letters, and without using the name of family or pets |
| 58.57 | Phishing | I know different methods for identifying phishing and malware (malicious programs) Methods for recognising attempts to lure sensitive data from the user, such as username, password or credit card details. |
| 69.09 | Data Security | I can encrypt, password-protect or otherwise secure access to data when it is sent or stored For example, using 2-Step verification or password protection on documents, and ensuring that the connection is encrypted when the these are sent |
| 73.03 | Hotkeys | I have the ability to efficiently use advanced hotkeys for relevant applications Knowledge of the most common shortcuts such as undo, search, screenshot, bold text, navigation, or zoom |
| 67.86 | Digital creation | It excites me to create or edit digital content Finding joy in creating a product that is exclusively digital. For example, a picture, a piece of music, or a video. |
| 60.97 | IT Patience | I have a good deal of patience when trying to solve a problem Do not get very frustrated or give up when a technical problem arises |
| 64.51 | Search Engines | I can identify the most suitable keywords that fit with the width and depth of the topic Have the ability to quickly examine a complex topic, find facts, learning materials, or experts by using relevant search engines |
| 70.06 | Written language | I can communicate effectively and accurately through written language For example, writing an email quickly and conveying the meaning clearly and without misunderstandings |
| 50.75 | Software Development | I have a good understanding of how applications and websites are developed and built Knowledge of the process that leads from a concept of programming to a finished piece of software |
| 78.48 | Physical Symptoms | I pay close attention to physical symptoms that may be related to technology Including, for example, headache, blurred vision or wrist pain that may be signs of overuse |
| 83.01 | Inappropriate vs. Illegal | I can easily differentiate between inappropriate and illegal behavior Know when, for example, intimidation, harassment, bullying, and the spreading of rumors and secrets go from being annoying to being illegal |
| 75.09 | Empathy | I am good at showing empathy and creating communities with others through digital communication Have the aptitude for empathising with the emotions, thoughts and attitudes of others (even if you have never met them face to face) |
| 65.67 | Terms and Conditions | I am in the habit of familiarising myself with the terms and conditions for using various services Always checking the rules to be accepted in order to use an online service (e.g. terms of use for e-box) |
| 70.63 | Digital Coordination | I appreciate and enjoy the benefits of technology when coordinating with other For example, sharing calendars, virtual meetings, meeting booking, knowledge sharing on intranet etc. |
This is the full list of resources related to the competencies. You can filter the resources by competence and type by using the drop-downs.
Ability to see opportunities, set realistic goals and execute digitalisation with a good understanding of technology's interaction with management, national strategy, organisation and business
Digital management is not essentially different from any other effective management, however, technology changes the managerial rules of the game. The digital leader must have an interest in and understanding of the purpose of digitalisation - otherwise it may be difficult to take responsibility for and see the opportunities that digitalisation can mean for the organisation. In addition, the digital leader must be able to set realistic goals that move the development in the right direction - otherwise, focus will quickly be on several digital solutions rather than on how digitalisation increases productivity. Finally, the digital leader must also be able to adjust and execute digital solutions that take competences, organisation, employees and culture into account.
The score falls within the range of scores, from 69% to 76%, considered the category: Level 5 (advanced).
Level 5 (advanced)
Users on level 5 (advanced) are able to perform many different tasks and guide others in doing the same. They can also solve most problems on their own.
Level 8 (highly specialised)
Level 7 (highly specialised)
Level 6 (advanced)
Level 5 (advanced)
Level 4 (intermediate)
Level 3 (intermediate)
Level 2 (foundation)
Level 1 (foundation)
The chart provides an overview of the distribution of users grouped by their score on Digital Management.
The diagram illustrates the score on some of the key aspects of digital management. It is a weighted average of these aspects that determines the score.
Benefits from high-level competence
Can better realise and understand efficiency gains from digitalisation
Strengthens the insight into which processes and tasks that can advantageously be digitalised
Can and will adjust workflows so that they can be supported digitally
Motivate yourself and employees to continually develop their own digital competences
Can relate both national and municipal digitalisation strategies to their own field of expertise
Dare to test new technologies that can support workflows and free resources
Can set realistic targets that can be measured and that urge development in the right direction
Examples of high-level competence
To keep up to date with developments in technologies relevant to one's field of expertise
Being able to utilise technology effectively to deliver results
Ensuring access to and the security of IT systems
Attitudes represent ways of thinking and motivations behind actions. Therefore, they have a great influence on people's digital activities. This includes, for example, ethics, values, priorities, accountability, cooperation and autonomy.
The score falls within the range of scores, from 69% to 76%, considered the category: Level 5 (advanced).
Level 5 (advanced)
Users on level 5 (advanced) are able to perform many different tasks and guide others in doing the same. They can also solve most problems on their own.
Level 8 (highly specialised)
Level 7 (highly specialised)
Level 6 (advanced)
Level 5 (advanced)
Level 4 (intermediate)
Level 3 (intermediate)
Level 2 (foundation)
Level 1 (foundation)
The chart provides an overview of the distribution of users grouped by their score on Attitude.
The diagram illustrates the score on some of the key aspects of attitude. It is a weighted average of these aspects that determines the score.
Examples of high-level competence
Attitudes towards information can, for example, be a proactive, analytical or critical position on finding and storing digital information.
Attitudes toward communication can, for example, be whether you find value and meaning by talking to others via media. Or, if you are very careful with formulations so that they are not misunderstood by the recipient.
Attitudes towards digital production can, for example, include ethical considerations in relation to what should be produced and shared.
A skill is the ability to solve a task or problem in practice, while an instrumental skill is the ability to apply a method, a material or a tool.
The score falls within the range of scores, from 62% to 68%, considered the category: Level 4 (intermediate).
Level 4 (intermediate)
Users on level 4 (intermediate) are able to perform well-defined tasks independently. They can also solve non-routine problems on their own.
Level 8 (highly specialised)
Level 7 (highly specialised)
Level 6 (advanced)
Level 5 (advanced)
Level 4 (intermediate)
Level 3 (intermediate)
Level 2 (foundation)
Level 1 (foundation)
The chart provides an overview of the distribution of users grouped by their score on Skill.
The diagram illustrates the score on some of the key aspects of skill. It is a weighted average of these aspects that determines the score.
Examples of high-level competence
Informative skills are, for example, the use of logins, finding sources for an assignment, or converting a file to another format.
Communicative skills are, for example, the use of methodologies, strategies and applications to solve communicative tasks.
Productive skills are, for example, be the ability to use a variety of applications to create or edit multimedia of various kinds.
Knowledge is the result of assimilated information obtained through learning. Knowledge is a collection of facts, theories, principles and traditions related to a job or study. Knowledge can best be described as either theoretical or factual.
The score falls within the range of scores, from 62% to 68%, considered the category: Level 4 (intermediate).
Level 4 (intermediate)
Users on level 4 (intermediate) are able to perform well-defined tasks independently. They can also solve non-routine problems on their own.
Level 8 (highly specialised)
Level 7 (highly specialised)
Level 6 (advanced)
Level 5 (advanced)
Level 4 (intermediate)
Level 3 (intermediate)
Level 2 (foundation)
Level 1 (foundation)
The chart provides an overview of the distribution of users grouped by their score on Knowledge.
The diagram illustrates the score on some of the key aspects of knowledge. It is a weighted average of these aspects that determines the score.
Examples of high-level competence
Informative knowledge includes, for example, the knowledge of relevant search engines, self-service solutions, storage possibilities and strategies for assessing the validity of the information.
Communicative knowledge includes, for example, theories on media effects or the knowledge of a range of digital collaboration tools.
Productive knowledge includes, for example, the awareness of new technologies and how they can usefully support an existing workflow process.
Which of the following competences are important in your daily life?
You must choose a minimum of 3 competences
View questionThe response distribution is a description and frequency of the values associated with a particular question.
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