Bebras Contest and Digital Competence Assessment For the first two among them the psycho- pedagogical literature and the corresponding educational taxonomies suggested suitable instruments of analysis, the last one needed a taxonomy to be made from the scratch. By hypothesizing the existence or the definition of a taxonomy for this last dimension a new framework was possible. The cognitive dimension in the new framework unifies the cognitive and technological dimen- sions of the former framework. Main elements governing the assessment for this dimension come from Bloom categories: knowledge, comprehen- sion, application, analysis, synthesis, evaluation (Bloom et al., 1956). A finer breakdown of the elements to be intertwined with digital compe- tences in this dimension depends on the following elements: the verbal-linguistic and the logical- mathematical competences (deduced from the corresponding Gardner intelligences) and the skills derived from the construction and evolution of the concepts of space, time and causality (Piaget 1964, 1967). This last issue is the consequence of different needs: a. the compliance of the questions to be cre- ated in this dimension with the problems usually adopted from the Bebras Organizing Committee, due to the identification of their aims, the need of recovering the categories of space, time and causality that the use of the web, and more generally new technologies, modified; everyone can experiment in fact the contraction of spaces, the dilatation of times, and the loss of any causality when interacting with virtual worlds, using social networks and collecting results from search engines. b. with digital technologies. The affective taxonomy, as derived from Krathwohl, is in fact based on the following categories: receiving phenomena, responding to phenomena, evaluating, organizing and internalizing phenomena. The lack of a taxonomy for the social-rela- tional taxonomy does not affect the new model which can be already used to assess the digital competences in the other dimensions. Once ready the last taxonomy will be added to the others and will better profile individuals' digital competences. These considerations are well synthesized in the framework reported in Figure 2 (Cartelli, in press). In the figure, cognitive competences are split into three areas: technological, verbal- linguistic and logical-mathematical, all under the umbrella of space, time and causality cat- egories. In the same figure the affective and the social-relational dimensions are reported; the last one is also proposed under the influence of the intrapersonal and interpersonal intelligences (Gardner, 1993). As in the previous model (Figure 1), the area in the intersection of all the dimensions can be thought as depending on the understanding and use of the potential of networking technologies for collaborative knowledge building. More gener- ally the common area can be considered respon- sible for the ability of being able in the creation and development of communities of learning and practices. CONCLUSION AND FUTURE WORK The state of work in progress for the framework reported in Figure 2 does not lead to final con- clusions for the structure of the instruments to be used for digital competence assessment. First of all, there is the need of collecting the ideas today available on the influence that digital equipments have on social-relational features of mankind and a taxonomy for the assessment of the corresponding The use of the Krathwohl taxonomy (Krath- wohl et al., 1973) for the affective domain aims at extending the application of its categories to the interaction of the individual's affective sphere 43