A Framework for Digital Competence Assessment information literacy, computing literacy, IT and ICT literacy, digital literacy and media education, were the results of their efforts. Recently a comprehensive definition for digital literacy has been proposed by Martin (2005), when working on the European research project DigEuLit (http://www.jelit.org/): "Digital Literacy is the awareness, attitude and ability of individuals to appropriately use digital tools and facilities to identify, access, manage, inte- grate, evaluate, analyze and synthesize digital resources, construct new knowledge, create media expressions, and communicate with others, in the context of specific life situations, in order to enable constructive social action; and to reflect upon this process". What is changed in these years to induce the passage from "digital literacy" to "digital compe- tence"? A different approach to the analysis of the impact that new technologies have on mankind · They are sensitive to the socio-cultural context, because their meaning can change over time, according to the context and to different educational settings. A First Hypothesis of Framework for Digital Competence Assessment By assuming an anthropocentric perspective for the development of the digital competence assessment framework, the results from psycho- pedagogical literature and especially the well known educational taxonomies for the assess- ment of learning and for knowledge construction and evolution (Bloom et al., 1956), have been adopted. The model for that framework has been hypothesized based on the following dimensions: cognitive, affective and social-relational. The assessment of the competences in the new cognitive dimension was based on the Bloom's