Literacy at the Micro, Meso, and Macro Educational Levels

In only two years, COVID-19 has forced the transformation of the educational system with emergency and radical changes concerning the digitalisation and virtualisation of classrooms. A new hybrid teaching-learning context is opening in which learning analytics becomes relevant as teaching support to adapt instruction to the different learning rhythms of connected learners. As well as for students to make decisions in their self-regulated learning. However, for its proper implementation at the micro, meso and macro educational levels, it is necessary to detect and fill those gaps through training to have a sufficient level of data literacy of the roles involved. However, the educational inquiry doesn't provide any data literacy self-assessment tools. This paper aims to provide an instrument for self-assessment of data literacy at micro, meso andmacro levels in the educational context. The methodology of the work has been designed considering two phases. The first is based on the development and validation of the questionnaire through a documentarymethodology with a qualitative approach. The second is based on its implementation, through a descriptive methodology with a quantitative approach. Aiming to precisely determine the wording according to the population of interest, the validity of the banks of items constructed and their content, have been carried out employing the expert consultation method.