Abstract
This study investigates whether Moodle event data can be used to operationalise the digital competences defined in DigComp 2.2. Semantic similarity analysis aligned Moodle event descriptions with competence definitions, producing measurable indicators. Validity was then tested using Messick’s framework, focusing on content, substantive, and structural evidence. Results showed that assessment and progression events strongly aligned with competences, while peripheral system events offered little value. The findings contribute to learning analytics by demonstrating how digital trace data can support competence measurements and provide practical guidance for designing validated, competence-aware educational analytics.