Most of the present assessment initiatives measure digital competences in an indirect way. A limitation of indirect assessment is that pupils can over- and underestimate their own competences (Hakkarainen et al., 2000). Realizing this and following an international trend, the Flemish government plans a direct assessment of their ICT curriculum with a focus on information processing and communication. A prerequisite for such an assessment and subject of this study is the operationalization of the ICT attainment targets into a conceptual assessment framework, while taking international concepts of digital competences into account. First, a comparative document analysis of international ICT frameworks, policy and scientific literature was conducted to identify similarities and differences between concepts of digital competences. The communalities between these concepts and the Flemish ICT curriculum were highlighted and used to create the general structure of the framework. Second, an inventory of skills that are related to processing information and communication using ICT was made. The identified skills were integrated in the framework.