A basic condition for ensuring the quality, transparency, impartiality and efficiency of the evaluation process for an educational project is the competence of the evaluator. Unfortunately, in many countries the profession of an evaluator is still missing from the national nomenclature of professions, and usually those evaluating projects are not licensed in the field. They come from fields such as sociology, political science, economics or education. In practice, this profession usually is studied on the job, and it takes time for the evaluator to gain the necessary professional expertise, meaning that many evaluations do not reach quality standards. For this reason, it is natural that evaluators face multiple challenges, including extensive and specialised skills. Moreover, in recent years more and more institutions implementing projects have been applying various evaluation methods – although not always the most appropriate ones – tin order to avoid wasting human and financial resources. In this context, it is the evaluator's responsibility to develop appropriate skills for the evaluation process to gain credibility and acknowledgement. Currently, in the dizzying pace of information technologies, digital competence is imperative in all areas of human activity. Digital competence is one of the key competences an evaluator must possess. This focuses on the confident and critical use of the full range of information, communication and challenge technologies within the evaluation process to achieve the quality criteria for a quality evaluation process. The European Digital Competence Framework for Citizens describes digital competence in five areas: information and data literacy, communication and collaboration, digital content creation, safety and well-being, and problem solving. Following this logic, this research answers the question: what digital skills should an evaluator possess? What is the relationship between the required digital skills for an evaluator and their evaluation skills standard? In this context, the situation in the Republic of Moldova was analysed as a case study.