Media literacy evaluation: a critical discussion of reliability and usefulness issues
(2015) Media Education Summit 2015 — Location: Boston, MA (20.November.2015)
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- Authors
Tilleul, Camille 
- Abstract
- This paper discusses three issues related to the reliability and usefulness of media literacy evaluation, based on our experience of a two-year longitudinal assessment of the competences of students enrolled in a new master’s degree in Media Literacy Education, in a French-speaking Belgian college. Students from the first cohort were tested three times over the course of their curriculum, independently from the curriculum’s regular evaluation. Each test included five tasks focused on their media education (i.e. pedagogical) and media literacy competences (Tilleul, Fastrez & De Smedt, 2014). The three issues we discuss are: 1. If competent individuals are able to face a variety of novel in-context problems, how can their competences be evaluated from their performance on a limited set of controlled tasks? 2. In longitudinal within-subject comparisons, how can one strike a balance between modifying the tasks between tests to avoid learning effects, and maintaining the comparability of results? 3. How can one facilitate the appropriation of the assessment results by the community of the curriculum’s teachers ? The presentation will discuss the respective merits of the answers to these three questions formulated as a part of our own project and of other notable media literacy assessment studies (e.g. Hobbs & Frost, 2003; Arke & Primack, 2009; Quinn & McMahon, 1993).
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Citations
Tilleul, C., Fastrez, P., & De Smedt, T. (2015). Media literacy evaluation: a critical discussion of reliability and usefulness issues. Media Education Summit 2015, Boston, MA. https://hdl.handle.net/2078.5/24654