{"id":11693,"date":"2014-07-28T15:25:18","date_gmt":"2014-07-28T19:25:18","guid":{"rendered":"https:\/\/www.frankwbaker.com\/mlc\/?page_id=11693"},"modified":"2023-12-07T10:07:55","modified_gmt":"2023-12-07T15:07:55","slug":"assessment","status":"publish","type":"post","link":"https:\/\/www.frankwbaker.com\/mlc\/assessment\/","title":{"rendered":"Other: Assessment"},"content":{"rendered":"

List of recommended\u00a0media literacy rubrics<\/a><\/p>\n

Assessment in Media Literacy
\nChris Worsnop’s Web page on media education assessment (hosted by the Media Awareness Network) can be found\u00a0here.<\/a>
\nIn addition, background on Chris’ work and more on assessment can be found at the\u00a0Reading OnLine web page<\/a><\/p>\n

Seven States Say They Assess Media Literacy\u00a0<\/a>(SETDA)<\/p>\n

Evaluation And Assessment<\/span><\/a><\/p>\n

WORKSHOP REPORT: How to do Assessment and Evaluation in Media Literacy<\/p>\n

Assessing Media Work: Authentic Assessment in Media Education<\/a><\/span><\/p>\n

The Media Literacy Learning Continuum<\/a><\/p>\n

Recommended text:<\/p>\n\n\n\n
\n
\n
Assessing Media Work:
\nAuthentic Assessment in Media Education<\/div>\n
By Chris M. Worsnop. Wright Communications, Mississauga, 1997. $59.95\"assessingA\u00a0clear, valid and reliable system of assessment is crucial if media courses
\nare to be seen as legitimate and worthwhile.\u00a0Assessing Media Work\u00a0offers
\nsuch an evaluative framework. Drawing on his extensive experience in portfolio
\nand writing assessment, Chris Worsnop explains assessment and evaluation issues
\nand practices in practical terms. This book includes detailed assessment rubrics
\nand other instruments that can be used\u2014or adapted for use\u2014in any classroom.Educators who purchase\u00a0Assessing Media Work\u00a0will also receive a duplication
\nlicence for use throughout their school community. Wright Communications
\nalso offers full- or half-day training workshops conducted by the author.<\/p>\n

Assessing Media Work\u00a0can be ordered through Wright Communications:<\/p>\n

Unit 6, Suite 107
\n2400 Dundas St. W.
\nMississauga, ON L5K 2R8.
\nTel: (905) 823-0875
\nFax: (905) 823-8230
\nEmail:\u00a0worsnop@pathcom.com<\/a><\/p>\n<\/div>\n<\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Portion of an email (May 2004) response from Chris regarding media education…
\n<\/strong>Tom Goodkind phrases the assessment question well when he puts it: “to have some clear indications that our media literacy efforts with children and youth have actually had some recognizable impact, whether in terms of knowledge, thinking, or resulting activities and actions.”<\/p>\n

I particularly like the distinction between knowledge and thinking. Personally, I would discount knowledge except as a component of thinking. Knowledge on its own suggests some sort of E.D. Hirsch Jr world of “Cultural Literacy”, which, frankly, churns certain of my interior organs.<\/p>\n

When it comes to “resulting activities or actions” there is really no consensus on what the activities and actions are intended to be. Some people look to media education as a cure for obesity, narcissism, violent behaviour, “inappropriate” sexual activity, and so on, (and so on.) My read on that is that the activities and actions being sought and “assessed” are not media education actions and activities at all, but perhaps activities and actions related to guidance education, health education, civics, religious education, etc. from classrooms where some of the paraphernalia of media education has been present and has been used for purposes other than media education.<\/p>\n

In a media education classroom, the activities and actions might reasonably be expected to relate to media.<\/p>\n

My hope would be that successful media students would pass the course in media education. That would be a very good indicator. In my opinion, the teacher is the best judge of who should pass the course.<\/p>\n

Passing the course, naturally, would have to entail some assessment of a kind that actually valued the knowledge-and-thinking (I connected these with hyphens to indicate that assessing them separately is “not on”) and actions and activities we want to flow from the very best media course:<\/p>\n