POLICY APPROACHES TO EVALUATING MEDIA LITERACY THROUGH SUMMATIVE ASSESSMENT IN SECONDARY EDUCATION: A SYSTEMATIC REVIEW AND FRAMEWORK ANALYSIS

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POLICY APPROACHES TO EVALUATING MEDIA LITERACY
THROUGH SUMMATIVE ASSESSMENT IN SECONDARY
EDUCATION: A SYSTEMATIC REVIEW AND FRAMEWORK
ANALYSIS
D. Kadi o a
PhD s uden , Tezmez S a e Pedagogical Ins i u e, Te mez,190100, Uzbekis an
h ps://doi.o g/10.5281/zenodo.17655463
Abs ac . The inco po a ion o media li e acy educa ion in o seconda y cu icula has
in ensi ied wo ldwide; ne e heless, sys ema ic me hods o summa i e e alua ion a e s ill
disjoin ed and a iable. This pape analyzes exis ing policy amewo ks and me hodological
s a egies o assessing media li e acy compe encies ia summa i e e alua ion in seconda y
school. We pe o med a sys ema ic examina ion o 233 pee - e iewed a icles, policy documen s,
and epo s published om 2019 o 2025, examining policy amewo ks, assessmen
me hodologies, and implemen a ion issues ac oss a ious educa ional sys ems. Da a we e
syn hesized h ough hema ic analysis and compa a i e policy amewo ks.
The analysis iden i ied h ee p incipal policy app oaches: cu iculum-embedded assessmen (47%
o ju isdic ions), s andalone media li e acy e alua ion (31%), and c oss-cu icula in eg a ion
models (22%). Essen ial amewo ks comp ise DigCompEdu, C i ical Online In o ma ion
E alua ion (COIE), and e i ied ools such as Q-MILDAL. Majo p oblems encompass assessmen
complexi y (no ed in 78% o s udies), de iciencies in eache capaci y (65%), and dispa i ies in
in as uc u e (54%). Pe o mance-based au hen ic assessmen asks demons a ed g ea e
alidi y compa ed o s anda d es ing echniques (e ec size d = 0.73, 95% CI [0.58, 0.88]).
Success ul policy execu ion necessi a es comp ehensi e compe ency amewo ks, e i ied mixed-
me hod ins umen s, ongoing eache p o essional de elopmen , and equi able esou ce
dis ibu ion. We sugges a comp ehensi e policy amewo k ha in eg a es ealis ic assessmen
asks, e i ied measu ing ins umen s, and sys ema ic capaci y de elopmen o imp o e media
li e acy e alua ion in seconda y educa ion.
Keywo ds: media li e acy, summa i e assessmen , seconda y educa ion, educa ional
policy, digi al li e acy, compe ency e alua ion, cu iculum assessmen .
In oduc ion
The expansion o digi al media and in o ma ion echnologies has adically al e ed he ways
in which adolescen s consume, c ea e, and engage wi h in o ma ion[1]. This digi al change has
ans o med media li e acy om a non-essen ial educa ional elemen o a c ucial compe ency o
ci ic engagemen , academic achie emen , and pe sonal wel a e. As a esul , educa ional sys ems
globally ha e p og essi ely inco po a ed media li e acy educa ion in o seconda y cu icula,
equi ing s ong amewo ks o assessing s uden compe encies ia summa i e e alua ion[2].
Media li e acy, cha ac e ized as he capaci y o access, analyze, e alua e, p oduce, and
engage wi h many o ms o communica ion, in ol es in ica e cogni i e, social, and echnical
compe encies ha challenge con en ional assessmen amewo ks[3]. In con as o adi ional
disciplines wi h es ablished assessmen p ac ices, media li e acy e alua ion necessi a es no el
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me hodologies ha encompass di e se compe encies while upholding psychome ic in eg i y [4].
The di icul y is exace ba ed by he swi ad ancemen o digi al echnologies and media
pla o ms, which incessan ly ede ine he skills and knowledge equi ed o pupils o adep ly
na iga e in o ma ion en i onmen s.
Recen legisla i e ini ia i es in se e al ju isdic ions ha e equi ed media li e acy aining
in seconda y educa ion; howe e , implemen a ion is a iable due o insu icien di ec ion on
summa i e assessmen echniques[5]. The dispa i y be ween policy objec i es and ac ual
execu ion has esul ed in a disjoin ed en i onmen whe e e alua ion me hodologies di e
ma kedly among schools, dis ic s, and coun ies, po en ially comp omising he compa abili y and
in eg i y o media li e acy quali ica ions [6].
Resea ch P oblem and Signi icance
The lack o cohe en policy amewo ks o assessing media li e acy in seconda y
educa ion poses signi ican challenges. Wi hou s anda dized app oaches o summa i e e alua ion,
ensu ing consis en de elopmen o essen ial compe encies among s uden s ac oss a ious
educa ional con ex s becomes challenging [7]. The absence o alida ed assessmen ins umen s
es ic s educa o s' capaci y o deli e meaning ul eedback and accu a ely documen s uden
p og ess [8]. Thi d, inconsis en assessmen p ac ices can pe pe ua e educa ional inequi ies, as
s uden s om well- esou ced schools may ecei e mo e comp ehensi e media li e acy ins uc ion
and e alua ion compa ed o hei pee s in unde - esou ced en i onmen s[9].
The challenges p esen subs an ial implica ions o educa ional quali y, s uden ou comes,
and socie al eadiness o digi al ci izenship. The sophis ica ion o misin o ma ion, digi al
manipula ion, and in o ma ion wa a e is inc easing, he eby ele a ing he impo ance o e ec i e
media li e acy educa ion[10]. Educa ional sys ems ha do no es ablish s ong assessmen
amewo ks may p oduce g adua es de icien in c i ical hinking skills essen ial o managing
complex in o ma ion en i onmen s, which could exace ba e socie al issues such as poli ical
pola iza ion, heal h misin o ma ion, and democ a ic e osion [11].
Resea ch Objec i es
This esea ch examines he lack o sys ema ic analysis ega ding policy app oaches o
media li e acy assessmen , ocusing on h ee main objec i es:
1. Policy F amewo k Analysis: Conduc a sys ema ic examina ion o cu en policy
app oaches o media li e acy assessmen in seconda y educa ion ac oss a ious ju isdic ions,
iden i ying common pa e ns, a ia ions, and models o implemen a ion.
2. Me hodological E alua ion: Assess exis ing assessmen me hodologies and ins umen s
u ilized o he summa i e e alua ion o media li e acy compe encies, examining hei
psychome ic p ope ies, p ac ical easibili y, and alignmen wi h educa ional objec i es.
3. De elopmen o Implemen a ion F amewo k: In eg a e indings o p opose a cohesi e
policy amewo k ha add esses iden i ied gaps and o e s ac ionable guidance o educa ional
sys ems aiming o implemen e ec i e media li e acy assessmen p ac ices.
1.3 Theo e ical F amewo k
This s udy is based on compe ency-based assessmen heo y, which p io i izes he
e alua ion o complex, eal-wo ld skills ia au hen ic pe o mance asks ins ead o disc e e
knowledge componen s [12]. We u ilize Messick's uni ied alidi y amewo k, which iden i ies
cons uc alidi y, consequen ial alidi y, and ai ness as c i ical elemen s o meaning ul
assessmen [13]. We u ilize policy implemen a ion heo y o analyze he ac o s ha enable o
obs uc he con e sion o policy in en ions in o e ec i e p ac ice [14].
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This s udy inco po a es c i ical media li e acy pe spec i es, emphasizing he e alua ion o
s uden s' abili ies o analyze powe s uc u es, ideological biases, and social jus ice implica ions
wi hin media messages [15]. This heo e ical amewo k acknowledges ha a comp ehensi e
media li e acy assessmen should ex end beyond me e echnical skills o include c i ical hinking,
e hical easoning, and compe encies in ci ic engagemen .
Li e a u e Re iew
E olu ion o Media Li e acy Assessmen
Media li e acy assessmen has p og essed om ini ial me hods cen e ed on media
consump ion analysis o mode n amewo ks ha p io i ize p oduc ion, c i ical e alua ion, and
ci ic engagemen [16]. Assessmen models om he 1990s and ea ly 2000s p ima ily u ilized
con en ional es ing o ma s o measu e s uden s' unde s anding o media p oduc ion echniques
and undamen al analy ical skills [17]. These app oaches we e insu icien o adequa ely
cap u ing he complex, in e connec ed compe encies ha cha ac e ize con empo a y media
li e acy.
The ise o digi al echnologies and social media pla o ms in he 2010s necessi a ed a
undamen al e hinking o media li e acy assessmen . Resea che s ha e p omo ed pe o mance-
based assessmen me hods ha necessi a e s uden s o exhibi compe encies ia au hen ic asks,
including he c ea ion o media p oduc ions, execu ion o in o ma ion e i ica ion exe cises, and
analysis o complex mul imedia ex s [18]. This shi indica es an inc easing acknowledgmen ha
media li e acy skills a e mo e e ec i ely assessed h ough con ex ualized, eal-wo ld applica ions
ins ead o h ough decon ex ualized knowledge es s.
Recen ad ancemen s in assessmen heo y ha e enhanced me hodologies o e alua ing
media li e acy. The inco po a ion o o ma i e assessmen p ac ices, po olio-based
documen a ion, and pee e alua ion me hods has esul ed in mo e comp ehensi e and nuanced
app oaches o compe ency e alua ion [19]. Fu he mo e, de elopmen s in educa ional echnology
ha e acili a ed no el assessmen me hods, such as compu e -based simula ions, i ual eali y
en i onmen s, and a i icial in elligence-assis ed e alua ion ools [20].
Me hods
Resea ch Design
This esea ch u ilized a sys ema ic e iew and me a-syn hesis me hod o analyze policy
amewo ks and assessmen me hodologies ela ed o media li e acy e alua ion in seconda y
educa ion. The esea ch design combined quan i a i e analysis o assessmen e ec i eness wi h
quali a i e analysis o policy implemen a ion app oaches, yielding a ho ough unde s anding o
cu en p ac ices and hei ou comes.
Quali y Assessmen
S udy quali y was e alua ed using adap ed c i e ia om he Mixed Me hods App aisal Tool
(MMAT) and he C i ical App aisal Skills P og amme (CASP) checklis s.
 Me hodological igo : App op ia e esea ch design, clea me hodology, adequa e
sample size
 Validi y and eliabili y: Psychome ic e idence o assessmen ins umen s,
alidi y o indings
 Bias and limi a ions: Acknowledgmen o limi a ions, po en ial con lic s o
in e es
 Gene alizabili y: Applicabili y o indings o di e en con ex s and popula ions
 Policy ele ance: P ac ical implica ions o educa ional policy and p ac ice
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Figu e 1: Quali y indica o s
Da a Syn hesis and Analysis
Da a syn hesis employed bo h quan i a i e and quali a i e app oaches:
Figu e 2: Da a Syn hesis and Analysis
Quan i a i e Analysis:
• Desc ip i e s a is ics ega ding s udy cha ac e is ics and assessmen ou comes.
• Calcula ions o e ec sizes o compa isons o assessmen e ec i eness.
• Conduc ed a me a-analysis o assessmen eliabili y and alidi y coe icien s whe e
adequa e da a we e accessible.
Quali a i e Analysis:
• Thema ic analysis o policy app oaches and implemen a ion s a egies.
Quali y
Assessmen
Policy ele ance
Gene alizabili y
Bias and
limi a ions
Validi y and
eliabili y
Me hodological
igo
Da a syn hesis employed bo h
quan i a i e and quali a i e app oaches
In eg a ion
Quan i a i e
Analysis
Quali a i e
Analysis
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• F amewo k syn hesis o iden i y common elemen s and a ia ions.
• Conduc ing a gap analysis o iden i y a eas necessi a ing u he esea ch o policy
de elopmen
In eg a ion:
In eg a ion e e s o he p ocess o combining di e en elemen s in o a uni ied whole, o en
wi hin ma hema ical o heo e ical amewo ks.
• A syn hesis o mixed me hods ha in eg a es quan i a i e esul s wi h quali a i e insigh s
• De elopmen o concep ual amewo ks in o med by in eg a ed e idence • Fo mula ion o
policy ecommenda ions g ounded in empi ical indings and heo e ical insigh s
Resul s
S udy Selec ion and Cha ac e is ics
The sys ema ic sea ch iden i ied 1,247 po en ially ele an a icles, epo s, and policy
documen s. A e emo ing duplica es and applying inclusion/exclusion c i e ia, 233 sou ces we e
included in he inal analysis. The selec ion p ocess is de ailed in igu e 3(PRISMA low diag am).
Figu e 3: S udy Selec ion and Cha ac e is ics
Policy App oaches o Media Li e acy Assessmen
Analysis o policy amewo ks e ealed h ee p ima y app oaches o in eg a ing media
li e acy assessmen in seconda y educa ion:
Cu iculum-Embedded Assessmen (47% o ju isdic ions)
This app oach in eg a es media li e acy compe encies wi hin exis ing subjec a eas, wi h
assessmen occu ing h ough subjec -speci ic summa i e asks. Key cha ac e is ics include:
 C oss-cu icula in eg a ion: Media li e acy compe encies a e dis ibu ed ac oss
mul iple subjec s (language a s, social s udies, science, a s)
 Subjec -speci ic assessmen : E alua ion occu s wi hin exis ing assessmen
amewo ks o each subjec a ea
 Compe ency mapping: Clea alignmen be ween media li e acy s anda ds and
subjec -a ea lea ning objec i es
Geog aphic
Dis ibu ion
Eu ope: 89 s udies (38.2%)
No h Ame ica: 67 s udies (28.8%)
Asia-Paci ic: 45 s udies (19.3%)
La in Ame ica: 19 s udies (8.2%)
A ica: 8 s udies (3.4%)
Mul i-na ional: 5 s udies (2.1%)
Publica ion
Types
Pee - e iewed a icles: 187 (80.3%)
Policy documen s: 23 (9.9%)
Technical epo s: 15 (6.4%)
Con e ence p oceedings: 8 (3.4%)
S udy
Designs
Empi ical s udies: 156 (67.0%)
Policy analyses: 34 (14.6%)
Theo e ical amewo ks: 28 (12.0%)
Sys ema ic e iews: 15 (6.4%)

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 Teache au onomy: Indi idual educa o s ha e lexibili y in assessmen design and
implemen a ion
Exempla Ju isdic ions: Eu opean Union (DigCompEdu amewo k), On a io (Canada),
New Sou h Wales (Aus alia)
Ad an ages:
 Le e ages exis ing cu iculum s uc u es and eache expe ise
 P o ides mul iple oppo uni ies o compe ency de elopmen and assessmen
 Reduces implemen a ion bu den on schools and eache s
Challenges:
 Risk o inconsis en implemen a ion ac oss subjec s and eache s
 Di icul y ensu ing comp ehensi e co e age o all media li e acy compe encies
 Po en ial o compe ency o e lap o gaps be ween subjec s
Discussion
Syn hesis o Key Findings
This sys ema ic e iew highligh s he in ica e and dynamic na u e o policy s a egies
ega ding media li e acy assessmen in seconda y educa ion. The ecogni ion o media li e acy
compe encies is inc easing; howe e , hei implemen a ion a ies signi ican ly ac oss di e en
ju isdic ions. Th ee p ima y policy models ha e eme ged: cu iculum-embedded, s andalone, and
c oss-cu icula in eg a ion. Each model p esen s dis inc ad an ages and challenges ha impac
assessmen quali y and s uden ou comes.
The e idence obus ly indica es ha pe o mance-based assessmen me hods a e supe io
o adi ional es ing app oaches in e alua ing media li e acy compe encies. The e ec size (d =
0.73) indica ing a p e e ence o pe o mance-based assessmen highligh s he in ica e and
mul i ace ed cha ac e is ics o media li e acy skills, which a e no su icien ly ep esen ed by
adi ional mul iple-choice o sho -answe o ma s. This inding is consis en wi h compe ency-
based assessmen heo y and indica es ha au hen ic, con ex ualized assessmen asks a e c ucial
o he alid e alua ion o media li e acy compe encies [33]. The implemen a ion challenges
iden i ied in his e iew, speci ically eache capaci y gaps, esou ce limi a ions, and psychome ic
conce ns, unde sco e he subs an ial ba ie s ha mus be add essed o e ec i e policy
implemen a ion. The iden i ica ion o eache capaci y as a p ima y ba ie in 65% o s udies
highligh s he necessi y o comp ehensi e p o essional de elopmen and sus ained suppo
sys ems o educa o s.
Conclusion
This sys ema ic e iew p esen s a ho ough analysis o policy app oaches o e alua ing
media li e acy ia summa i e assessmen in seconda y educa ion. The e idence indica es a
dynamic ield ma ked by inno a ion, expe imen a ion, and no able implemen a ion challenges.
The inc easing ag eemen on he signi icance o media li e acy educa ion highligh s a gap in he
e ec i e implemen a ion o policy in en ions, which a ies ac oss di e en ju isdic ions.
Key Con ibu ions
This esea ch p esen s signi ican con ibu ions o media li e acy assessmen and
educa ional policy. E idence om empi ical s udies: The syn hesis o 233 s udies o e s a
comp ehensi e e idence base o unde s anding con empo a y assessmen p ac ices, hei
e ec i eness, and he challenges associa ed wi h implemen a ion. The e idence indica ing ha
pe o mance-based assessmen me hods exhibi g ea e alidi y (d = 0.73) han adi ional es ing
app oaches o e s obus empi ical suppo o compe ency-based assessmen heo y wi hin media
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li e acy amewo ks. Analysis o Policy F amewo k: The iden i ica ion o h ee p ima y policy
models—cu iculum-embedded, s andalone, and c oss-cu icula in eg a ion—o e s a aluable
amewo k o comp ehending a ious app oaches o he in eg a ion o media li e acy assessmen .
This analysis elucida es he ade-o s associa ed wi h each app oach and o e s guidance o
ju isdic ions con empla ing policy adop ion. The sys ema ic analysis o implemen a ion challenges
and success ul s a egies yields aluable insigh s o policymake s and p ac i ione s. The
iden i ica ion o eache capaci y as he p ima y implemen a ion ba ie in 65% o s udies
unde sco es he essen ial ole o p o essional de elopmen and con inuous suppo sys ems. The
p oposed policy amewo k consolida es e idence om a ious sou ces o o e p ac ical guidance
o ju isdic ions aiming o es ablish e ec i e media li e acy assessmen sys ems. This amewo k
ackles signi ican challenges by le e aging es ablished success ul p ac ices.
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