Empirical Methods Of Media Competence Assessment And Their Structuring Using The Example Of Teacher Training

Abstract

With the recording of media competences, this article discusses a central aspect of the current academic discourse, which is being conducted in particular within media education as well as increasingly in empirical educational research. In a first step, the authors outline the necessity of media-related basic education in the field of teacher training and lead to the topic of media competence assessment. Based on the variety of contexts, contexts and instruments in the context of media literacy assessment, the authors state that there can hardly be a single instrument that is suitable for all contexts and that the instruments used often do not meet the usual quality criteria. As a viable solution to this problem, the authors propose the approach of the Media Literacy Assessment Design Patterns, which can serve as a theoretical basis and starting point for the so far hardly discussed empirically oriented assessment of media literacy in the sense of a possibility for structuring and collecting best practices.