Digital Online Media Literacy Assessment (DOMLA)

General Information on the Measure
Purpose of the measure

The intent of the Digital Online Media Literacy Assessment (DOMLA) is to collect quantitative data that will aid in identifying digital online media literacy levels of university students.

Main constructs measured

Cognitive competencies

Applicable grade levels

Ages 9–12

Publication year for the most recent version

2016

Year originally developed

2016

Related measures
Measure Administration
Respondent

Student

Method of administration

Paper/Pencil

Number of items

8

Item format

Both selected and free response

Administration time

90 minutes

Available languages

No information is available in the references reviewed.

Fee for use Free and publicly available
Credentials required for administration

None

Scoring
Overall score reporting

No overall scores are reported.

Subscore reporting

There are four subscores:

  • Reading comprehension
  • Listening comprehension
  • Viewing comprehension
  • Writing skills
Scoring procedures

Self-scored using instructions are provided by the assessment developers.

Interpretive information

No information is available in the references reviewed.

Evidence of Technical Quality
Populations for which technical quality evidence has been collected

Evidence was collected from eleventh grade students (N=293) at Concord High School (MA) and another school in the Concord area (N=89) (Hobbs & Frost, 2003).

Reliability evidence

Interrater reliability estimates ranged from 0.89 to 0.93 for scoring of open-ended items (Hobbs & Frost, 2003).

Validity evidence
Evidence based on content
Measures adapted from previously published instruments developed by Quin and McMahon (1995) and Hobbs and Frost (1999).
Evidence based on response processes
No information is available in the references reviewed.
Evidence based on internal structure
Evidence of validity based on internal structure is established by significant correlations (in the anticipated direction) among indicators within scales. For example, in the writing skills scale, spelling errors is negatively correlated with overall writing quality, and word count is positively correlated with writing quality (Hobbs & Frost, 2003).
Evidence based on relations with other variables
No information is available in the references reviewed.
Locating the Measure
Obtaining a copy of the measure www.jstor.org
References

Hobbs, Renee, and Richard Frost, "Measuring the acquisition of media‐literacy skills," Reading Research Quarterly , Vol. 38, No. 3, 2003, pp. 330–355.

Hobbs, R., & Frost, R. "The acquisition of media literacy skills among Australian adolescents," Journal of Broadcasting and Electronic Media, 1999.

Quin, R., McMahon, B., & Quin, R. "Teaching viewing and visual texts: Secondary English curriculum and teaching program," Australia: Curriculum Corporation, 1995.

Notes

Measure summary updated October 4, 2019.