Designing a Cross-Disciplinary Rubric for Assessing Preservice Teachers’ Applied Technology Integration Competencies

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Abstract

This study reports the design and validation of an analytic rubric to assess preservice teachers’ technology integration competencies across multiple disciplines. Grounded in the TPACK framework and aligned with CAEP and ISTE standards, the rubric addresses the limitations of perception-based assessments by focusing on applied performance in instructional design. Using a design-based research approach, the rubric was developed and refined through a modified Delphi process involving experts in educational technology, teacher education, and assessment. Findings highlight the challenges of operationalizing technology integration and the value of dialogic feedback in refining evaluative criteria. This paper contributes both a validated assessment tool and a replicable design process for educator preparation programs aiming to standardize and elevate technology integration competencies.

Authors

• Rebecca M. Clark-Stallkamp, East Carolina University

• Crisianee Berry, East Carolina University

• Bethann Fine-Cole, East Carolina University

• Xi Lin, East Carolina University