Analysis of Differences in the Levels of Technological Pedagogical Content Knowledge (TPACK): Unpacking Performance Indicators in the TPACK Levels Rubric

• In Event: Identifying and Assessing Teachers' Technology Integration Beliefs, Knowledge, and Competence

Abstract

The purpose of this study was to unpack performance indicators for the TPACK Levels Rubric (Author +1, 2012) in order to provide guidance for the external assessment of pre-service and in-service teachers’ TPACK. The authors systematically examined the criteria of the rubric to understand the differences in the levels of TPACK. The iterative instrument analysis also led to the revision of the original rubric to establish horizontal and vertical alignment and consistency of the rubric, e.g. for each level across four components and for each component across five levels. Construct validity of the revised rubric was confirmed based on analysis of 394 mathematics and science lesson plans developed by graduate special education pre-service and in-service elementary school teachers.

Authors

• Aleksandra Anna Kaplon-Schilis, Durham Academy

• Irina Lyublinskaya, Teachers College, Columbia University