This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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Competence Assessment Tools



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NAME OF THE ASSESSMENT TOOL
TPACK
NAME OF AUTHOR(S)
Denise A. Schmidt, Evrim Baran, Ann D., Thompson, Punya Mishra, Matthew J. Koehler, Tae S. Shin
NAME OF PRODUCER
Iowa state University and Michigan state University
DATE OF PRODUCTION
2009
COSTING
Free of charge
TYPE OF PRODUCT
Downloadable material
DIGITAL COMPETENCES
Content creation
LEVEL OF KNOWLEDGE
Medium
LANGUAGE/S OF TEACHING RESOURCES
English
DESCRIPTION
TPACK is a theoretical framework based on the observation that teachers in order to effectively use digital tools in the classroom not only have to know the subject, pedagogics and technology separately, but how to use the technology to present the subject in a pedagogical way [1]. Each basic skill can be combined with the others, forming the seven components of the TPACK model.
A number of surveys have been developed to measure the skills in the TPACK model. Schmidt et al. [2] have developed a fast and reliable TPACK survey in the form of a questionnaire, consisting of 47 questions answerable on a Likert scale. This survey measures the self-assessed ability of the teacher within each of the TPACK components.
COMMENTS
Schmidt et al have iteratively improved the survey, ensuring it has high reliability and validity. Their paper reports they intend to check whether the responses also correspond to the actual skills of the pre-service teachers they have used as subjects.
The strength of TPACK as a model is that it underscores that the successful use of technology in the classroom requires more than just knowing the subject and the technology as separate skills, but that teachers have to understand how to achieve their pedagogical goals with the given technology.
A self-assessment survey suffers from the well-known problems of overestimation of one’s skills, which should ideally be objectively measured.

[1] Herring, M.C., Koehler, M.J. and Mishra, P. eds. 2016. Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. Routledge.
[2] Schmidt, D.A., Baran, E., Thompson, A.D., Mishra, P., Koehler, M.J. and Shin, T.S. 2009. Technological Pedagogical Content Knowledge (TPACK). Journal of Research on Technology in Education. 42, 2 (Dec. 2009), 123–149. DOI:https://doi.org/10.1080/15391523.2009.10782544.