The 16-item CT–PCK Survey measures CT pedagogical content knowledge for math as a single overall construct¶

Claim · All claims
Evidence · 1 study · design r3 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Exploratory analyses supported 16 of 25 items as a single-construct measure of CT–PCK, and alternative two-, three-, and four-construct structures revealed no meaningful groupings. → Witherspoon 2026

Evidence¶

Witherspoon 2026¶

Witherspoon, E.B.; Dracopoli, M., Hawkins, M., Dahlke, K. (2026). Developing a measure of middle school math teachers' pedagogical content knowledge of computational thinking (REL 2026–007). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/use-work/resource-library/report/descriptive-study/developing-measure-middle-school-math-teachers-pedagogical-content-knowledge-computational-thinking

q2 · i? · design · r3

Psychometric analysis of pooled survey responses from 102 middle school math teachers in two urban districts. Confirmatory factor analyses of the 25-item survey were inconclusive; exploratory and Rasch analyses supported the 16-item single-construct model, which "was the best fitting model for the CT–PCK Survey."

"Further analyses of the 16-item survey showed evidence that these items are a good fit to represent a single overall CT–PCK construct and that this was the best fitting model for the CT–PCK Survey"

Discussion¶

Related Claims¶

• The 16-item CT–PCK Survey shows internal consistency reliability around .71–.72 and person separation reliability of .69 — a narrower finding that bears on this claim
• The overall CT–PCK Survey functioned similarly across teacher characteristic groups, though some items showed raw differential item functioning above 0.64 logits — a narrower finding that bears on this claim
• Teachers scored across a wide range on the CT–PCK Survey, averaging about 61 percent correct, with 92 percent scoring above chance — a narrower finding that bears on this claim
• Content experts and practitioner reviews supported the content and face validity of the CT–PCK Survey — a narrower finding that bears on this claim
• Teachers who were White, female, or had five or more years of experience scored about 14 percentage points higher; emergency-certified teachers scored 14 points lower — a narrower finding that bears on this claim
• Teacher efficacy underpins the ability to differentiate instruction effectively, with efficacy dependent on pedagogical content knowledge — related