Content experts and practitioner reviews supported the content and face validity of the CT–PCK Survey¶

Claim · All claims
Evidence · 1 study · design r3 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person · recheck by 2029: tool and model accuracy changes quickly

Subclaims¶

q2 i? Content experts judged items well aligned with targeted CT practices, math topics, and integration strategies, and all eight practitioners interviewed agreed vignettes were representative, appropriately difficult, and adequately backgrounded. → 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

Qualitative validity evidence: iterative expert review of item alignment (table 1) plus cognitive interviews with two teachers and meetings with six math instructional coaches after round two. Practitioners confirmed relevance and feasibility, informing item revisions.

"all eight practitioners interviewed agreed that the math content and scenarios in the vignettes were representative of their middle school math classrooms, were at the correct level of difficulty for a middle school math teacher"

Discussion¶

Related Claims¶

• The 16-item CT–PCK Survey measures CT pedagogical content knowledge for math as a single overall construct — a broader claim this one bears on
• The 16-item CT–PCK Survey shows internal consistency reliability around .71–.72 and person separation reliability of .69 — related
• The overall CT–PCK Survey functioned similarly across teacher characteristic groups, though some items showed raw differential item functioning above 0.64 logits — related
• Teachers scored across a wide range on the CT–PCK Survey, averaging about 61 percent correct, with 92 percent scoring above chance — related
• Content alignment between a test and its content domain represents key evidence for validating test score inferences — a broader claim this one bears on
• CRESST assessment tools show feasibility in evaluation data, but reliability and validity information is limited — related