CT–PCK Survey

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Evidence · 6 claims (4 for, 2 mixed) · 1 study (1 design), q2 · 0 of 1 report an effect size · 6 claims rest on one study

Description

A 16-item vignette-based assessment developed by the ENACT partnership to measure middle school mathematics teachers' computational thinking pedagogical content knowledge.

Components

• CT–PCK construct framework: five core computational thinking practices integrated into middle school math via three instructional strategies: The survey's organizing framework defines CT–PCK as teachers' knowledge of content and of instructional strategies that make content accessible, operationalized through five core CT practices drawn from a literature review: "pattern recognition, abstraction, decomposition, debugging, and algorithm development." Items were mapped to middle school math topics from Common Core grades 6–8 and to three instructional strategies for CT integration adapted from Rich et al. (2020): framing the lesson, prompting, and inviting reflection. (Witherspoon et al. (2026))
• Theory-based tests assessing PCK and CK of secondary mathematics teachers: An assessment instrument pair built to measure pedagogical content knowledge and content knowledge of secondary mathematics teachers. The article describes "the theory-based construction of tests to assess these knowledge categories and the implementation of these tests in a sample of German mathematics teachers (N=198)." The tests served to examine whether the two knowledge categories can be distinguished empirically and how their connectedness varies with mathematical expertise. (Krauss et al. (2008))

Claims

• The 16-item CT–PCK Survey measures CT pedagogical content knowledge for math as a single overall construct [+M]
• Content experts and practitioner reviews supported the content and face validity of the CT–PCK Survey [+M]
• The overall CT–PCK Survey functioned similarly across teacher characteristic groups, though some items showed raw differential item functioning above 0.64 logits [~W]
• 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 [~W]
• The 16-item CT–PCK Survey shows internal consistency reliability around .71–.72 and person separation reliability of .69 [+W]
• Teachers scored across a wide range on the CT–PCK Survey, averaging about 61 percent correct, with 92 percent scoring above chance [+W]

Related Products and Programmes

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Key Sources

• 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

Page metadata

Field	Value
type	product
id	ctpck-survey
title	CT–PCK Survey
description	A 16-item vignette-based assessment developed by the ENACT partnership to measure middle school mathematics teachers' computational thinking pedagogical content knowledge.
status	review
moved_from	element/ct-pck-survey-middle-school-math, theory/ct-pck-construct-framework
product_kind	assessment
generated	by process:sweep-kinds on 2026-10-10
trust	unverified — no one has confirmed this page's content
sources	1 — witherspoon-2026

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