Technology-using teachers’ confidence in technological pedagogical content knowledge(TPACK) and assessment literacy: What demographic factors make a difference?
Abstract: Educational research indicates that teachers feel most unprepared are assessment (DeLuca, 2012) and technology (Kramarski & Michalsky, 2010). The Teacher Assessment Practices Survey (TAPS) study was developed to investigate the assessment literacy and technological pedagogical content knowledge (TPACK) of technology-using teachers. Two questions guided the analysis of quantitative data collected through a survey of 84 participants: What is the confidence of technology-using teachers in assessment literacy and TPACK? How did demographic or contextual factors align with confidence levels? Participants reported high levels of confidence in both assessment literacy and TPACK. Multiple ANOVA were run using contextual variables such as years teaching, membership in professional organizations, and educational background. There were few statistically significant differences in confidence items. Further results and implications for practice and research will be presented.