Assessing computer science pedagogical content knowledge: A systematic literature review

Background and Context

Pedagogical content knowledge (PCK) distinguishes experienced teachers from novices and its assessment is commonplace when evaluating for example the effectiveness of teacher training. While established models of PCK both subject-specific and more general exist, computer science education (CSEd) currently appears to lack a common consensus or established ready-to-use instruments for assessing PCK.

Objective

This review aims to give an overview about the landscape of existing CS-PCK instruments, including their genesis and rigor and the content they cover.

Method

A systematic literature review in line with PRISMA revealed publications describing research endeavors, which were further investigated in a qualitative content analysis focusing on the instruments’ methodology, genesis, quality underlying PCK models and content.

Findings

Most instruments are designed and used to evaluate professional development interventions and rely on self-assessment. However, some competence tests and reports were found which, in addition to ad hoc evaluation of courses, also aimed to develop instruments. Only very little adaptation of instruments appears to occur, indicating a current lack of a common PCK model in CSEd research. Furthermore, most assessments focus on programming and are covering a wide range of pedagogical concerns. In total, instruments were identified as accessible, theoretically and/or empirically grounded.

Implications

The overview of CS-PCK instruments presented in this report may prove beneficial for future research endeavors. Existing higher-quality assessments, particularly those pertaining to the context of programming, can be further validated. Conversely, it is necessary to develop new assessments for other contexts.