Reliability and Validity of TPACK Instruments in EFL

Autor/in	Arslan, Abdullah
Titel	Reliability and Validity of TPACK Instruments in EFL
Quelle	In: International Journal of Assessment Tools in Education, 7 (2020) 3, S.343-360 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Arslan, Abdullah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-7456
Schlagwörter	Validity; Reliability; Databases; Research Reports; Pedagogical Content Knowledge; Technological Literacy; Questionnaires; Observation; Performance Based Assessment; Interviews; Self Evaluation (Individuals); Evaluation Methods; Language Teachers; Second Language Learning; Second Language Instruction; English (Second Language); Content Analysis + Suchen Sie Ihr Suchwort? Gültigkeit; Reliabilität; Datenbank; Research report; Forschungsbericht; Pädagogische Kompetenz; Technisches Wissen; Fragebogen; Beobachtung; Leistungsermittlung; Interviewing; Interviewtechnik; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Inhaltsanalyse
Abstract	In this study, issues of validity and reliability of a wide range of instruments used to measure technological pedagogical content knowledge level of English teachers were discussed. To this end, the search in the databases of ERIC, ScienceDirect, Scopus, EBSCOhost, and Web of Science was conducted. As a result of applying a set of criteria to publications retrieved from the databases, 60 studies (including 40 articles, 14 dissertations and 6 conference papers) were found suitable for analysis in the current study. A two-level analysis was conducted. First one was study-level analysis focusing on general characteristics of each study and the second one was an instrument-level analysis that focuses on target audience and research instruments. As a consequence of the analysis at the study-level, 128 instruments were classified into five types of instruments including, open-ended questionnaire, observation, performance assessment, interview, and self-report instruments. At the instrument-level analysis, issues of validity and reliability of those instruments and target audience were investigated. The findings revealed that 60% of the reviewed studies did not provide any index of reliability, and similarly over 80% of the studies presented no evidence of validity. (As Provided).
Anmerkungen	International Journal of Assessment Tools in Education. Pamukkale University, Faculty of Education, Kinikli Campus, Denizli 20070, Turkey. e-mail: ijate.editor@gmail.com; Web site: https://ijate.net/index.php/ijate
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01