Pedagogy

Consistency (knowledge bases)

Test (biology)

Biology

Mathematics education

Paleontology

Artificial intelligence

Psychology

Self-assessment

Self-regulated learning

Computer science

Journal of Computer Assisted Learning

Background To purposefully integrate information and communication technologies (ICT) into contemporary teaching, teachers must have complex technological, pedagogical and content‐related knowledge (TPACK). TPACK could be fostered through diverse learning environments such as working in a makerspace as part of university teacher training. The development of TPACK in (preservice) teachers depends on how effectively they can assess their own knowledge and adapt their own learning process. Self‐assessment tools can be used to identify and assess their individual TPACK. Objectives The study presents data on TPACK development through project work in a makerspace. It examines the consistency of self‐assessment and performance tests in relation to TPACK and discusses the applicability of self‐assessment scales to self‐regulated learning. Methods TPACK self‐assessment takes place among preservice teacher students ( N = 327) in a pre‐post design. This is complemented and contrasted with an external assessment in form of a self‐developed performance test (teaching vignettes). Results Self‐assessment and performance test show a TPACK‐increase resulting in the project work in the makerspace, with higher performing students benefiting more from the intervention than lower performing students. All students tend to overestimate their TPACK before and after the intervention, with low‐performing students overestimating themselves more than high‐performing students. Existing TPACK scales can serve as readily available self‐assessment tools, but should be complemented by other knowledge assessment measures. Furthermore, depending on the results of the self‐assessment, different learning opportunities should be made available so that preservice teachers with a lower TPACK still benefit from the project work in the makerspace. Take Away Self‐assessments accompanying the work in the makerspace could provide feedback information about TPACK‐related knowledge, learning processes and learning outcomes and thus support students in structuring their work. For this purpose, it seems necessary to improve the quality of self‐assessment to enable reliable reflection on preservice teachers' own learning process.

The relationship between self‐assessment and performance in learning <scp>TPACK</scp>: Are self‐assessments a good way to support preservice teachers' learning?

The relationship between self‐assessment and performance in learning TPACK: Are self‐assessments a good way to support preservice teachers' learning?