Document Type : Research Paper

Authors

1 M.A of Educational Technology, Department of Education, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran.

2 Assistant professor of educational technology, Education Department, Faculty of education and psychology, university of Isfahan.

3 Associate professor of educational psychology, Education Department, Faculty of education and psychology, university of Isfahan.

Abstract

The aim of this research is to examine the relationship between knowledge of the content of technological pedagogy (TPACK) and the online assessment skills of primary school teachers.

The statistical population of this research comprises teachers (male and female) of elementary schools in Shahin Shahr, Isfahan province, in the academic year 2022-2023 (507 people), of whom 247 took part. A technology integration knowledge questionnaire (Schmid et al., 2020) is included in the research tools. and a researcher-made questionnaire on the online assessment skills of primary teachers. After collecting the data, we analyzed the fining at two levels of descriptive and inferential statistics. At the level of descriptive statistics of frequency and percentage, mean, and standard deviation, and at the level of inferential statistics from the Kolmogorov-Smirnov test, Pearson's correlation coefficient, independent, t-analysis Variance and minimum difference tests between the means we use.

The findings showed a weak relationship between technology knowledge, content knowledge, pedagogy knowledge, pedagogy content knowledge, technology content knowledge, technology pedagogy knowledge, and technology pedagogy content knowledge with online assessment skills. More explanation in this regard is presented in detail in the section of findings and conclusions.

Keywords