Exploring English Teachers’ TPACK Level and the Impacts on Strategies of Assessment Practices

Abstract

This study was aimed to investigate 30 English teachers’ technological pedagogical and content knowledge (TPACK) level and its impact on strategies of assessment practice. This quantitative descriptive study used a questionnaire adapted from Schmidt and semi-structured interviews in collecting the data. After analyzing the data, more than 50% of the participants had a high level and the rest of less than 50% of the participants had a fair and low level for the seven domains knowledge. Each teacher had strengths and weaknesses in applying the seven domains knowledge. Teachers who had a high TPACK level tend to have confidence and any solution while assessing the students. Therefore, this study is recommended for English teachers and curriculum developers to improve their TPACK level and use the variance of assessment strategies.