Item Response Theory in TPACK measurement: more than validity?

While relatively unused in social science research, item response theory is a well established measurement approach that has a number of advantages over classical test theory. Item response theory has featured in research using the Technological Pedagogical Content Knowledge (TPACK) framework, mainly for the purpose of establishing the validity of test instruments. This paper explores another key feature of item response theory - meaningful qualitative descriptions of quantitative test scores—and how it may be usefully applied in TPACK related research. Using a Rasch analysis of a TPACK survey tool, the paper explores how teachers’ quantitative scores on the survey can be used to describe their TPACK proficiency in qualitative terms.