Developing Assessment Rubrics in Pedagogical Content Knowledge for Mathematical Problems

Pedagogical content knowledge is a competence that must be mastered by teachers and also prospective teachers in learning process as ability to assess the students work. In addition, they are also required to learn the international standard problems such as PISA (Programme for International Student Assessment) to be taught to students. Because of incomplete and unclear scoring rubric, especially in answering PISA questions, this study purpose was to develop valid assessment rubrics in pedagogical content knowledge for mathematical problems. Assessment rubrics were rubric for students work in answering PISA questions for most difficult level, and rubric for prospective teachers’ ability in assessing students work. Subjects in this study were eight prospective teachers’ of Mathematics Education Department, Syiah Kuala University selected by purposive sampling. This development research used Plomps’ development model in five phases. The results showed that both rubrics had the valid criteria that consisting of content and construct validity. Content validity was viewed of the suitability of PCK components, and substance and concept for PISA questions with thinking level of junior high school students. Construct validity was viewed of the suitability of aspects at rubrics with concept of PISA questions, and presented analysis aspects were structured as PCK components