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Teaching computer science (CS) at all school levels is an increasingly important issue that has recently attracted the attention of institutions and policymakers. However, there is a shortage of qualified teachers which highlights an urgent need for training initiatives. To design such initiatives, it is crucial to assess teachers' baseline CS knowledge, identifying possible gaps. This study aims to articulate a proposal for a classification of tools that can be employed to assess teachers' CS knowledge. A literature review was conducted to collect relevant studies that present and/or utilize tools for assessing teachers' CS knowledge and competencies. We have identified key dimensions under which the tools can be examined: the data collection method, the nature of tasks assigned, how their reflection and action are triggered, whether the tool focuses on teachers' products or cognitive processes, and whether it also assesses their pedagogical content knowledge. For each dimension, we have identified a range of possible descriptors, leading to the development of a synoptic table categorizing the tools. This framework also enables us to compare the tools based on their features, highlighting their strengths and applications. This work makes two contributions: first, it introduces a framework for describing and comparing tools to unveil teachers' CS knowledge. Second, it offers a collection of tools for assessing it. This approach not only aids in selecting suitable tools for specific contexts but also provides a foundation for designing CS-knowledge assessment tools, enriching the resources available for analyzing educational needs and developing high-quality teacher training programs.
Zozzo et al. (Fri,) studied this question.