Enacted pedagogical content knowledge (PCK) refers to the PCK teachers actually demonstrate in classroom practice. Assessing PCK through authentic classroom performance requires preserving the situated nature of teaching while ensuring standardised and comparable judgements. This study developed and validated a behaviourally anchored whole-lesson video rubric for Chinese EFL teachers’ enacted PCK. Candidate indicators were generated from literature analysis and expert interviews, refined through two Delphi rounds, and organised into four performance levels through iterative analysis of 331 classroom videos. The rubric was validated with an independent sample of 588 videos. The final instrument comprises 15 indicators across five dimensions: teaching orientation, curriculum, learners, teaching strategies, and assessment. Exploratory and confirmatory factor analyses supported the five-factor structure. Further psychometric analyses showed satisfactory internal consistency, high inter-rater agreement, well-functioning score categories, and known-groups validity across career stages. The rubric offers a practice-proximal framework for assessing enacted PCK and supporting EFL teacher development.
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Li et al. (2026) studied this question.
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