Teacher design work has gained increasing attention by re-conceptualizing teachers as designers rather than curriculum deliverers. However, assessing teacher design work can be challenging given that there are very few research tools to assess teacher design knowledge (TDK) competencies. To fill that gap, this study proposes a survey that assesses TDK competencies in the era of digitally-mediated learning. The validity and reliability studies of the scale were carried out with 66 teachers. After the EFA, the TDK survey included 43 items from 77 items and had three factors. These factors were data literacies practice, design practice, and distributed epistemic practice. Despite the limitations of the small sample size, the findings revealed that the TDK scale was a valid and reliable instrument for measuring TDK competencies. The implications of these findings were discussed.

通过将教师重新定义为设计师而非课程提供者，教师设计工作越来越受到关注。然而，评估教师设计工作可能具有挑战性，因为评估教师设计知识 (TDK) 能力的研究工具很少。为了填补这一空白，本研究提出了一项调查，以评估数字媒介学习时代的 TDK 能力。对 66 名教师进行了该量表的效度和信度研究。EFA 之后，TDK 调查包括 77 个项目中的 43 个项目，包含三个因素。这些因素是数据素养实践、设计实践和分布式认知实践。. 尽管样本量较小，但研究结果表明，TDK 量表是衡量 TDK 能力的有效且可靠的工具。讨论了这些发现的影响。