Open data

Licensed CC BY 4.0. Aggregate tables only, with no individual records. Reuse the figures freely with attribution.

The dataset

The aggregate tables every volume in this series argues from, published in full on one page. Any figure you meet in a volume can be checked against its source without asking us for anything.

754,971

ATTEMPTED RESPONSES
2023 EDITION

15,548

TEACHERS
IN THE BASE OVERALL

SUB-DOMAINS OF PRACTICE
UNDER SIX CPAT DOMAINS

The base

What the programme holds#

Across both editions the competency research programme covers 26,544 teachers in 69 countries, from 10,562 schools, with more than 1.2 million scored responses. Pooled mean competency is 51%: 46.8% in the 2022 edition and 53.4% in the 2023 edition.

The 25 sub-domains beneath the six CPAT domains were measured in the 2023 edition only, on a base of 754,971 attempted responses from 15,548 teachers. That is the base for the whole of the table below, and the 25 row bases sum to it exactly.

Because the 2022 and 2023 editions share no common items, the two edition means are two separate measurements and not two points on a trend. Anyone reusing these tables inherits that constraint: no growth claim can be made between the editions, and none is made here. The full method note is How we research.

Table 1 · the full 25

All 25 sub-domains, with base#

Ordered weakest to strongest by correct-response rate. Eleven of the 25 sub-domains scored below 50% correct; the value is printed in every row, so nothing here depends on colour.

Table 1 · 2023 edition

Eleven of the 25 sub-domains measured in the 2023 edition scored below 50% correct, from learner behaviour management at 39.9% up to effective classroom communication at 71.9%

All 25 CPAT sub-domains measured in the 2023 edition of the competency research, ordered from the lowest correct-response rate to the highest. Columns: core domain, sub-domain, correct-response rate as a percentage, and n as the number of attempted responses. Base overall: 754,971 attempted responses from 15,548 teachers.
Core domain	Sub-domain	Correct (%)	n (attempted responses)
Learning Environment	Learner behaviour management	39.9	15,047
Ethics and Values	Professional ethics and values	41.7	15,127
Curriculum, Pedagogy and Technology	Curriculum planning and progression	42.5	30,165
Curriculum, Pedagogy and Technology	Learner needs identification	44.8	30,185
Learning Assessment & Data	Use of assessment data in achieving learner outcomes	45.1	30,205
Curriculum, Pedagogy and Technology	Integrating technology, pedagogy and content	45.8	30,242
Learning Assessment & Data	Purpose of assessments before, during and after a lesson	46.5	30,187
Student Engagement	Inter-disciplinary lesson planning	47.0	30,204
Learning Assessment & Data	Types of assessment	48.4	45,295
Curriculum, Pedagogy and Technology	Learning theories in teaching practice	49.3	30,210
Student Engagement	Differentiated lesson plans	49.3	45,297
Curriculum, Pedagogy and Technology	Theories of child development	51.4	30,025
Teacher Growth & Professional Development	Activities for professional development plan	53.4	30,189
Ethics and Values	Responsible use of technology	56.5	15,095
Ethics and Values	Accountability towards learners	57.1	15,109
Learning Environment	Classroom resources and safety	57.3	30,211
Student Engagement	Effective lesson planning	59.4	30,209
Teacher Growth & Professional Development	Use of reflective thinking skills for effective teaching and learning	59.7	30,213
Curriculum, Pedagogy and Technology	Types of curriculum	60.4	30,248
Student Engagement	Delivery of a discipline-specific lesson	62.1	30,215
Curriculum, Pedagogy and Technology	Teaching strategies and methods	62.7	30,263
Curriculum, Pedagogy and Technology	Purpose of curriculum design and development	63.1	30,212
Curriculum, Pedagogy and Technology	Use of technology to support teaching and learning	63.9	30,231
Curriculum, Pedagogy and Technology	Approaches to discipline-specific teaching	66.2	30,202
Learning Environment	Effective classroom communication	71.9	60,385

See the same 25 rows as a ranked chart How these figures were produced

All 25 sub-domains measured in the 2023 edition of our competency research, ordered by correct-response rate. Each value is a simple proportion of correct answers among attempted responses. Base overall: 754,971 attempted responses from 15,548 teachers; the 25 row bases sum to that overall base. Per-sub-domain bases range from 15,047 to 60,385 attempted responses, which is why a row with a low base is not a smaller finding but a differently-based one. Two sub-domains tie at 49.3%: learning theories in teaching practice, and differentiated lesson plans. Sub-domains were measured in the 2023 edition only, so this table is not a pooled 2022–2023 figure and no change over time can be read from it.

Licence

CC BY 4.0: take it, use it, credit it#

The aggregate tables on this page are published under the Creative Commons Attribution 4.0 International licence (CC BY 4.0). You may copy them, redistribute them, chart them, put them in a slide deck, quote them in a paper, and build on them commercially. The single condition is attribution: credit the source, and say if you changed anything.

You do not need to ask us, and you do not need to tell us. There is no field to fill in above the table for a reason.

Cite this dataset

Attribution string, paste this: The 25 CPAT sub-domains, 2023 edition: correct-response rates. SURE research. Base: 754,971 attempted responses from 15,548 teachers. Licensed CC BY 4.0.
Permalink: #/research/data-set/
APA: SURE. (2026). The 25 CPAT sub-domains, 2023 edition: correct-response rates [Data set]. CC BY 4.0.
A note on the author field: The volumes and these tables carry no individual author byline, so SURE is the correct author. The series has no DOI; add the page address from your browser if your style requires a URL.

Scope

What these tables contain, and what they do not#

What is here

The correct-response rate for each of the 25 sub-domains, 2023 edition.
The base n for each sub-domain, as attempted responses.
The core CPAT domain each sub-domain sits under.
The programme-level counts: 26,544 teachers, 69 countries, 10,562 schools, more than 1.2 million scored responses.
The pooled mean of 51%, and the two edition means of 46.8% (2022) and 53.4% (2023).

What is not here, and will not be

Individual teacher records, scores or identifiers of any kind.
School names or school-level results. No school among the 10,562 is identified anywhere in this series.
Country-level results or rankings. Participation was voluntary, so a country figure from this dataset would not mean what a reader would take it to mean.
Item text, item-level statistics or free-text answers.
Anything at all about students.
2022-edition sub-domain figures. Sub-domains were measured in the 2023 edition only.
Inter-rater agreement figures and error rates. Those analyses have not been published.

Three constraints that travel with the data

The n column counts responses, not people. A teacher contributes attempted responses to several sub-domains, so the column describes the base of each measurement and is not a headcount. The headcount for this table is 15,548 teachers.

These are scores for knowledge-for-practice, not enacted classroom behaviour. No row in this table describes what any teacher does in a classroom, and a reuse that implies otherwise is a misreading of the source, not of the licence.

The population is self-selected. Participation was voluntary, so it skews motivated, graduate-qualified, toward India and toward women, and it is not a probability sample of any national workforce. Please carry that sentence with the numbers.

Access

If you need it as a file#

Everything the volumes cite from the 2023 sub-domain analysis is on this page already, in a real table you can select, copy and paste into a spreadsheet. For most reuses that is the whole job, and it costs you nothing.

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