Abstract
Content Knowledge (CK) and Pedagogical Content Knowledge (PCK) are core components of mathematics teachers’ competence, yet they are rarely measured simultaneously through technology-based diagnostic assessment. This study measures and profiles the CK and PCK of mathematics pre-service teachers using a diagnostic Computer-Based Test (CBT). A quantitative descriptive-correlational design was applied to 30 purposively selected pre-service teachers. Each construct was measured with 25 multiple-choice items whose content validity was established by expert judgment and whose reliability was confirmed before use (KR-20 = 0.81 for CK; 0.79 for PCK). Data were analyzed with descriptive statistics, Pearson correlation, and simple linear regression after assumption checks. Mean CK (50.00%) and PCK (52.67%) were both below the 75% mastery threshold, with 60% of students in the low category; specialized content knowledge and knowledge of content and curriculum were the weakest dimensions. CK and PCK correlated strongly and positively (r = 0.72; p < 0.001), with CK accounting for about 52% of the variance in PCK as a predictive, non-causal association. The CBT generated actionable diagnostic profiles at the dimension and indicator levels. These findings support using diagnostic CBT to guide data-driven curriculum reform integrating content mastery and pedagogical capacity.