An Exploration of Three-Dimensional Integrated Assessment for Computational Thinking

Autor/inn/en	Zhong, Baichang; Wang, Qiyun; Chen, Jie; Li, Yi
Titel	An Exploration of Three-Dimensional Integrated Assessment for Computational Thinking
Quelle	In: Journal of Educational Computing Research, 53 (2016) 4, S.562-590 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633115608444
Schlagwörter	Thinking Skills; Computation; Foreign Countries; Experiments; Programming; Programming Languages; Computer Science; Problem Solving; Grade 6; Elementary Schools; Summative Evaluation; Scores; Elementary School Students; China + Suchen Sie Ihr Suchwort? Denkfähigkeit; Ausland; Erprobung; Programmierung; Informatik; Problemlösen; School year 06; 6. Schuljahr; Schuljahr 06; Elementary school; Grundschule; Volksschule
Abstract	Computational thinking (CT) is a fundamental skill for students, and assessment is a critical factor in education. However, there is a lack of effective approaches to CT assessment. Therefore, we designed the Three-Dimensional Integrated Assessment (TDIA) framework in this article. The TDIA has two aims: one was to integrate three dimensions (directionality, openness, and process) into the design of effective assessment tasks; and the other was to assess comprehensively the three dimensions of CT including computational concepts, practices, and perspectives. Guided by the TDIA framework, we designed three pairs of tasks: closed forward tasks and closed reverse tasks, semiopen forward tasks and semiopen reverse tasks, and open tasks with a creative design report and open tasks without a creative design report. To further confirm each task's applicability and its advantages and disadvantages, we conducted a test experiment at the end of the autumn semester in 2014 in a primary school for 3 weeks. The results indicated that (a) the reverse tasks were not more superior than the forward tasks; (b) the semi-open tasks and the open tasks were more effective than the closed tasks, and the semi-open tasks had higher difficulty and discrimination than the others; (c) the self-reports provided a helpful function for learning diagnosis and guidance; (d) the scores had no significant difference between the schoolboys and the schoolgirls in all six tasks; and (e) the six tasks' difficulty and discrimination were all acceptable, and the semi-open tasks had higher difficulty and discrimination than the others. To effectively apply them, the following suggestions for teachers to design computational tasks are proposed: motivating students' interest and enthusiasm, incorporating semi-finished artifacts, involving learning diagnosis and guidance, and including multiple types of tasks in an assessment. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01