Practicing Formative Assessment for Computational Thinking in Making Environments

Autor/inn/en	Hadad, Roxana; Thomas, Kate; Kachovska, Mila; Yin, Yue
Titel	Practicing Formative Assessment for Computational Thinking in Making Environments
Quelle	In: Journal of Science Education and Technology, 29 (2020) 1, S.162-173 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hadad, Roxana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-019-09796-6
Schlagwörter	Formative Evaluation; Computation; Thinking Skills; STEM Education; Creative Activities; Prior Learning; Skill Development + Suchen Sie Ihr Suchwort? Denkfähigkeit; STEM; Vorkenntnisse; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Making activities and environments have been shown to foster the development of computational thinking (CT) skills for students in science, technology, engineering, and math (STEM) subject areas. To properly cultivate CT skills and the related dispositions, educators must understand students' needs and build awareness of how CT informs a deeper understanding of the academic content area. "Assessing Computational Thinking in Maker Activities" (ACTMA) is a design-based research study that developed a curricular unit around physics, making, and CT. The project in this paper studied how instructors could use formative assessment to uncover students' prior knowledge and improve their use of CT. This study aims to provide a qualitative analysis of one lesson in the unit implementation of an informal makerspace environment that strived to be culturally responsive. The study examined "moments of notice," or instances where formative assessment could guide students' understanding of CT. We found elements in the establishment of a classroom culture that can generate a continual use of informal formative assessment between instructors and students. This culture includes using materials in conjunction with the promotion of CT concepts and dispositions, focusing on drawing for understanding, the practice of debugging, and fluidity of roles in the learning space. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01