A Principled Approach to Designing Computational Thinking Concepts and Practices Assessments for Upper Elementary Grades

Autor/inn/en	Basu, Satabdi; Rutstein, Daisy W.; Xu, Yuning; Wang, Haiwen; Shear, Linda
Titel	A Principled Approach to Designing Computational Thinking Concepts and Practices Assessments for Upper Elementary Grades
Quelle	In: Computer Science Education, 31 (2021) 2, S.169-198 (30 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Basu, Satabdi) ORCID (Xu, Yuning)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0899 3408
DOI	10.1080/08993408.2020.1866939
Schlagwörter	Computer Science Education; Programming; Thinking Skills; Logical Thinking; Concept Formation; Problem Solving; Skill Development; Elementary School Students; Preadolescents; Student Evaluation; Test Construction; Evidence Based Practice; Grade 4; Grade 5; Grade 6; Foreign Countries; Hong Kong + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Programmierung; Denkfähigkeit; Concept learning; Begriffsbildung; Problemlösen; Kompetenzentwicklung; Qualifikationsentwicklung; Pre-adolescence; Präadoleszenz; Schulnote; Studentische Bewertung; Testaufbau; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Ausland; Hongkong
Abstract	Background and Context: In today's increasingly digital world, it is critical that all students learn to think computationally from an early age. Assessments of Computational Thinking (CT) are essential for capturing information about student learning and challenges. When programming is used as a vehicle to foster CT skills, assessment of CT skills needs to measure understanding of programming concepts alongside general problem-solving practices applicable in contexts beyond programming. Objective: In this paper, we discuss the development of and results from separate validated assessments of programming concepts and generic CT practices for 4th-6th grade students. Method: An Evidence-Centered Design approach was used for the development and validation of the assessments, that were used with 15,000 upper elementary students in Hong Kong. Findings: Results from assessment implementation indicate that the assessments worked as designed and reveal student challenges with CT concepts and practices. Implications: These results point to the utility of our assessment as a curricular tool and the need for emphasizing certain CT concepts and practices in future curricular initiatives and teacher professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01