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Design and validation of learning trajectory-based assessments for computational thinking in upper elementary grades.
- Source :
- Computer Science Education; Jun2021, Vol. 31 Issue 2, p141-168, 28p
- Publication Year :
- 2021
-
Abstract
- Background & Context: We describe the rationale, design, and initial validation of computational thinking (CT) assessments to pair with curricular lessons that integrate fractions and CT. Objective: We used cognitive models of CT (learning trajectories; LTs) to design assessments and obtained evidence to support a validity argument Method: We used the LTs and evidence-centered design to develop assessments that 144 Grade 3 and Grade 4 elementary students completed following the integrated instruction. We analyzed data using multiple psychometric approaches. Findings: The design approach and data analysis suggest that the assessments are well-suited to evaluate students' CT knowledge, skills and abilities across multiple LTs. Implications: We show how to use LTs to design assessments that can yield valid inferences about students' CT competencies; these methods can be adopted and extended by others to create additional assessments that can advance computer science education. [ABSTRACT FROM AUTHOR]
- Subjects :
- COMPUTER science education
Subjects
Details
- Language :
- English
- ISSN :
- 08993408
- Volume :
- 31
- Issue :
- 2
- Database :
- Complementary Index
- Journal :
- Computer Science Education
- Publication Type :
- Academic Journal
- Accession number :
- 150428398
- Full Text :
- https://doi.org/10.1080/08993408.2021.1874221