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Measuring K-12 Computational Thinking Concepts, Practices and Perspectives: An Examination of Current CT Assessments
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, , , University of Alberta, Canada

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Computational Thinking (CT) is an essential skill for K-12 students in the 21st century. Many CT assessment instruments have been implemented for students at different grade levels. However, there is a lack of systematic grouping of CT assessments to assist researchers and practitioners in selecting a suitable CT assessment instrument to use. To better understand the growing field of CT assessment, this paper presents a set of 26 CT assessments that were scoped during a recent review of the literature, coded by the specific competencies measured, and organized into a 3D Hybrid CT Framework based on Brennan and Resnick (2012), Grover and Pea (2018), and Zhong, Wang, Chen, and Li (2016).

Citation

Adams, C., Cutumisu, M. & Lu, C. (2019). Measuring K-12 Computational Thinking Concepts, Practices and Perspectives: An Examination of Current CT Assessments. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 275-285). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 21, 2019 from .

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