Name
Title | ||
|---|---|---|
Assessing Computational Thinking Through The Lenses Of Functionality And Computational Fluency |
Abstract | ||
|---|---|---|
Background and Context: This study looks at computational thinking (CT) assessment of programming artifacts within the context of CT integrated with science education through computational modeling.Objective: The goal is to explore methodologies for assessment of student-constructed computational models through two lenses: functionality and conceptual fluency.Method: This study uses data from research with EcoMOD, a 3(rd) grade ecosystem science curriculum in which student pairs program computational models of a beaver building a dam. Snapshots of programs for 47 student pairs collected over time are assessed.Findings: A functionality-based rubric provided assessment of student task progress, but was less successful at correctly identifying CT gains in programs that were partially correct. A rubric for conceptual fluency identified development of fluency in CT concepts of sequencing, loops, and conditionals.Implications: This study contributes to the literature by exploring affordances of different rubric-based CT assessments of student programs. |
Year | DOI | Venue |
|---|---|---|
2021 | 10.1080/08993408.2020.1866932 | COMPUTER SCIENCE EDUCATION |
Keywords | DocType | Volume |
Computational thinking, assessment, block-based programming | Journal | 31 |
Issue | ISSN | Citations |
2 | 0899-3408 | 0 |
PageRank | References | Authors |
0.34 | 0 | 7 |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Shari J. Metcalf | 1 | 0 | 0.34 |
| Joseph M. Reilly | 2 | 0 | 0.34 |
| Soobin Jeon | 3 | 0 | 0.34 |
| Annie Wang | 4 | 0 | 0.34 |
| Allyson Pyers | 5 | 0 | 0.34 |
| Karen Brennan | 6 | 0 | 0.34 |
| Chris Dede | 7 | 0 | 0.34 |