A semi-systematic literature review for improving assessment goals, practices, and strategies for promoting computational empowerment in K-12 education

Abstract

Child-Computer Interaction (CCI) research has shown growing interest in Computational Empowerment (CE), yet there remains a lack of focus on assessment practices that can substantiate its outcomes. This paper presents a semi-systematic review to examine current approaches to assessing CE in CCI, investigate how these assessments connect to learning activities, and propose research directions for improving CE assessments. Our findings reveal that most studies are situated in formal educational settings and primarily aim to evaluate proposed technologies or learning models, but often with limited educator involvement. Assessment methods primarily rely on observations, feedback, reflection, and self-reports, but many do not specify theoretical frameworks. In response, we advocate for recentering participatory design in CE by fostering sustainable collaboration with educators. We propose strengthening CE assessment practices by building upon exemplary studies and focusing on three key areas aligned with the pillars of learning design: (1) refining and advancing CE learning goals, (2) integrating learning theories into assessment design, and (3) developing activities grounded in formative assessment principles.