Development and validation of a game-based assessment tool for abstraction skills in lower primary students

Abstract

In recent years, computational thinking (CT) has gained growing attention in education, especially as societies become more reliant on digital technologies. Despite the growing emphasis on integrating CT into K − 12 curricula, there is still a shortage of validated tools for assessing CT practices among younger students. This study addresses this gap by developing and validating a game-based assessment tool called Critters Puzzle (CP), specifically designed to evaluate abstraction skills, a key dimension of CT practices, in lower primary school students (Grades 1–3). Based on a principled approach known as evidence-centered game design (ECGD), a set of game tasks independent of programming platforms was developed. The tool’s content validity was confirmed through expert reviews and cognitive interviews, followed by field tests. Psychometric analyses were performed with both Classical Test Theory (CTT) and Confirmatory Factor Analysis (CFA), and the results demonstrate adequate reliability and validity indicators. Further analysis of students’ game performance revealed that female students exhibited stronger abstraction skills. Then, the process data was used to identify students’ problem-solving strategies, and the analysis revealed distinct strategies among students, with observable gender disparities. This study introduces a carefully developed and validated assessment tool tailored for early-grade students within the context of Chinese primary school, focusing on the evaluation of abstraction skills in CT practices. The research process has the potential to support future assessment development in CT education and may serve as a reference for similar educational settings. The findings of process data highlight the importance of designing assessment tools that accommodate different problem-solving strategies and provide valuable insights for enhancing lower primary CT education.