Developing a kindergarten computational thinking assessment using evidence-centered design: the case of algorithmic thinking

IF 3 Q1 EDUCATION & EDUCATIONAL RESEARCH
Jody Clarke, D. Silvis, Jessica F. Shumway, Victor R. Lee, Joseph S. Kozlowski
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引用次数: 24

Abstract

ABSTRACT Background and Context: There is a need for early childhood assessments of computational thinking (CT). However, there is not consensus on a guiding framework, definition, or set of proxies in which to measure CT. We are addressing this problem by using Evidence Centered Design (ECD) to develop an assessment of kindergarten-aged children’s CT. Objective: To present a design case on the development of the assessment, specifically the algorithmic thinking (AT) tasks and to share validity evidence that emerged. Method: We focus on the AT sub-component of CT and present the principled assessment design process using ECD. Findings: Our operationalization of CT includes spatial reasoning as a sub-component. Pilot results showed an acceptable internal consistency reliability for the AT items and critical design decisions that contributed to validity evidence. Implications: An important contribution of this work is the inclusion of spatial reasoning in our definition of early childhood CT.
基于循证设计的幼儿园计算思维评估:以算法思维为例
背景和背景:有必要对儿童早期计算思维(CT)进行评估。然而,对于测量CT的指导框架、定义或一组替代指标尚未达成共识。为了解决这个问题,我们采用循证中心设计(ECD)对幼儿园儿童的CT进行评估。目的:提出评估开发的设计案例,特别是算法思维(AT)任务,并分享出现的有效性证据。方法:我们关注CT的AT子组件,并提出了基于ECD的原则性评估设计过程。结果:我们的CT操作化包括空间推理作为一个子组件。试验结果显示,AT项目和关键设计决策具有可接受的内部一致性可靠性,有助于提供效度证据。意义:这项工作的一个重要贡献是将空间推理纳入我们对早期儿童CT的定义。
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来源期刊
Computer Science Education
Computer Science Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.70%
发文量
23
期刊介绍: Computer Science Education publishes high-quality papers with a specific focus on teaching and learning within the computing discipline. The journal seeks novel contributions that are accessible and of interest to researchers and practitioners alike. We invite work with learners of all ages and across both classroom and out-of-classroom learning contexts.
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