The fairy performance assessment: measuring computational thinking in middle school
The fairy performance assessment: measuring computational thinking in middle school
复制标题
仙女表现评估：测量中学的计算思维
DOI：
--
复制
发表时间：
2012
期刊：
影响因子：
--
通讯作者：
Damon Chizuru Kawamoto
中科院分区：
文献类型：
--
作者：
L. Werner;J. Denner;Shannon Campe;Damon Chizuru Kawamoto
计算思维（CT）已被描述为一个基本的能力，为计算机科学做好准备的学生，以及社会的生产成员。但是，由于缺乏定义和评估工具，使K-12学生参与CT的努力受到阻碍。在本文中，我们描述了一个新创建的性能评估工具，测量CT在中学的第一个结果。我们简要描述了上下文的性能评估（游戏编程课程），CT的测量方面，结果，以及与性能相关的因素。我们认为评估工具的开发是将CT带到K-12的关键一步，并加强了游戏编程在中学的使用。我们讨论了我们的研究结果的问题和影响。
Computational thinking (CT) has been described as an essential capacity to prepare students for computer science, as well as to be productive members of society. But efforts to engage K-12 students in CT are hampered by a lack of definition and assessment tools. In this paper, we describe the first results of a newly created performance assessment tool for measuring CT in middle school. We briefly describe the context for the performance assessment (game-programming courses), the aspects of CT that are measured, the results, and the factors that are associated with performance. We see the development of assessment tools as a critical step in efforts to bring CT to K-12, and to strengthen the use of game programming in middle school. We discuss problems and implications of our results.