Formative Assessment of Computational Thinking: Cognitive and Metacognitive Processes
Formative Assessment of Computational Thinking: Cognitive and Metacognitive Processes
复制标题
计算思维的形成性评估：认知和元认知过程
DOI：
10.1080/08957347.2020.1835912
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发表时间：
2021
影响因子：
1.5
通讯作者：
Milonovich, Brandon
中科院分区：
文献类型：
--
作者：
Bonner, Sarah;Chen, Peggy;Jones, Kristi;Milonovich, Brandon
我们描述了使用思考大声检查实质性的过程中涉及的性能形成评估的计算思维（CT），旨在支持自我调节学习（SRL）。我们的任务设计模型包括三个阶段的工作计算思维问题：深谋远虑，性能和反射。七名学生谁报告他们的想法在所有三个阶段的认知过程进行了分析。代码工件的评级表明，计算思维问题在0到21分的量表上是中等难度的（M = 15，SD = 5）。创建配置文件来说明在有声思维过程中不同类型的认知过程的长度和顺序。结果提供了建构效度的证据，任务作为形成性评估的CT，阐明学习者在不同水平的技能使用SRL的方式，阐明计算思维的性质，并指出在评估设计的改进领域。
We describe the use of think alouds to examine substantive processes involved in performance on a formative assessment of computational thinking (CT) designed to support self-regulated learning (SRL). Our task design model included three phases of work on a computational thinking problem: forethought, performance, and reflection. The cognitive processes of seven students who reported their thinking during all three phases were analyzed. Ratings of artifacts of code indicated the computational thinking problem was moderately difficult to solve (M = 15, SD = 5) on a scale of 0 to 21 points. Profiles were created to illustrate length and sequence of different types of cognitive processes during the think-aloud. Results provide construct validity evidence for the tasks as formative assessments of CT, elucidate the way learners at different levels of skill use SRL, shed light on the nature of computational thinking, and point out areas for improvement in assessment design.