A principled approach to designing computational thinking concepts and practices assessments for upper elementary grades
A principled approach to designing computational thinking concepts and practices assessments for upper elementary grades
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设计小学高年级计算思维概念和实践评估的原则方法
DOI：
10.1080/08993408.2020.1866939
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发表时间：
2021
影响因子：
2.7
通讯作者：
L. Shear
中科院分区：
文献类型：
--
作者：
Satabdi Basu;Daisy W. Rutstein;Yuning Xu;Haiwen Wang;L. Shear
摘要背景和上下文：在当今日益数字化的世界中，所有学生从小就学会计算思维至关重要。计算思维（CT）的评估对于捕捉有关学生学习和挑战的信息至关重要。当编程被用作培养CT技能的工具时，CT技能的评估需要衡量对编程概念的理解，以及在编程之外的环境中适用的一般问题解决实践。目的：在本文中，我们讨论的发展和结果，从单独的验证评估的编程概念和通用CT的做法为4 - 6年级的学生。方法：以证据为中心的设计方法被用于开发和验证的评估，这是使用与15,000高小学生在香港。调查结果：评估实施的结果表明，评估工作的设计和揭示学生的挑战与CT的概念和做法。影响：这些结果表明，我们的评估作为一种课程工具的实用性和强调某些CT的概念和做法，在未来的课程举措和教师专业发展的需要。
ABSTRACT Background and Context: In today’s increasingly digital world, it is critical that all students learn to think computationally from an early age. Assessments of Computational Thinking (CT) are essential for capturing information about student learning and challenges. When programming is used as a vehicle to foster CT skills, assessment of CT skills needs to measure understanding of programming concepts alongside general problem-solving practices applicable in contexts beyond programming. Objective: In this paper, we discuss the development of and results from separate validated assessments of programming concepts and generic CT practices for 4th-6th grade students. Method: An Evidence-Centered Design approach was used for the development and validation of the assessments, that were used with 15,000 upper elementary students in Hong Kong. Findings: Results from assessment implementation indicate that the assessments worked as designed and reveal student challenges with CT concepts and practices. Implications: These results point to the utility of our assessment as a curricular tool and the need for emphasizing certain CT concepts and practices in future curricular initiatives and teacher professional development.
中年级学生精益计算思维能力评估的开发
DOI：
10.1145/3287324.3287390
发表时间：
2019
期刊：
Proceedings of the 50th ACM Technical Symposium on Computer Science Education
影响因子：
--
作者：
Wiebe, Eric;London, Jennifer;Aksit, Osman;Mott, Bradford W.;Boyer, Kristy Elizabeth;Lester, James C.
通讯作者：
Lester, James C.